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    Wyświetlanie 1-14 z 14
    Tytuł:
    Sense of the meaning of life among students demonstrating different self-education activity levels
    Autorzy:
    Rodek, Violetta
    Powiązania:
    https://bibliotekanauki.pl/articles/2012145.pdf
    Data publikacji:
    2015-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-education
    meaning of life
    higher education didactics
    Opis:
    The purpose of the presented study was to recognise mutual relations between students’ self-education activity and their sense of the meaning of life. The answer to the question: What is the sense of the meaning of life among students of high, average and low levels of self-education activity? was sought. In the study, the estimation method was used. Students’ level of self-education activity was measured on the basis of the Self-education Activity Scale (SAS), created by the author, whereas in order to define the level of the sense of the meaning of life, J.C.Crumbagh and L.T.Macholicka’s Meaning of Life Sense Scale, adapted to the Polish reality by Z. Płużek, was used. Analysis showed a relationship between the above-mentioned variables, in particular in terms of one’s sense of life and assessment of its value. As for the other components of the sense of the meaning of life level: self-esteem and approach towards death and suicide, no significant dependencies were observed.
    Źródło:
    The New Educational Review; 2015, 40; 58-68
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An Examination of the Relationship Between Self-concept and Creative/Non-Creative Attitude in a Sample of Polish University Students Who Major in Special Education
    Autorzy:
    Gindrich, Piotr Alfred
    Kazanowski, Zdzisław
    Powiązania:
    https://bibliotekanauki.pl/articles/2140634.pdf
    Data publikacji:
    2022-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-esteem
    self-concept
    special education
    creative attitudes
    higher education
    teacher competence
    Opis:
    This study aimed to examine the relationship between self-concept and creative/ non-creative attitudes among undergraduate students majoring in special education. A total of 99 Polish university students participated in the study. A creative/non-creative attitude – the dependent variable was examined by a Creative Behaviour Questionnaire by Popek. Students’ self-concept (including self-esteem) – the independent variable was assessed with a Tennessee Self-Concept Scale by Fitts. The outcomes of the regression analysis proved that the strongest predictors were found for non-creative (reconstructive) attitudes. The personal barriers to developing students’ creative attitudes (concerning self-concept) were identified. The article contains conclusions in conjunction with practical implications.
    Źródło:
    The New Educational Review; 2022, 69; 221-231
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Does School Experience Kill Confidence? Chosen Aspects of Students’ Feelings and Beliefs about Themselves over a Number of Years of Education
    Autorzy:
    Glinka, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/1963505.pdf
    Data publikacji:
    2020-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    education
    school experience
    stress
    anxiety
    self-confidence
    self-efficacy
    Opis:
    Stress and anxiety experienced at school is negatively correlated with school achievements and mental health. Experiencing stress and anxiety is common for young people of school age from all over the world. Previous experiences have significant influence on children’s self-efficacy and their self-confidence. Students’ school experiences are the main subject of this text. This article presents results of longitudinal studies among children from primary school. In 2016 a questionnaire was distributed among children in 2ⁿd and 3rd grade (N=82). In 2019 the same survey was conducted among the same children in 4th and 5th grade (N=82). Aft er several years of education students declare higher levels of stress and anxiety and lower levels of self-confidence and beliefs in their abilities in situations when they are evaluated at the board. Results of the research disclose a disquieting tendency in school experience.
    Źródło:
    The New Educational Review; 2020, 59; 138-146
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Self-efficacy of Physical Education Teachers and Burnout in the Teaching Profession
    Autorzy:
    Sas-Nowosielski, Krzysztof
    Kowalczyk, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1967518.pdf
    Data publikacji:
    2019-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    physical education teachers
    burnout
    self-efficacy
    Opis:
    Teachers, including physical education (PE) teachers, are at risk of burning out in their work. The consequences of this syndrome have a negative impact on the teacher themselves and on their students. Therefore it is very important to identify factors that may prevent its occurrence. Self-efficacy is considered one such factor. The aim of the study was to determine if self-efficacy specific to PE teachers is related to their burnout. The study was conducted using a survey method, with the use of the Physical Education Teaching Efficacy Scale [PETES] and the Maslach Burnout Inventory. A total of 401 PE teachers were surveyed. PE teachers turned out to be rather moderately burnt out, except for one dimension - a reduced sense of personal accomplishments - which in almost the whole sample reached high values. Regression analyses conducted for all three dimensions of burnout were significant, explaining from 4% up to 10% of the variance. The dimension of accomplishments was positively predicted by two kinds of self-efficacy: applying scientific knowledge in teaching PE, and teaching students with special needs. Emotional exhaustion was significantly and negatively predicted by assessment efficacy, and using technology efficacy, and positively by accommodating skill level differences of efficacy. Finally, depersonalization was negatively predicted by instructional efficacy.
