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    Wyświetlanie 1-2 z 2
    Tytuł:
    Acknowledging Feelings to Enhance Prosociality: Emotional Awareness and Prosocial Behaviors in Adolescence
    Autorzy:
    Doktor, Agnieszka
    Glinka, Karolina
    Moroń, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/1971847.pdf
    Data publikacji:
    2018-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional awareness
    prosocial behavior
    adolescence
    Opis:
    Prosocial behavior is correlated with better social adjustment among adolescents, while emotional abilities are prominent factors that enhance prosocial behaviors. Attention to emotions and clarity of emotion were found as two core dimensions of emotional abilities. In the presented study the relationships between attention to emotion and clarity of emotion and prosocial behavior were examined with gender as a moderator. Two hundred and fourteen adolescents participated in the study (86 males). The participants filled in the Toronto Alexithymia Scale (TAS-20), Trait Meta-Mood Scale (TMMS), and Prosocial Behavior Questionnaire (PBQ). Two dimensions underlying the subscales of TAS-20 and TMMS were found: inattention to emotions and unclear emotion. Gender differences appeared in emotion awareness dimensions and prosocial behavior. Using structural equation modeling it was shown that inattention to emotion, yet not unclear emotion, inhibits prosocial behavior.
    Źródło:
    The New Educational Review; 2018, 51; 269-280
    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
      Wyświetlanie 1-2 z 2

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