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    Wyświetlanie 1-8 z 8
    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:
    The dynamics of identity exploration in various domains in early adolescence: The results of a longitudinal study
    Autorzy:
    Kłym-Guba, Maria
    Cieciuch, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/2127782.pdf
    Data publikacji:
    2019-04-05
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    identity
    identity exploration
    identity domains
    early adolescence
    Early Identity Exploration Scale
    longitudinal study
    Opis:
    In accordance with the classic – developmental – approach to identity originated by Marcia (1966), there are two basic identity formation processes: exploration and commitment. The first step on the way to mature identity is exploration. The aim of the present study was to analyze the dynamics of exploration in the period when it begins: in early adolescence. The participants in the longitudinal study (with three measurements at half-year intervals) were 327 adolescents aged 11 to 15 (M = 13.26, SD = 1.20) – elementary and middle school students. The sample was balanced in terms of gender (45% were girls). The instrument we used was the Early Identity Exploration Scale (EIES; Kłym & Cieciuch, 2015), enabling the measurement of identity exploration in 12 domains: physical appearance, free time, family of origin, work, boyfriend–girlfriend relationships, own opinion formation, perception of own place in the life cycle, self-reflection, future, future family, outlook on life, and attitude toward rules. The analysis was performed using a latent growth curve model. It turned out that in some domains (physical appearance, work, boyfriend–girlfriend relationships, and outlook on life) the level of exploration systematically increased, despite the relatively short time of the study; the domain of boyfriend–girlfriend relationships was the only one in which we found no interpersonal differentiation in the intensity of this increase. It also turned out that there was interpersonal differentiation in the level of exploration at the outset in all the domains analyzed.
    Źródło:
    Roczniki Psychologiczne; 2016, 19, 2; 239-255
    1507-7888
    Pojawia się w:
    Roczniki Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Identity in adolescence and emerging adulthood: relationships with emotional and educational factors
    Autorzy:
    Piotrowski, Konrad
    Powiązania:
    https://bibliotekanauki.pl/articles/430853.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    commitment
    educational context
    exploration
    guilt
    identity
    shame
    Opis:
    In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 266-276
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wymiary tożsamości a satysfakcja z życia u studentów i pracujących
    Identity dimensions and life satisfaction of students and workers
    Autorzy:
    Karaś, Dominika
    Kłym, Maria
    Wasilewska, Żaneta Maria
    Rusiak, Dagmara
    Cieciuch, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/2086912.pdf
    Data publikacji:
    2012-08-28
    Wydawca:
    Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
    Tematy:
    identity
    satisfaction with life
    exploration
    commitment
    mediation analysis
    Opis:
    The main aim presented study was to examine the relationships between satisfaction with life (Diener, 1984) and five identity dimensions distinguished by Luyckx (Luyckx, Goosens, Soenens, & Beyers, 2006, Luyckx et al., 2008): commitment making, identification with commmitment, exploration in breadth, exploration in depth and ruminative exploration. The participants where 417 students and workers aged 19-17. The results indicated significant relationships between identiti dimensions and life satisfaction and also showed the differences between students and workers group: in student subsample significant appeared to be the connection between in breadth exploration and satisfaction with life, and in workers sub-samplem the connections of life satisfaction and exploration in depth. Moreover, in both sub-samples the significant links between satisfaction with life and ruminative king of exploration were reported. it was also found, that identification with commitment mediates the relation of commitment making anf life satisfaction.
    Źródło:
    Studia Psychologica; 2012, 1, 12; 25-45
    1642-2473
    Pojawia się w:
    Studia Psychologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Off-time higher education as a risk factor in identity formation
    Autorzy:
    Piotrowski, Konrad
    Kaczan, Radosław
    Rękosiewicz, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/430740.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    commitment
    educational context
    exploration
    identity
    off-time education
    unpunctuality
    Opis:
    One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: (1) full-time university studies (BA or MA level), (2) part-time university studies (BA or MA level), and (3) full-time post-secondary school (certificate courses such as: medical rescue, massage therapy, cosmetology, occupational therapy). Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 299-309
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Identity statuses across various life domains and well-being in emerging adults
    Autorzy:
    Karaś, Dominika
    Cieciuch, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/2122177.pdf
    Data publikacji:
    2019
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    identity
    commitment
    in-depth exploration
    reconsideration of commitment
    identity status
    identity domain
    Opis:
    The aim of the study was to examine identity statuses in various life domains and the relationship between identity and well-being. We adopted the three-dimensional model of identity (Crocetti et al., 2008), including: in-depth exploration, commitment, and reconsideration of commitment. Moreover, in accordance with domain-specific approach (Goossens, 2001), we sought to empirically derive identity statuses in various life domains. The participants included 835 emerging adults (Mage = 21.81, SD = 2.33). We examined eight domains previously identified in qualitative research: personality characteristics, past experiences, family, friends and acquaintances, worldview, hobbies and interests, aims and plans for the future, and occupation. To measure three identity processes, we used a modified version of the Utrecht-Management of Identity Commitments Scale (Crocetti et al., 2008) and to measure well-being we used the Mental Health Continuum-Short Form (Keyes, 2013). Results indicate that, although the statuses identified in previous research were, to a large extent, replicated (except moratorium), people were classified in different statuses in different domains; thus, we conclude that talking about statuses should be limited to a given domain. Well-being was the highest in achievement statuses and the lowest in diffusion, but only in two examined domains: personality characteristics and past experience.
