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    Tytuł:
    Why it is important to engage students in school activities? Examining the mediation effect of student school engagement on the relationships between student alienation and school burnout
    Autorzy:
    Tomaszek, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/2129880.pdf
    Data publikacji:
    2020
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    student alienation
    student engagement
    school burnout
    mediation
    Opis:
    Student engagement and burnout have become the latest focus of attention among researchers and practitioners. This is because both are seen as the main factors connected with the meaningful and purposeful educational activities that lead to high learning outcomes and better physical and mental health. Specifically, burnout decreases, and engagements heightened these characteristics. The aim of the present study was to explore the relationships between alienation, engagement and burnout in an educational context. Additionally, the mediation role of school engagement on the association between alienation and burnout was tested. The study was conducted among 109 early adolescents, aged 13–15 years (NFemale=52). ESSBS (Elementary Student School Burnout Scale), PAI (Alienation Inventory – Short Form) and SSEM (Student School Engagement Scale) were used to measure the levels of burnout, alienation and engagement, respectively. The results indicated that higher alienation was associated with lower engagement and with higher school burnout. Student engagement, productivity and belonging significantly mediated the links between alienation total score, normlessness, powerlessness and school burnout. The path analysis revealed that normlessness significantly predicted student engagement (-.44) and school burnout (-.20). The model explained 31% of the variances for school engagement, and 46% of the variances for school burnout. In conclusion, alienated students – especially those suffering from normlessness – feel disconnected and overwhelmed by school duties. In addition, to diminish the risk of alienation and burnout in a school context of students, educational practitioners should include school engagement (especially belonging and productivity) improvement as one of the most significant protective factors.
    Źródło:
    Polish Psychological Bulletin; 2020, 51, 2; 89-97
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The moderation effect of genderon the relationship between student alienation, engagement, and burnout
    Autorzy:
    Tomaszek, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1930294.pdf
    Data publikacji:
    2020-12-29
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    school burnout
    student engagement
    alienation
    gender differences
    Opis:
    Background: Burnout syndrome is a condition which can affect people in a variety of settings and in every period of life. Preliminary studies have focused on adults’ burnout related to occupational hazards. However, in recent years researchers have become increasingly interested in student burnout in the academic and school setting. Objective: The current study analyzed the moderation effect of gender on the association between student engagement, student alienation, and school burnout. Methods: 109 secondary school adolescents completed questionnaires concerning student burnout (ESSB scale), engagement (SSEM scale), and alienation (PAI inventory) scores. Data collection was voluntary and without compensation, and took place during the students’ class hours. Results: The moderation effect of gender was discovered forthe relationship between student burnout and total alienation and anomy scores, but not for engagement indicators. In the female sample, 63% of variance in the ESSB total score was explained by engagement indicators. In the male sample, burnout was connected with lower belonging and productivity and higher social isolation, which explained 32% of the variance in the ESSB score. Conclusion: In sum, the results suggest that disengagement increases the risk of student burnout in both adolescent girls and boys. However, social isolation must also be considered as an important predictor of this syndrome in adolescent boys. Thus, the gender gap should be included in prevention interventions.
    Źródło:
    Psychologia Wychowawcza; 2020, 60(18); 75-89
    0033-2860
    Pojawia się w:
    Psychologia Wychowawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Adolescents’ Relational Resources and Health Risky Behaviours during the COVID-19 Pandemic: Online School Burnout and Psychological Well-Being as Mediators
    Autorzy:
    Tomaszek, Katarzyna
    Muchacka-Cymerman, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/29520503.pdf
    Data publikacji:
    2024-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    online school burnout
    psychological well-being
    risky behaviours
    relational resources
    Opis:
    The study aimed to examine whether the students’ psychological well-being and online school burnout are mediators in the association between relational resources and engaging in risky behaviour by adolescents. 186 primary and secondary school students took part in an online survey. Students’ psychological well-being was a mediator in the association between relational resources and socially unacceptable stimulating behaviours, while e-learning burnout mediated the relationship between relational resources and health and life-threatening behaviours. The findings emphasise the critical role of strengthening the students’ potential and stress resilience and building a support social network.
