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    Wyświetlanie 1-4 z 4
    Tytuł:
    Editorial. Becoming an adult - contexts of identity development
    Autorzy:
    Brzezińska, Anna Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/430420.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    dimensions of identity
    early adulthood
    early and late adolescence
    educational level
    emerging adulthood
    emotional regulation
    guilt proneness
    identity status
    identity style
    shame proneness
    social participation
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 239-244
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Identity and markers of adulthood: the relationship between two constructs
    Autorzy:
    Brzezińska, Anna Izabela
    Piotrowski, Konrad
    Powiązania:
    https://bibliotekanauki.pl/articles/430424.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    commitment
    exploration
    identity formation
    psychosocial maturity
    role transitions
    sense of adulthood
    Opis:
    The article presents both the classical and contemporary approaches to the analysis of identity formation. Special emphasis has been placed on the processual approach, in which identity is regarded as a dynamic construct that remains in constant, mutual relations with personal and contextual factors. Since research on identity has been predominantly based on studies conducted on individuals in adolescence and early adulthood, i.e. in the time of transition to adulthood, the article focuses on adulthood markers that may be found in this particular phase of human development. The authors have distinguished different markers of adulthood (transitions to adult roles, psychosocial maturity, sense of adulthood) and have described their links to identity. In the conclusion of the present paper, it has been stressed that future research on identity should to a large extent include factors originating from these different categories of conditions, and that researchers ought to consider the interactions of these factors as predictors of identity formation.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 254-265
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Identity, self-sufficiency and disability in the context of educational and vocational activity
    Autorzy:
    Piotrowski, Konrad
    Brzezińska, Anna Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/430218.pdf
    Data publikacji:
    2011
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    commitment making
    disability
    educational activity
    exploration in breadth
    exploration in depth
    identification with commitment
    identity
    ruminative exploration
    self-sufficiency
    vocational activity
    Opis:
    This study focused on relations between identity and sense of self-sufficiency. These relations were analysed in the context of educational and vocational activity. 204 persons without disabilities and 230 persons with different kinds of disability participated in the study. Participants were divided into three groups: (1) 18-24-year-olds – students, (2) 25-30–yearolds – unemployed and (3) 25-30–year-olds – employed. The results revealed that unemployed people have significant problems with identity formation. This group obtained the highest scores on ruminative exploration and the lowest scores on the scales of commitment making and identification with commitment. Self-sufficiency proved to be a moderator of the relations between educational/vocational activity on the one hand and exploration in breadth and exploration in depth on the other hand. In students, level of exploration was high in individuals with a high sense of self-sufficiency whereas in the unemployed strong exploration was observed in the group with low sense of self-sufficiency. The need to conduct studies where participants are recruited from populations which seldom attract researchers’ interest, such as the unemployed and people of low social status, is also noted.
    Źródło:
    Polish Psychological Bulletin; 2011, 42, 3; 160-168
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social participation, identity style and identity dimensions in late adolescence among students of three types of vocational schools
    Autorzy:
    Kaczan, Radosław
    Brzezińska, Anna Izabela
    Wojciechowska, Julita
    Powiązania:
    https://bibliotekanauki.pl/articles/430540.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    commitment
    educational context
    exploration
    identity dimensions
    identity style
    social participation
    vocational school
    Opis:
    Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al. (2008), the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools (n=271), technical upper secondary schools (n=448), and specialized upper secondary schools (n=253). Three questionnaires were used: The Dimensions of Identity Development Scale (DIDS/PL), which measures five identity dimensions according to the concept of Luyckx, Schwarz, Berzonsky et al. (2008), Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski (see Rękosiewicz, 2013b), enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 (ISI-4) authored by A. Senejko (2010), to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 310-321
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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