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Wyświetlanie 1-15 z 359
Tytuł:
O uzasadnieniach przekonań religijnych
On Justification of Religious Beliefs
Autorzy:
Herbut, Józef
Powiązania:
https://bibliotekanauki.pl/articles/2013136.pdf
Data publikacji:
2008
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
klasyczny fundacjonalizm
przekonania spontaniczne
przekonania trafnie bazowe
doświadczenie numeniczne
przekonania autentycznie teistyczne
classical foundationalism
spontaneous beliefs
properly basic beliefs
numinous experiences
genuine theistic beliefs
Opis:
Belief is a mental state, its content being the statement of a certain state of affairs. With respect to the manner they arise, we divide beliefs into spontaneous and reflexive. When we take into consideration their bases, we speak about basic beliefs and beliefs derived from others. The terms “spontaneous belief” and “basic belief” have various meanings, but they are equivalent with regard to their range.  Contemporary religious spontaneous and basic beliefs have various forms. In the Christian religion we speak, among other things, about numinous beliefs, as described by R. Otto, and A. Plantinga’s properly basic beliefs. According to Otto, numinous experiences (of that which is tremendum et fascinans) are a source of firm beliefs for man, i.e. he has had contacts with some objective manifestations of divinity. Plantinga (whose thinking belongs to a more “naturalistic” strain) writes about properly basic beliefs, such that arise spontaneously in man (if he is not depraved by sinful life) who remains under respective circumstances. Such beliefs are the grounds for theistic derivative beliefs. The arguments for the truthfulness of the beliefs of the first and second type bring forth a series of questions, and they are constantly discussed by philosophers of religion.
Źródło:
Roczniki Filozoficzne; 2008, 56, 2; 71-82
0035-7685
Pojawia się w:
Roczniki Filozoficzne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Specificity of dysfunctional beliefs in personality disorders: Psychometric characteristics of the Polish translation and modified version of the Personality Beliefs Questionnaire (PBQ)
Autorzy:
Zawadzki, Bogdan
Popiel, Agnieszka
Pragłowska, Ewa
Newman, Cory
Powiązania:
https://bibliotekanauki.pl/articles/2127594.pdf
Data publikacji:
2019-04-08
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
core beliefs
Personality Beliefs Questionnaire (PBQ)
personality disorders
diagnosis
convergent and discriminant validity
Opis:
The present analyses focused on the adaptation of the Personality Beliefs Questionnaire (PBQ) – a tool measuring beliefs specific to personality disorders. Two Polish versions of the PBQ were developed: a translation of the original version consisting of 126 items, and a modified version comprised of 124 items (the scale for borderline personality was made diagnostically independent; the scale for schizotypal personality was added, and the items were assigned to the scales not only on the basis of their content but also on the basis of factor analysis results). For both versions, indicators of measurement reliability and validity were obtained based on results from more than 1,600 subjects. The data showed that the scales of both versions demonstrated acceptable reliability in terms of both internal consistency and temporal stability. The values of convergent validity of the scales in both versions were comparable (correlations with scales of the SCID-II questionnaire for Structured Clinical Interview for DSM-IV Axis II and TALEIA-400A: Test for AxiaL Evaluation and Interview for Clinical, Personnel, and Guidance Applications, assessing personality disorders), but scales of the modified PBQ version showed better discriminant validity (its internal structure also was very clearly confirmed by the results of confirmatory factor analysis). Insufficiently high convergent validity was found for both PBQ versions, including high intercorrelations among scales. Therefore, the discussion emphasized that although the PBQ allows for the identification of specific beliefs in personality disorders, it is not a diagnostic equivalent for tools assessing disorders per se.