    Źródło:
    The New Educational Review; 2019, 58; 179-188
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-experience Workshops as an Important Factor in the Academic Education of Students of Pedagogy in Times of (in)authenticity of Relationships and Bonds
    Autorzy:
    Pyrzyk-Kuta, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1963964.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-experience
    academic education
    self-refl ection
    intrapersonal and interpersonal competences
    Opis:
    In the proposed paper, I would like to draw attention to the workshop on self-experience in academic education, and especially in the education of students of humanities. The subject matter of the undertaken research was the experiences related to the participation of art therapy students in self experience workshops, which constitute an important element of personal development on the path of preparation for a professional role. A practical goal was established. It was important to show the effects of emotional work, shaping self-awareness, and analyzing the functioning of the students in a relationship with another human being. An important part of the article are the narratives of the students, which were subjected to qualitative analysis. These self-reflections of students clearly show the correlated stages: insightful self-development, thanks to which students acquire interpersonal skills and, as a result, learn how to work using art therapy with an individual and a group.
    Źródło:
    The New Educational Review; 2020, 62; 128-137
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learning and its Effectiveness in Students’ Self-reflection
    Autorzy:
    Rodek, Violetta
    Powiązania:
    https://bibliotekanauki.pl/articles/1967798.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-learning
    didactics of institution of higher education
    Opis:
    The article presents research on students’ independent self-learning. The applied method was an analysis of intentionally prepared documents. While conducting the research, an attempt was made to recognise: the manner of the understanding the notion of “learning” by the students; the manner of learning which they apply as well as evaluation of their own effectiveness in this scope. The participants in the research identify learning mainly as mnemonic acquisition of new knowledge in the situations related to the process of studying. In the majority of cases, they work unsystematically, applying ineffective techniques of learning and express negative judgements on their own learning effectiveness.
    Źródło:
    The New Educational Review; 2019, 55; 112-120
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Why is Self-Determination Important for Students with and without Disabilities in Vocational Education?
    Autorzy:
    Licardo, Marta
    Schmidt, Majda
    Powiązania:
    https://bibliotekanauki.pl/articles/2004841.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-determination
    vocational education
    students with disabilities
    academic achievement
    Opis:
    The purpose of the study was to determine differences in self-determination between high school students with and without disabilities and to determine the influence of three predictors of self-determination in vocational education: gender, group and grade point average. Research was done by comparing students with the method of pairs. The results show that students with disabilities have a lower level of self-determination than their peers; significant predictors of self-determination are group and grade point average. Results reveal important fields of intervention for self-determination development, especially for students with disabilities in vocational education. This is also the first study of student self-determination in Slovenian vocational education with specific cultural and education background.
    Źródło:
    The New Educational Review; 2016, 46; 200-210
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-Concept and English Oral Proficiency of Senior High School Students
    Autorzy:
    Dadulla, Jovenel B.
    Potane, Joel D.
    Powiązania:
    https://bibliotekanauki.pl/articles/2140616.pdf
    Data publikacji:
    2022-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-concept
    oral proficiency
    English Language Education
    speech development
    Opis:
    The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.
    Źródło:
    The New Educational Review; 2022, 69; 170-179
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Competitiveness and motivation for education in academic self-handicapping
    Autorzy:
    Šimek, Damjan
    Powiązania:
    https://bibliotekanauki.pl/articles/2012242.pdf
    Data publikacji:
    2015-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    competitiveness
    motivation for education
    academic self-handicapping
    high school students
    Opis:
    Previous research examined only the role of interpersonal competition in academic self-handicapping. Therefore, from the multidimensional perspective, the goal of the presented research on academic self-handicapping was to determine the role of (1) different attitudes to competition, (2) the reasons that motivate people for competition and (3) the reasons for avoidance of competition. We also aimed at distinguishing the roles of different types of motivation for education in academic self-handicapping, according to the level of self-determination. Participants were 748 high school students. In academic self-handicapping the results confirmed the relevance of distinguishing among different dimensions of competitiveness. Those denoted by selfworth protection proved to be more characteristic of academic self-handicapping than those depicted by testing one’s own limits and by high importance of the quality of task accomplishment. Regarding motivation for education, amotivation played the important role. Intrinsic motivation correlated with academic self-handicapping negatively, but extrinsic motivation showed no significant correlation. Important implications for refinements of pedagogical practice are discussed.
    Źródło:
    The New Educational Review; 2015, 39; 190-200
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Investigation of the Impact of OBE-Based Teaching Reform on Students’ Learning Experiences : From the Perspective of Self-Determination Theory
    Autorzy:
    Liu, Xia’nan
    Somasundram, Piriya A/P
    He, Yanbin
    Powiązania:
    https://bibliotekanauki.pl/articles/2233945.pdf
    Data publikacji:
    2023-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    outcome-based education
    self-determination theory
    academic
    achievement
    learning satisfaction
    Opis:
    This study employed a questionnaire survey method and utilised the Self-Determination Theory as a theoretical framework to simulate students’ “needs”. The aim was to investigate the impact of OBE-based teaching reform on students’ academic achievement, satisfaction, autonomy, competence, and relatedness. The study used a quasi-experimental research design with 80 students from Changzhi Medical College as the sample and found that OBE teaching can improve students’ academic achievement, especially for middle and low-performance students. It can improve students’ satisfaction with the course and relatedness experience.