    Źródło:
    Polish Psychological Bulletin; 2019, 50, 3; 217-225
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Type of social participation and identity formation in adolescence and emerging adulthood
    Autorzy:
    Rękosiewicz, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/430347.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    adolescence
    commitment
    educational context
    emerging adulthood
    exploration
    identity
    moratorium
    social participation
    transition
    Opis:
    This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 277-287
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Uczestnictwo w grupach sformalizowanych a rozwój tożsamości we wczesnej adolescencji na przykładzie zhp*
    Formal group participation and sense of identity f ormation during early adolescence (based on polish scouts association)
    Autorzy:
    Hadzicka, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/514169.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Zielonogórski. Oficyna Wydawnicza
    Tematy:
    eksploracja
    grupa formalna
    grupa rówieśnicza
    harcerstwo
    organizacja
    skauting
    tożsamość
    wczesna adolescencja zobowiązanie
    commitment
    early adolescence
    exploration
    formal group
    identity
    organization
    peer group
    scouting
    support of development
    Opis:
    Kształtowanie się tożsamości staje się centralnym wątkiem rozwoju w okresie wczesnej adolescencji. W tym czasie istnieje jednocześnie wyraźna tendencja do wzrostu znaczenia grupy rówieśniczej, odgrywającej ważne role w życiu nastolatka. Specyficzne oddziaływania na swoich członków mogą mieć grupy o charakterze formalnym, ze względu na odróżniający je od pozostałych grup rówieśniczych aspekt organizacyjny funkcjonowania. W pracy podjęto próbę wskazania, jakie oddziaływania mogą zachodzić pomiędzy uczestnictwem w organizacjach formalnych a procesami kształtowania się tożsamości ich członków, analizując je na przykładzie Związku Harcerstwa Polskiego i opierając się na dynamicznym modelu podwójnego cyklu wyłaniania się tożsamości (Luyckx i in., 2008).Prezentowane wyniki badań przeprowadzono z wykorzystaniem Skali Wymiarów Rozwoju Tożsamości (DIDS/PL) (Brzezińska, Piotrowski, 2010), mierzącej 5 wymiarów tożsamości (eksplorację wszerz, eksplorację w głąb, eksplorację ruminacyjną, podejmowanie zobowiązań i identyfikację ze zobowiązaniami) na grupie 133 nastolatków mieszkających w dużych miastach, w tym 71 harcerzy. Wyniki badań w większości nie pozwalają na stwierdzenie istnienia zakładanych związków, brak jest różnic pomiędzy grupami badawczymi w zakresie nasilenia wymiarów tożsamości, natomiast różna jest struktura zmiennych w grupach – bardziej spójna w grupie harcerzy. Przeprowadzona analiza skupień pozwoliła na wyodrębnienie 4 odmiennych profili wyników – statusów tożsamości rozproszonej, niezróżnicowanej, moratoryjnej i przejętej (Luyckx i in., 2008). Rozkład członków ZHP pomiędzy skupienia był różny od rozkładu badanych z grupy porównawczej – więcej harcerzy charakteryzował status tożsamości rozproszonej. Otrzymane wyniki, chociaż zaskakujące, mogą wskazywać nie tylko na tendencję do przeceniania roli członkostwa w ZHP, lecz także na bardziej złożony charakter związku uczestnictwa w organizacji harcerskiej z procesami tożsamościowymi i potrzebę dalszych badań w tym obszarze.
    During early adolescence identity formation is the core thread of development. In the same time emerges clear tendency to increasing the role of peer group, fulfilling important role in the life of teenager. Formal groups can have particular impact on their members, because of organizational aspects of functioning, distinguishing them from other peer groups. This paper is an attempt to explain in what ways membership in formal groups can be related to identity formation processes, as an example analysing Polish Scouts Association, and using the dynamic double-cycle model of identity formation (Luyckx et all, 2008). Research reported in the paper included polish version of Dimensions of Identity Development Scale (DIDS/PL) (Brzezińska, Piotrowski, 2010), measuring 5 dimensions of identity (exploration in breadth, exploration in depth, ruminative exploration, commitment making and identification with commitment). Research sample consists of 133 early adolescents living in large cities, including 71 scouts. The results do not confirm most of the assumptions, no difference between scout and noscout samples on identity dimensions was found, although the structure of variables is more consistent in scouts sample. A cluster analysis presented four qualitative various profiles – identity statuses: diffusion, undifferentiated, moratorium and foreclosure (Luyckx et all, 2008). The scouts sample distribution between clusters differed from the comparative group – more scouts were in diffused identity cluster.The results, however unexpected, could indicate not only a tendency to overestimate the role of membership in scouts organizations, but also a more complex nature of the relations between scouts’ organization membership and identity development (and the need of furthermore research).
    Źródło:
    Psychologiczne Zeszyty Naukowe; 2016, 2; 11-26
    2451-1420
    Pojawia się w:
    Psychologiczne Zeszyty Naukowe
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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