Źródło:
Roczniki Psychologiczne; 2017, 20, 2; 355-372
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CLIL and non-CLIL students beliefs about language
Autorzy:
Sylven, Liss Kerstin
Powiązania:
https://bibliotekanauki.pl/articles/780589.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
learner beliefs
CLIL
visual narratives
Opis:
This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 251-272
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Political Beliefs and Political Subjectivity of Grey Voters: The Case of Poland
Autorzy:
Turska-Kawa, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/31343159.pdf
Data publikacji:
2023-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
political subjectivity
older voters
political beliefs
economic beliefs
cultural
beliefs
grey voters
Opis:
The study’s main aim is to look for relationships between political beliefs and political subjectivity of grey voters (over 65). Political beliefs contain a motivational element, mainly due to being embedded in the values and needs of the respective individuals. This can affect the consciously created place of the citizen within the political system in different directions. The orientation of the study on the grey voters may be cognitively engaging due to the several sources related to historical events that took place in Poland. Political beliefs were conceptualized through dimensions on a left-right scale, where xenophobia and religious fundamentalism were diagnosed in the area of cultural beliefs. In contrast, acceptance of capitalism and anti-welfare were diagnosed in the area of economic beliefs. Political subjectivity was diagnosed using an original tool, whose preliminary analysis made it possible to distinguish three factors of the construct: political initiative, political sense, and identification with the political system.
Źródło:
Polish Political Science Yearbook; 2023, 4(52); 91-112
0208-7375
Pojawia się w:
Polish Political Science Yearbook
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Interplay between post–critical beliefs and self–consciousness
Autorzy:
Śliwak, Jacek
Zarzycka, Beata
Powiązania:
https://bibliotekanauki.pl/articles/430176.pdf
Data publikacji:
2012
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
self–consciousness
religiosity
post–critical beliefs
Opis:
D. Wulff (1991) developed a notion of post–critical beliefs as a proposal for the description of religion in the light of the progress of secularization and socio–cultural changes. According to his theory, we can situate(place) potential attitudes toward religion in a two–dimensional space. The vertical dimension stands for Inclusion vs. Exclusion of Transcendence, and the horizontal one—for the way an individual interprets religious content: Literal vs. Symbolic. In this way, the two dimensions determine four quadrants, each reflecting a potential attitude towards religion, operationalized by D. Hutsebaut (1996) in the Post–Critical Belief Scale (PCBS) as: Orthodoxy, External Critique, Relativism and Second Naiveté. The research presented in this paper is our attempt at fi n ding an answer to the question whether the religious attitudes determined by Wulff are related to self–consciousness types. We tested 159 adult individuals by means of the PCBS scale by D. Hutsebaut and the Self–consciousness scale (O–Z scale) by Z. Zaborowski and Z. Oleszkiewicz. The results of these tests are that the refl ective type of self–consciousness correlated positively with Orthodoxy and Second Naiveté and negatively with External Critique and Relativism.
Źródło:
Polish Psychological Bulletin; 2012, 43, 3; 173-182
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Pedagogical Beliefs as Predictors of Teacher Burnout
Autorzy:
Depolli Steiner, Katja
Powiązania:
https://bibliotekanauki.pl/articles/2031773.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
primary school teachers
teachers’ pedagogical beliefs
teacher burnout
Opis:
The presented study examined the relationship between teachers’ pedagogical beliefs and their experience of burnout. Its participants were 230 schoolteachers from fourteen Slovenian primary schools. The Questionnaire of Teacher Pedagogical Beliefs and Maslach Burnout Inventory-Educators Survey were applied. The findings suggest pedagogical beliefs as predictors of teacher burnout dimensions. Teachers’ negative pedagogical beliefs about students’ behavior and discipline maintenance are related to a greater experience of emotional exhaustion whilst negative beliefs about teachers’ trust in students and the role and responsibility of the teacher are related to a greater experience of depersonalization and decreases in personal accomplishment.