    Źródło:
    The New Educational Review; 2024, 75; 13-24
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Students’ burnout in the E-School Environment: Pilot study results of the validation of the E-learning Burnout Scale
    Wypalenie uczniów w środowisku e-szkoły: wyniki badań pilotażowych walidacji skali wypalenia e-learningowego
    Autorzy:
    Tomaszek, Katarzyna
    Muchacka-Cymerman, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/25783893.pdf
    Data publikacji:
    2022-12-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    syndrom wypalenia e-learningiem
    młodzież
    edukacja
    walidacja psychometryczna
    e-learning burnout syndrome
    adolescents
    education
    psychometric validation
    Opis:
    The COVID-19 pandemic caused widespread school closures and therefore forced students to study outside of the classroom at home via the Internet. However, for some students remote education was found to be challenging and stressful (Bilal et al., 2022). Past research revealed that despite the advantages of online classes, there are several threats e .g. lower academic performance, lower engagement and work avoidance goals, higher depression and anxiety (Daumiller et al., 2021; Srivastava et al., 2021), and school burnout (Salmela-Aro et al., 2022). Because previous studies regarding the student burnout syndrome have used predominantly traditional school in-personal learning, there is a great need for developing an instrument with the potential to measure online student burnout symptoms. The aim of this research was to investigate the appropriateness of using an E-learning burnout scale with an adolescent population. The E-Learning Burnout Scale (E-SBS) was designed specifically for measuring exhaustion and learning difficulties caused by school closures during the COVID-19 pandemic. E-learning burnout syndrome, which is defined as the five-dimensional construct, captures thoughts, feelings, and behaviours related to educational difficulties experienced by adolescent students during online classes. The results confirmed the E-SBS to be psychometrically sound regarding the five-factor structure, content validity, and discriminative validity. Hence, the E-SBS scale has shown potential for use in a variety of educational areas.
    Pandemia COVID-19 spowodowała powszechne zamknięcie szkół, co zmusiło uczniów do nauki w domu przez Internet. Jednak dla niektórych studentów nauka zdalna okazała się zbyt stresująca i stanowiła za duże wyzwanie (Bilal et al., 2022). Badania wykazały, że pomimo zalet zajęć w trybie online, istnieją liczne zagrożenia, np. niższe osiągnięcia naukowe, mniejsze zaangażowanie i cele powiązane z unikaniem pracy, większy poziom depresji i nerwowości (Daumiller et al., 2021; Srivastava et al., 2021) oraz wypalenie szkolne (Salmela-Aro et al., 2022). Ponieważ wcześniejsze badania dotyczące wypalenia szkolnego u uczniów dotyczyły głównie tradycyjnej nauki stacjonarnej, bardzo potrzebne jest opracowanie instrumentu umożliwiającego mierzenie symptomów wypalenia uczniów w przypadku nauki przez internet. Celem tego badania było przeanalizowanie zasadności stosowania skali wypalenia e-learningiem wśród populacji młodzieży. Skala wypalenia e‑learningiem (E-SBS) została zaprojektowana w szczególności do pomiaru wyczerpania i trudności w nauce spowodowanych przez zamknięcie szkół podczas pandemii COVID-19. Skala wypalenia e-learningiem, zdefiniowana jako konstrukcja pięciowymiarowa, obejmuje myśli, uczucia i zachowania związane z trudnościami w nauce, których doświadcza młodzież podczas lekcji online. Wyniki potwierdziły, że E-SBS jest racjonalna pod względem psychometrycznym w zakresie pięcio-czynnikowej struktury, trafności treściowej i trafności różnicowej. Zatem skala E- SBS wykazała się potencjałem do zastosowania w różnych obszarach edukacyjnych.
    Źródło:
    International Journal of Research in E-learning IJREL; 2022, 8, 2; 1-28
    2451-2583
    2543-6155
    Pojawia się w:
    International Journal of Research in E-learning IJREL
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ‘Just a few more minutes online - and I will release myself from tension’. The moderation mediating effect of problematic cyber-activities and Japanese vs. East European culture on the relationship between student burnout and cyber-aggression
    Autorzy:
    Tomaszek, Katarzyna
    Muchacka-Cymerman, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/36449049.pdf
    Data publikacji:
    2022-11-25
    Wydawca:
    Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
    Tematy:
    student burnout
    phubbing
    FB addiction
    cyber-aggression types
    Opis:
    Past studies indicate that a number of environmental and psychological factors positively predict the perpetration of cyber-aggression. The main purpose of the present study was to investigate the moderation mediating effect of problematic cyber-activities (FB addiction, phubbing) and culture (Japanese vs. West European) on the association between student burnout and cyber-aggression behaviours among the university student population. In the current studies 171 West European (83% Females, age M = 23.16, SD = 5.46) and 120 Japanese (50% Females, age M = 21.95, SD = 1.62) students. The highest levels of academic dissatisfaction, phubbing, and cyber–aggression in FB-addicted students were found. The phubbing mediated the association between student burnout and cyber-aggression behaviours, but the results for FB addiction in simple mediation analysis were insignificant. Furthermore, FB addiction and culture were significant moderators of phubbing and cyber-aggression behaviours.