    Źródło:
    The New Educational Review; 2023, 72; 108-121
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The correlation between self-directed learning readiness and web-based learning in nursing students: a study conducted in Turkey
    Autorzy:
    Şenyuva, Emine
    Kaya, Hülya
    Powiązania:
    https://bibliotekanauki.pl/articles/2011722.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-directed learning readiness
    web-based learning
    nursing student
    nursing education
    Opis:
    The research examined the relationship between web-based learning and self-learning readiness of nursing students. The research was a single-group experiment, in which 162 second-year nursing students were given a pre-test and a post-test. All the students use the Internet. Before and after the web-based course, a statistically significant difference was observed concerning the average points totaled for self-learning readiness. Results show that web-based learning positively affected the self-learning readiness of nursing students. Therefore, nursing students would benefit from web-based education as it improves their readiness for self-learning.
    Źródło:
    The New Educational Review; 2015, 41; 98-107
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Professional Reflection of Psychology Students: The Way of Enhancement
    Autorzy:
    Kaniuka, Inna O.
    Serhieienkova, Oksana P.
    Powiązania:
    https://bibliotekanauki.pl/articles/1997696.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    professional reflection
    reflection
    research-based education
    self-identity
    agency
    educational development
    Opis:
    The present article concentrates on the way of working out the program of effective intervention of professional reflection in psychology students. Five stages of study are presented. In the first step, in the literature review the designation of professional reflection was defined as a set of structure components: prognostic thinking, reflexivity, positive professional identity and agency. In the second step, in the empirical studies the external and internal factors of professional reflection were selected and examined among a group of professional psychologists (N=54). The analysis of empirical data of professional reflection factors and the level of its formation in psychology professionals made it possible to clearly identify the basic conditions for the intervention program «Professional reflection development» and its effect among psychology students. Only twenty five students (N=25) were self-selected in a 12-week intervention program forming an intervention group (IG). There are four studies of the program: cognitive, personality-related, motivational and emotional-volitional. All of them contain interaction, workshops, webinars, and art-cases. Remaining students (N=28) formed a control group (CG). The results obtained in both student groups and differences between them were further analyzed and explained.
    Źródło:
    The New Educational Review; 2017, 49; 273-284
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Objectively and Subjectively Measured Level of Managerial Competencies as the Basis for Andragogical Counselling
    Autorzy:
    Pavlík, Roland
    Powiązania:
    https://bibliotekanauki.pl/articles/1964309.pdf
    Data publikacji:
    2021-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    adult education
    couching
    personality development
    managers
    candidates
    Hogan Personality Inventory
    self-assessment questionnaire
    Opis:
    The study is a part of the research on the couching method as a tool for adult personality development related to the managerial potential development. The aim was to find out differences between subjectively and objectively measured levels of managerial potential in a research sample and to compare differences in their positions as managers and non-managers. The study was based on the conception of managerial potential development. The article gives results of the Hogan Personality Inventory (HPI) where the managerial potential was measured in seven competencies. The results were compared with the research sample’s self-assessment in a questionnaire of own design. The finding was that managers achieved better results in objectively measured competencies than in subjectively measured competencies. They scored highest in the objectively measured managerial competence Inquisitive and lowest in the objectively measured managerial competence Adjustment. Candidates achieved better results in objectively measured competencies than in subjectively measured competencies. They scored highest in the objectively measured managerial competence Interpersonal Sensitivity and lowest in the objectively measured managerial competence Adjustment. In subjective self-assessment, managers achieved higher mean scores than candidates in the competence Ambition. Managers, again, scored higher than candidates in subjective assessment of the competence Inquisitive. In subjective assessment, candidates scored highest in the managerial competence Interpersonal Sensitivity and lowest in the managerial competence Learning Approach. There were no statistically significant differences between managers and candidates for managerial positions in the managerial potential.
    Źródło:
    The New Educational Review; 2021, 65; 110-121
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Trapped in Perpetual Peripheral Participation: Unseen and Undiscovered Leadership Potential
    Autorzy:
    Sundelowitz, Erol
    Macdonald, Carol
    Stanz, Karel
    Powiązania:
    https://bibliotekanauki.pl/articles/31342772.pdf
    Data publikacji:
    2007-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Self-concept
    Multiple Intelligences
    Leadership Cocoons
    Perpetual Peripheral Participation
    Cultural Psychology
    methodology
    Early Childhood Education
    Opis:
    The present study is focussing on the leadership potential at schools that goes unnoticed, unacknowledged and un-nurtured. Traditionally, schools focus on children/learners whose leadership traits are encouraged and developed through conventional structures such as the prefect system and the leadership schools/camps that selected candidates are sent on. By developing the concept of Leadership Cocoons, this study is drawing attention to individuals whose potential for leadership lies hidden in a chrysalis form that is masked for leadership selection by pervasive, generic, norm-generated criteria. Such individuals are trapped in a situation of Perpetual Peripheral Participation around communities of leaders. As a means to explore the above issues, the paradigm of Cultural Psychology has been selected.
    Źródło:
    The New Educational Review; 2007, 11; 195-209
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-14 z 14

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