Źródło:
The New Educational Review; 2014, 37; 177-187
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Generic Conspiracist Beliefs Scale – Polish adaptation of the method
Autorzy:
Siwiak, Adam
Szpitalak, Malwina
Polczyk, Romuald
Powiązania:
https://bibliotekanauki.pl/articles/2122173.pdf
Data publikacji:
2019
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
psychometric adaptation
CONSPIRACIST BELIEFS SCALE
Opis:
This paper presents the results of a study on the Polish version of the Generic Conspiracist Beliefs Scale (GCBS), which was designed to measure individual differences in conspiracist thinking (Brotherton, French, & Pickering; 2013). The Polish version of the scale had excellent internal consistency as measured by Cronbach alpha: .93. The Polish version also had excellent test-retest stability. To check the validity of the questionnaire, various tools were used to measure the characteristics that can be correlated with conspiracist thinking. As a result, it was found that conspiracist thinking is positively correlated with the external locus of control, the results obtained in the Scale of Belief in Zero-Sum Game and the results of the MMPI-2 Paranoia scale. It was also found that patients with paranoid personality disorder and paranoid schizophrenia had higher results on the adapted scale than healthy subjects. In sum, the Polish version of GCBS had satisfactory psychometric properties, which makes it useful for measuring conspiracist thinking.
Źródło:
Polish Psychological Bulletin; 2019, 50, 3; 259-269
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring FL Readers’ Metacognitive Beliefs: Narrations from Learner Diaries
Autorzy:
Kusiak-Pisowacka, Monika
Powiązania:
https://bibliotekanauki.pl/articles/22446712.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
metacognition
strategy training
reading strategies
diaries
student beliefs
Opis:
Metacognition is a complex construct widely investigated in SLA studies, also those that focus on reading skills and reading comprehension. Ample research points to metacognition as a strong predictor in developing foreign language reading skills, thus promoting metacognitive strategies in FL education is highly recommended. This paper presents a report on a study in which Polish FL learners kept a diary for a period of one month and wrote comments in reference to the reading classes in which they participated. The data obtained from the students’ narrations allowed to examine the learners’ metacognitive beliefs defined in the study as knowledge about cognition, consisting of three components: person knowledge, task knowledge, and strategy knowledge (Flavell, 1981). The diary data were analyzed in a global narrative way, which enabled the researcher to examine a complex character and a dynamic nature of metacognition in relation to the reading lessons. The findings underline a double role that learner diaries played in this study: as a research tool useful in investigating learners’ metacognition and an effective task that seemed to facilitate the learners’ reflection skills.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-26
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Unveiling the relationship between language learning beliefs, emotions, and identities
Autorzy:
Ferreira Barcelos, Ana Maria
Powiązania:
https://bibliotekanauki.pl/articles/780547.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
identities
beliefs
language teacher education
language learning
Opis:
Several authors (Frijda, Manstead, & Bem, 2000; Van Veen & Lasky, 2006) suggest that emotions, cognitions, and identities are intrinsically related. Authors in social psychology (Fiedler & Bless, 2000; Frijda, Manstead, & Bem, 2000; Rosiek, 2003) have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these coconstructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 301-325
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Can Perceptual Experiences Justify Beliefs?
Autorzy:
Polcyn, Karol
Powiązania:
https://bibliotekanauki.pl/articles/966740.pdf
Data publikacji:
2011-06-01
Wydawca:
Uniwersytet Warszawski. Wydział Filozofii
Opis:
The question whether perceptual experiences justify perceptual beliefs is ambiguous. One problem is the well familiar skeptical one. How can perceptual experiences justify beliefs if those experiences may systematically deceive us? Our experiences might be just as they are and yet the world might be radically different. But there is also another problem about the justification of perceptual beliefs which arises independently of the above skeptical worry. This other problem has to do with our understanding of the very notion of justification. It seems natural to think that justification can exist only in so far as what is justified is inferentially linked to the justifier. The question, then, is whether perceptual experiences can serve as an inferential basis for perceptual beliefs. The content of experiences does not seem to be the same sort of content that is possessed by beliefs. So the nature of the relation be- tween experiences and beliefs is far from obvious. In this paper I survey various attempts of justifying the view that there is an inferential relation between experiences and beliefs so that the latter can be justified by the former and I argue that none of those attempts is satisfactory. I also suggest that the problem which those attempts address may be illusory. Even though it seems true that experiences and beliefs possess different kinds of contents, there may be no logical gap between those contents that needs to be bridged by some philosophical reflection.