    Źródło:
    Studia z Teorii Wychowania; 2022, XIII(3 (40)); 127-143
    2083-0998
    2719-4078
    Pojawia się w:
    Studia z Teorii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Face the Burnout! Link Between Academic Burnout, Facebook Use Motives and Importance, and Facebook Intrusion: A Longitudinal Study
    Autorzy:
    Tomaszek, Katarzyna
    Muchacka-Cymerman, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/31340945.pdf
    Data publikacji:
    2022
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    FB motives
    FB importance
    FB addiction
    academic burnout
    Opis:
    The association between problematic internet use and school burnout among adolescents so far has not gained sufficient attention. Only a few studies have been conducted about social media overuse and burnout syndrome in an educational context. The main goals of the current study were (1) to examine the mediation role of Facebook (FB) motives on the relationship between academic burnout and FB intrusion, and (2) to test the validity of the cycle. A two-wave study was carried out (measurement at the beginning, Time 1, and at the end of the semester, Time 2) in a sample of 115 university students from Poland. The Maslach Burnout Inventory for Students, the Facebook Intrusion Scale, and the Facebook Motives and Importance Scale were used. The Time 1 burnout indicators did not significantly predict Time 2 FB intrusion, however Time 2 exhaustion and Time 2 Personal importance of FB explained 57% of the variances in Time 2 FB intrusion. Time 1 Personal importance explained 21% of the variances in Time 2 FB intrusion. The predictive capacity of academic burnout on FB intrusion appeared to exist only if we consider the motives and importance of FB. Moreover, the social motives and personal importance of FB appear to be critical to breaking the mutually reinforcing academic burnout–FB intrusion cycle.
    Źródło:
    Roczniki Psychologiczne; 2022, 25, 3; 251-270
    1507-7888
    Pojawia się w:
    Roczniki Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationship between parent’s mental health and professional functioning and students’ e-learning burnout and well-being during the COVID-19 pandemic
    Autorzy:
    Tomaszek, Katarzyna
    Muchacka-Cymerman, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/37176241.pdf
    Data publikacji:
    2024-03-19
    Wydawca:
    Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
    Tematy:
    mental health
    online burnout
    parent-adolescent dyad
    COVID 19 pandemic
    Opis:
    Student burnout is an issue rarely analysed in Polish literature, and even fewer studies take into account the knowledge of parents about such an educational problem. So far, only a few studies have focused on the psychological characteristics of parents related to school burnout, such as the quality of family relationships, attachment style, parental attitudes or upbringing style. However, there are no studies in the literature that take into account both the children’s and the parents’ psychological characteristics associated with school burnout. Therefore, the main aim of the current study was to test whether mental health and parental professional functioning characteristics are related to the student online school burnout syndrome during the COVID-19 pandemic. The analysis covered 29 parent-adolescent dyads. In the entire group of respondents, the significant relationship between the student burnout symptoms perceived by parents and the online school burnout from the students’ perspective was confirmed. Student burnout with distance learning correlated positively with the mental health problems of parents and negatively with the well-being of students. Student burnout from distance learning did not significantly correlate with work flow and online job burnout of parents. The findings indicated the importance of the simultaneous evaluation of the problem of educational burnout by the parent-adolescent dyad. In this context, the active involvement of parents in preventive interventions regarding the mental health of their children can be an important factor contributing to minimising the risk of developing school burnout symptoms.
