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Wyszukujesz frazę "types of experiences" wg kryterium: Wszystkie pola


Wyświetlanie 1-3 z 3
Tytuł:
Types of work-related behavior and experiences and stress coping strategies among single mothers and mothers in relationships differentiating role of work satisfaction
Autorzy:
Napora, Elżbieta
Andruszkiewicz, Anna
Basińska, Małgorzata A.
Powiązania:
https://bibliotekanauki.pl/articles/2161798.pdf
Data publikacji:
2017-10-18
Wydawca:
Instytut Medycyny Pracy im. prof. dra Jerzego Nofera w Łodzi
Tematy:
occupational stress
single mothers
experience and job satisfaction
mothers from full-family
single motherhood
work-related stress coping strategies
Opis:
Objectives: The purpose of the study has been to describe functioning of single and mothers in relationships (married or in informal relationships) at work and verify if the declared degree of work satisfaction differentiates types of behavior at work and stress coping strategies in both groups of mothers. Material and Methods: The study was conducted on equal samples of single mothers (N = 186) and mothers from 2-parent families (N = 186) using Latack Coping Scale that measures work-related stress coping strategies, the AVEM (Arbeitsbezogenes Verhaltens- und Erlebensmuster – Work-Related Behavior and Experience Pattern) questionnaire, and a survey. It showed similarity between the studied groups in terms of the measured variables. Results: There were considerable differences between single and married mothers in terms of support seeking strategies. The interaction of work satisfaction and the type of motherhood significantly differentiates (p = 0.03) the avoidance strategy of resignation. Conclusions: That strategy of resignation was more frequently used by single mothers with lower work satisfaction, who were distinctly different from those whose work satisfaction was higher, and from the mothers in relationships (married or in informal relationships) (regardless of the level of their work satisfaction). Int J Occup Med Environ Health 2018;31(1):55–69
Źródło:
International Journal of Occupational Medicine and Environmental Health; 2018, 31, 1; 55-69
1232-1087
1896-494X
Pojawia się w:
International Journal of Occupational Medicine and Environmental Health
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Despite - on Individual Learning Experiences in the Retrospective Accounts of Adults
Autorzy:
Szarota, Zofia
Powiązania:
https://bibliotekanauki.pl/articles/426016.pdf
Data publikacji:
2019
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
learning in adulthood
managing one’s own education
multiple case study
educational careers of people aged 50+ years
typology of educational career types
Opis:
The purpose of the paper was to expand theoretical andragogy resources by identifying the characteristics of the lifelong educational behavior of adults aged 50 years or more. Attempts were made to: 1) identify the subjective perspective on educational experiences in the aspect of activity stimulants and reducers, 2) gather knowledge about what determines the choices regarding the place and form of learning in adulthood, the success and difficulties experienced by the participants, 3) establish shared characteristics of education management experiences and educational competences in the unique individual conditions of personal memories. The goal of the multiple case study was to explore educational careers from the subjective perspective of the participants (analytic generalization). Considering contextual knowledge, four types of educational careers were identified and described: Autonomous Autodidactic (autotelic, intellectual and utilitarian motivations), Ambitious (social and utilitarian motivation), Diploma Collector (utilitarian and social motivation) and Anchored Conqueror (social, promotion-oriented, utilitarian motivations). The following learning styles were identified: sequential (the closest to the traditional one), non-linear, patchwork-like (mosaic-like) and insular, as styles of new learning – from everything and from everyone, learning in daily life.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2019, 5 (82); 62-71
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Working with students from diverse cultural backgrounds: experiences of Polish teachers from various types of schools
Praca z uczniami ze zróżnicowanych środowisk kulturowych: doświadczenia polskich nauczycieli z różnych typów szkół
Autorzy:
Skura, Monika
Markowska-Manista, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/52446729.pdf
Data publikacji:
2024-06-28
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
uczniowie o specjalnych potrzebach edukacyjnych ze zróżnicowanych środowisk kulturowych
doświadczenia nauczycieli
polska szkoła
szkolnictwo specjalne po transformacji
inteligencja emocjonalna
kompetencje społeczne
students with special educational needs from diverse cultural backgrounds
teachers' experiences
emotional intelligence
social competences
polish school
special education after the transformation
Opis:
After World War II, Poland became one of the most ethnically homogenous country in Europe and remains one until today. Despite the growing number of students with refugee and migration background in the second decade of the 21st century, Polish schools are still culturally, religiously and nationally homogenous. This long-term absence of foreigners and subjects related to working with culturally diverse students at school reveals gaps in teachers’ professional training to work in a heterogeneous classroom. The study aimed to explore the educational context, personal and social competences, experiences, challenges, willingness, and preparedness of teachers to work with SEN students from diverse cultural backgrounds in Poland. We analysed 225 teachers working in integrative, mainstream and special schools using the Two-dimensional Emotional Intelligence Inventory (DINEMO) and the Social Competence Questionnaire. The findings highlighted that the vast majority of teachers are not prepared, have little experience and face challenges working with these students. Simultaneously, we attempted to look critically at curricula, didactic related solutions applied towards teachers and students in increasingly diversified schools.
Źródło:
Studia z Teorii Wychowania; 2024, XV(2 (47)); 129-147
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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