Źródło:
Filozofia Nauki; 2011, 19, 2; 19-28
1230-6894
2657-5868
Pojawia się w:
Filozofia Nauki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher Trainees’ Beliefs Concerning Efficient Teaching and Learning – Pedagogical Spaces in Focus
Autorzy:
Kálmán, Sántha
Powiązania:
https://bibliotekanauki.pl/articles/1967817.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
beliefs
pedagogical spaces
Qualitative Comparative Analysis
teacher training
Opis:
The paper focuses on discovering the relationships between pedagogical architecture and classroom didactics. It is looking for an answer to the question what beliefs teacher trainees have about pedagogical spaces, what connections they see between efficient learning and the organisation of pedagogical spaces, and how they would organise space during their own teaching practice. During the study, two methods were used: unstructured reflective diaries (N=29) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The key point of fsQCA data analysis was the conversion of qualitative data into fuzzy sets. This process was done in several steps. Results shed light on the functional space model of the school, and highlighted the significance of individual, social, learning, and private spaces. The complex space representation of the students showed the school architecture, the inner world of the institution, forms, colours, and the unity of objects and internal space. All this has an effect on methodological culture as non-classical space organisation facilitates the use of new generation methods.
Źródło:
The New Educational Review; 2019, 55; 17-29
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia
Autorzy:
Milutinović, Jovana J.
Anđelković, Aleksandra K.
Powiązania:
https://bibliotekanauki.pl/articles/1969299.pdf
Data publikacji:
2018-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
constructivism
teachers’ epistemological beliefs
teachers’ professional development
teaching practice
Opis:
Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.
Źródło:
The New Educational Review; 2018, 53; 239-249
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The constitutional standing of philosophical and non-religious beliefs in Bulgaria
Konstytucyjna pozycja przekonań światopoglądowych i niewyznaniowych w Bułgarii
Autorzy:
Belov, Martin
Powiązania:
https://bibliotekanauki.pl/articles/23050637.pdf
Data publikacji:
2023-12-20
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
przekonania światopoglądowe
przekonania niewyznaniowe
wolność myśli
wolność sumienia
świeckość
philosophical beliefs
non-religious beliefs
freedom of thought
freedom of conscience
secularism
Opis:
This paper explores freedom of philosophical and non-religious beliefs in Bulgaria. It outlines the constitutional framework of this freedom both in the contemporary Bulgarian constitutional model based on the current 1991 Constitution and in Bulgarian constitutional history as well as previous fundamental laws – the 1879, 1947, and 1971 Constitutions. The paper explores both the legal and socio-legal aspects of freedom of philosophical and non-religious beliefs, analysing the role of normative ideologies in the context of secularism – specifically, the largely secular Bulgarian society. The paper demonstrates the relationship between freedom of philosophical and non-religious beliefs and freedom of religion in Bulgaria. Attention is devoted to organised philosophical and non-religious beliefs. The article explains why freedom of philosophical and non-religious beliefs is protected as an individual and not as a collective right. The paper also explores the practical problems of the philosophical and non-religious beliefs in Bulgaria.
Przedmiotem rozważań zawartych w niniejszym artykule jest wolność przekonań światopoglądowych i niewyznaniowych w Bułgarii. Ukazano w nim konstytucyjne podstawy tej wolności zarówno we współczesnym systemie konstytucyjnym, bazującym na Konstytucji z 1991 r., jak i w bułgarskiej historii konstytucyjnej oraz poprzednich ustawach zasadniczych – Konstytucjach z 1879, 1947 oraz z 1971 r. Badaniami objęto prawne i socjologiczno-prawne aspekty wolności przekonań światopoglądowych i niewyznaniowych, a stawiane pytania dotyczą roli ideologii normatywnych w zsekularyzowanym kontekście – w tym przypadku, wyraźnie świeckim społeczeństwie Bułgarii. Autor wykazuje istnienie związku pomiędzy wolnością przekonań światopoglądowych i niewyznaniowych oraz wolnością religii. Uwaga skoncentrowana jest na takich przekonaniach światopoglądowych i niewyznaniowych, które mają charakter zorganizowany. Wyjaśnia się przy tym przyczyny, dla których wolność przekonań światopoglądowych i niewyznaniowych jest chroniona z wykorzystaniem konstrukcji prawa przysługującego jednostkom, a nie prawa kolektywnego. Osobne uwagi poświęcono praktycznym problemom, które związane są z wyznawaniem omawianych przekonań w Bułgarii.