    Źródło:
    Studia z Teorii Wychowania; 2024, XV(1(46)); 231-253
    2083-0998
    2719-4078
    Pojawia się w:
    Studia z Teorii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Lyme Neuroborreliosis (LNB) – Clinical and Diagnostic Difficulties
    Lyme Neuroborrelioza (LNB) – trudności kliniczne i diagnostyczne
    Autorzy:
    Dunin-Wąsowicz, Dorota
    Kasztelewicz, Beata
    Tomaszek, Katarzyna
    Pawińska, Alicja
    Książyk, Janusz
    Wieteska-Klimczak, Anna
    Jurkiewicz, Elżbieta
    Dzierżanowska-Fangrat, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/2057255.pdf
    Data publikacji:
    2017
    Wydawca:
    Polskie Towarzystwo Neurologów Dziecięcych
    Tematy:
    neuroborreliosis
    cerebrospinal fluid
    RT-PCR method
    demyelinating diseases
    neuroborelioza
    płyn mózgowo-rdzeniowy
    metoda RT-PCR
    choroby demielinizacyjne
    Opis:
    Aim: Assessment of clinical utility of Borrelia burgdorferi DNA detection in cerebrospinal fluid (CSF) and urine using RT-PCR method in pediatric patients with different neurological signs and symptoms and suspicion of Lyme disease. Material and methods: Prospective study was carried out in 107 children aged 1–18 (mean 12.2 ) years. Serological tests in blood were performed in two-step approach – ELISA followed by Western blot. ELISA test was performed on CSF samples as well as RT- -PCR method for confirmation or exclusion of Lyme neuroborreliosis (LNB) diagnosis. All patients underwent neurological, ophtalmological and neuroimaging examinations. Results: In 60 (56.1%) children IgG and/or IgM Borrelia antibodies were positive in serum and/or CSF. Only in 2/60 (3.3%) Borrelia burgdorferi DNA was found in CSF with specific antibodies detected in serum and CSF – (LNB – aseptic meningitis with TIA and nerve II and VI neuritis cases). LNB was diagnosed in 33 patients and in 22/107(20.5%) demyelinating diseases. IgG in CSF, Western blot test results were significantly higher in children with LNB – IgG p (chi2 >9.333) =0.0023, WB- p (chi2>12.941)=0.0003. Conclusions: Detection of DNA Borrelia burgdorferi in CSF using RT-PCR method might be helpful for confirmation of early LNB diagnosis. Negative results for DNA Borrelia burgdorferi in CSF are especially important for exclusion of LNB and useful for establishment of demyelinating diseases diagnosis. Four-week intravenous Ceftriaxone course is sufficient for LNB neuroinfection treatment, elimination of DNA Borrelia burgdorferi from CSF and clinical improvement of patients.
    Cel: Zastosowanie metody RT-PCR dla wykrywania DNA Borrelia burgdorferi w płynie mózgowo-rdzeniowym u pacjentów pediatrycznych z różnymi objawami neurologicznymi i podejrzeniem choroby z Lyme. Materiał i metody: Badanie prospektywne przeprowadzono u 107 dzieci w wieku od 1–18 lat (średnio 12.2 lat). Badania serologiczne we krwi przeprowadzano dwuetapowo – test ELISA, a następnie test Western blot. W próbkach płynu mózgowo-rdzeniowego wykonywano test ELISA oraz badanie metodą RT-PCR celem potwierdzenia lub wykluczenia rozpoznania neuroboreliozy (LNB). U wszystkich pacjentów wykonywano badania neurologiczne, okulistyczne i neuroobrazowe. Wyniki: U 60 (56.1%) dzieci stwierdzono dodatnie wyniki przeciwciał IgG i/lub IgM w surowicy i/lub w płynie mózgowo-rdzeniowym. Tylko u 2/60 (3.3%) wykryto DNA Borrelia burgdorferi PMRDz oraz specyficzne przeciwciała w surowicy i w płynie mózgowo-rdzeniowym (przypadki LNB – aseptyczne zapalenie opon mózgowo-rdzeniowych z TIA oraz zapalenie nerwu II I nerwu VI). LNB zdiagnozowano u 33 pacjentów a u 22/107 (20.5%) rozpoznano choroby demielinizacyjne. U dzieci z LNB stwierdzono statystycznie znamiennie wyższe miana IgG w PMRDz i wyniki testu Western blot – IgG p (chi2 >9.333)=0.0023, WB- p (chi2>12.941)=0.0003. Wnioski: Wykrycie DNA Borrelia burgdorferi w PMRDz przy użyciu metody RT-PCR może być pomocne dla potwierdzenia diagnozy wczesnej LNB. Negatywne wyniki DNA Borrelia burgdorferi w PMRDz są szczególnie ważne dla wykluczenia LNB i przydatne dla ustalenia rozpoznania chorób demielinizacyjnych. Kuracja Ceftraksonem podawanym dożylnie przez 4 tygodnie jest skuteczna w leczeniu neuroinfekcji, eliminacji DNA Borrelia burgdorferi z płynu mózgowo-rdzeniowego i poprawy klinicznej pacjentów.
    Źródło:
    Neurologia Dziecięca; 2017, 26, 53; 19-24
    1230-3690
    2451-1897
    Pojawia się w:
    Neurologia Dziecięca
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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