Autor: Chomczyńska, Mariola - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem
Autorzy:: Chomczyńska-Rubacha, Mariola
Powiązania:: https://bibliotekanauki.pl/articles/2031715.pdf
Data publikacji:: 2014-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: academic achievement
self-esteem
sex
middle schools
primary schools
high schools
Opis:: The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.
Źródło:: The New Educational Review; 2014, 37; 150-160
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Educational Strategies of Teachers with Various Senses of Efficacy
Autorzy:: Chomczyńska-Rubacha, Mariola
Rubacha, Krzysztof
Powiązania:: https://bibliotekanauki.pl/articles/26469785.pdf
Data publikacji:: 2013-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: education strategies
reinforcement
development
adaptation
ideology
sense of efficacy
the study of teachers
Opis:: The main objective of this study was to verify the hypothesis about the relationship between a sense of efficacy and educational strategies for teachers, conceptualized as a heteronomy – autonomy dimension. A move towards autonomous strategies should be linked to a strong sense of efficacy in teachers. The study, planned in this manner, was to verify the concept of education strategy discussed in this article, and the ability to predict educational strategies in schools based on the knowledge of the sense of efficacy in the teachers implementing them. The results positively verify these hypotheses, but also show the problematic ruling which of the strategies (heteronymous or autonomous) is more effective in the perception of teachers.
Źródło:: The New Educational Review; 2013, 31; 105-115
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 3.

Tytuł:: Ethical Orientations and Sex in Teachers with Varied Educational Strategies
Autorzy:: Rubacha, Krzysztof
Chomczyńska-Rubacha, Mariola
Powiązania:: https://bibliotekanauki.pl/articles/18104540.pdf
Data publikacji:: 2013-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: educational strategies
ethical orientations: justice and care
sex
teachers
Opis:: The authors present the results of empirical research that tested a hypothesis concerning the relationship between ethical orientations and teachers’ educational strategies. The study was planned as a quantitative strategy as theoretical-verified, in a quasi-experimental scheme with random sampling. Data was gathered with the help of tests, and the hypotheses were verified using two-way ANOVA.
Źródło:: The New Educational Review; 2013, 33; 237-246
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 4.

Tytuł:: Educational self-efficacy in teachers of various ethical orientations. The slovak research
Autorzy:: Rubacha, Krzysztof
Sirotova, Mariana
Chomczyńska-Rubacha, Mariola
Powiązania:: https://bibliotekanauki.pl/articles/2005021.pdf
Data publikacji:: 2016-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: teachers
ethical orientations
educational self-efficacy
care and justice ethics
Opis:: The article provides an empirical analysis of a relationship between ethical orientations and educational self-efficacy. Ethical orientations are defined in the theoretical system of K. Gilligan, whereas self-efficacy is viewed through the social-cognitive theory. The results of the analysis of variance demonstrate the existence of statistically significant differences in self-efficacy between teachers who prefer the ethics of justice and those who prefer the ethics of care, in favour of the former. However, the Eta coefficient shows that the relationship strength is not very large. In conclusion of the result interpretation we explain what our research explicates and what lies beyond its capacity.
Źródło:: The New Educational Review; 2016, 43; 193-200
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

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