Źródło:
Studia z Prawa Wyznaniowego; 2023, 26; 33-54
2081-8882
2544-3003
Pojawia się w:
Studia z Prawa Wyznaniowego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Logika przekonań warunkowych
Logic of Conditional Beliefs
Autorzy:
Tworak, Zbigniew
Powiązania:
https://bibliotekanauki.pl/articles/968681.pdf
Data publikacji:
2014-06-01
Wydawca:
Uniwersytet Warszawski. Wydział Filozofii
Opis:
In this paper I present a simple logic for conditional beliefs in a multi-agent doxastic context (CDL). Conditional beliefs Bi((/() encode beliefs in ( we would have if we were to learn new information (. The account of this notion is close to the classical theory of belief revision (AGM) and the standard conditional logic, as developed by Stalnaker and Lewis. I give both semantic and axiomatic characterization of conditional beliefs. They are interpreted in terms of plausibility or preference ordering on worlds. I also investigate the relation between notions of belief and knowledge. The logic may be used, for example, for epistemic analysis of some extensive form games.
Źródło:
Filozofia Nauki; 2014, 22, 2; 37-54
1230-6894
2657-5868
Pojawia się w:
Filozofia Nauki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przekonania młodzieży na temat osób bezrobotnych
Young people’s beliefs regarding the unemployed
Autorzy:
Czechowska-Bieluga, Marta
Powiązania:
https://bibliotekanauki.pl/articles/561016.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
bezrobocie
młodzież
przekonania
the unemployment
the beliefs
young people
Opis:
Young people constitute a characteristic group of the unemployed. The notion of work has many various meanings for them, which offers them opportunities for both personal development and for growing up in a role of a member of a specific community. Social competences, including the declared beliefs, are named among the causes of the unemployment of young people. This article endeavours to provide the diagnosis of the beliefs of young people (school and university students) regarding the long-term unemployed, and to show the selected correlations. 1084 persons participated in the study, including 588 secondary (general and technical) school students and 496 students of various faculties of tertiary education from nine provinces of Poland. The results of the analyses indicate that young people declare the firmest belief that the long-term unemployed have poorer knowledge and the weakest belief that the long-term unemployed are to be blamed for their own occupational situation. The results presented may be useful for the purpose of perfecting specific strategies and forms of assistance and prevention provided to young people by specialists and voluntaries .
Ludzie młodzi stanowią specyficzną grupę bezrobotnych, dla których podjęcie pracy ma wiele różnych znaczeń, stwarzając im szansę zarówno na rozwój indywidualny, jak i na dorastanie w roli członka danej społeczności. Wśród przyczyn bezrobocia młodych wymienia się kompetencje społeczne, w tym deklarowane przekonania. W artykule podjęto próbę zdiagnozowania przekonań młodzieży (szkolnej i akademickiej) na temat osób bezrobotnych wraz ze wskazaniem wybranych zależności. W badaniu wzięły udział 1084 osoby, w tym 588 uczniów ze szkół średnich (liceum i technikum) oraz 496 studentów różnych kierunków studiów z dziewięciu województw. Wyniki analiz wskazują, że młodzież najsilniej deklaruje posiadanie mniejszego zasobu wiedzy przez osoby bezrobotne niż przez osoby pracujące, a najsłabsze przekonanie żywi wobec twierdzenia, że bezrobotni są winni swojej złej sytuacji zawodowej. Prezentowane wyniki mogą okazać się przydatne podczas doskonalenia poszczególnych strategii oraz form działań pomocowych i profilaktycznych świadczonych przez specjalistów oraz wolontariuszy na rzecz młodzieży.
Źródło:
Szkoła - Zawód - Praca; 2020, 19; 190-202
2082-6087
Pojawia się w:
Szkoła - Zawód - Praca
Dostawca treści:
Biblioteka Nauki
Artykuł
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