Mgr. Ivan Ropovik, Ph.D.

Institute of Psychology
The Czech Academy of Sciences
Pod Vodárenskou věží 1143/4
182 00 Prague 8
Phone: +420 266 053 846
E-mail: ropovik@psu.cas.cz
Web:: https://www.iropovik.com/

Research interests

Meta-research
Evidence synthesis
Publication bias
Quantitative inference
Error detection
Psychometrics
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Education

PhD in Education, 2012, Faculty of Education, University of Presov, Slovakia (3-year program)
MA in Education, 2009, Faculty of Humanities and Natural Sciences, University of Presov, Slovakia (5-year program)

Employment

2012 - present: Research scientist; Faculty of Education, University of Presov, Slovakia
3/2019 – present: Research scientist; Institute for Research and Development of Education, Faculty of Education, Charles University in Prague, Czechia
8/2018 – 3/2019: Post-Doc; Institute for Research and Development of Education, Faculty of Education, Charles University in Prague, Czechia
1/2023 – present: Research scientist; Institute of Psychology, Czech Academy of Sciences
9/2023 – present: Research scientist; Institute of Social Sciences, Slovak Academy of Sciences

Teaching Activities

Methodology of Research; Program ERASMUS: Module II Teacher Training
Introduction to Statistical Reasoning; Program ERASMUS: Module II Teacher Training
Theories of Learning; Program ERASMUS: Module II Teacher Training
Quantitative Methodology; PhD program

Academic Honors and Awards

Rector’s Award, University of Presov in years 2014, 2015, 2016, 2 x in 2017, 2019, 2020, 2022, and 2023
Dean’s Award, University of Presov in years 2012, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2022, and 2023

Projects

2024 – 2027: PRIMUS/24/SSH/17 Systematic research on the empirical robustness of effects in education and psychology
2022 – 2025: NPO Exceles LX22NPO5101 National institute SYRI [National Institute for Research on Socioeconomic Impacts of Diseases and Systemic Risks]
2023 – 2025: Czech Science Foundation 23-06289S Consequences of bullying: How classroom characteristics can weaken the psychological problems associated with victimization
2020 – 2022: PRIMUS/20/HUM/009 Center for meta-research in education (Principal investigator)
2023 – 2026: APVV-22-0458 A large-scale meta-scientific analysis of the state of Slovak studies and final theses in social sciences
2012 – 2015: APVV-0281-11 Executive functions as a structural component of the ability to learn: assessment and intervention
2018 – 2022: APVV-17-0418 Posttraumatic subtype of depression and its etiopathogenesis: network approach to psychopathology
2019 – 2023: APVV-18-0140 Internet Gaming Disorder - IGD: risk factors, symptoms and their measurement
2018 – 2021: VEGA 1/0353/18 Implicit language knowledge of school-aged children
2017 – 2020: VEGA 1/0427/17 Health literacy in a school-aged children as a part of education process in schools and the outcome of school- based health education

Selected Publications

Sparacio*, A., IJzerman*, H., Ropovik*, I., Filippo, G., Spiessens, C., Uchino, B. N., … Jiga-Boy*, G. M. (2024). Self-administered mindfulness interventions reduce stress in a large, multi-site study. Nature Human Behaviour. Advance online publication. doi: 10.1038/s41562-024-01907-7. *corresponding authors
Martončik*, M., Ropovik*, I., & Adamkovic, M. (2024). Development of Gaming Disorder: Underlying Risk Factors and Complex Temporal Dynamics. Computers in Human Behavior, 153, 108112. https://doi.org/10.1016/j.chb.2023.108112 *joint first authors
Kolek, L., Ropovik, I., Šisler, V., van Oostendorp, H., & Brom, C. (2023). Video Games and Attitude Change: A Meta-analysis. Contemporary Educational Psychology, 102225. https://doi.org/10.1016/j.cedpsych.2023.102225
Ropovik*, I., Martončik*, M., Babincak, P., Baník, G., Vargová, L., & Adamkovic, M. (2023). Risk and protective factors for (internet) gaming disorder: A meta-analysis of pre-COVID studies. Addictive Behaviors, 139, 107590. https://doi.org/10.1016/j.addbeh.2022.107590. *joint first authors
Isager, P. M., van Aert, R. C. M., Bahník, Š., Brandt, M. J., DeSoto, K. A., Giner-Sorolla, R., Krueger, J. I., Perugini, M., Ropovik, I., van ‘t Veer, A. E., Vranka, M., & Lakens, D. (2022). Deciding what to replicate: A formal definition of “replication value” and a decision model for replication study selection. Psychological Methods, 28(2), 438–451. doi:10.1037/met0000438
Ropovik, I., Adamkovic, M., & Greger, D. (2021). Neglect of publication bias compromises meta-analyses of educational research. PLOS One, 16(6),e0252415. doi:10.1371/journal.pone.0252415
IJzerman*, H., Ropovik*, I., Ebersole, C. R., Tidwell, N., Lima, T., et al. (2020). Many Labs 5: Registered Replication Report of Förster, Liberman and Kuschel’s (2008). Advances in Methods and Practices in Psychological Science, 3(3), 366-376. doi:10.1177/2515245920916513 *joint first authors.
Ropovik, I. (2015). A cautionary note on testing latent variable models. Frontiers in Psychology, 6, 1715. doi:10.3389/fpsyg.2015.01715
Ropovik, I., Bobakova, M., Ferjencik, J., Filickova, M., Kovalcikova, I., & Slavkovska, M. (2015). The utility of set-loss error scores in the general population. Psychological Assessment, 27(3), 755–762. doi:10.1037/pas0000106
Ropovik, I. (2014). Do executive functions predict the ability to learn problem-solving principles? Intelligence, 44, 64–74. doi:10.1016/j.intell.2014.03.002