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    Wyświetlanie 1-7 z 7
    Tytuł:
    Merely a threat? Worldwide transformation as a chance of development – psychological reflection
    Autorzy:
    Ledzińska, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/430143.pdf
    Data publikacji:
    2011
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    globalisation
    effects of worldwide transformations
    heterogeneity of the environment
    development
    Opis:
    The author considers the psychological aspects of globalisation, drawing attention to the possible effects of worldwide transformations. She presents definition problems and characterises the main currents and mechanisms of globalisation at the turn of the 20th and 21st century. Several standpoints of contemporaneity researchers concerning the evaluation of the effects of undergoing transformations have also been recalled. Noticing the diverse effects for development and the functioning of individuals and groups, she concentrates on a selected aspect of the living environment, namely, on diversity. She formulates the thesis that the heterogeneity of the environment, which constitutes a characteristic of globalisation, stimulates development in its various phases and fields, optimising particularly the functioning of reflective persons who enter into dialogue with contemporaneity.
    Źródło:
    Polish Psychological Bulletin; 2011, 42, 4; 235-246
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Samowychowanie – stary problem, nowe wyzwania
    Self-Education – Old Problem, New Challenge
    Autorzy:
    Ledzińska, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/896492.pdf
    Data publikacji:
    2019-12-11
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    samowychowanie
    samopoznanie
    standardy osobiste
    uwaga wewnętrzna
    dialog
    self-knowledge
    personal standards
    internal attention
    dialogue
    self-education
    Opis:
    Włączając się w społeczną dyskusję o samowychowaniu, autorka zwraca uwagę na ciągłość refleksji zainicjowanej przez starożytnych i podejmowanej współcześnie przez przedstawicieli różnych dziedzin humanistyki. Podkreśla, że punkt wyjścia w procesie samowychowania stanowi poznawanie siebie, wymagające zaangażowania uwagi wewnętrznej, myślenia i dialogów prowadzonych z otoczeniem oraz samym sobą. Stawia tezę, że zmiany kulturowe z przełomu XX i XXI w. – związane z ekspansją technologii informacyjnej – sprzyjają samowychowaniu o tyle, o ile towarzyszy im pogłębiona refleksyjność.
    While joining a social debate about self-education, the Author turns attention to the continuity of reflection initiated by the Ancient and undertaken contemporarily by representatives of different divisions of humanities. The Author underlines, that a starting point in a process of self-education is getting to know oneself, which requires engagement of internal attention, thinking, and dialogues with one’s surroundings as well as with oneself. She proposes a thesis, that cultural changes from the turn of the twenty first century – connected with expansion of information technology – foster self-education as long as they are accompanied by self-reflection.
    Źródło:
    Psychologia Wychowawcza; 2019, 58(16); 129-143
    0033-2860
    Pojawia się w:
    Psychologia Wychowawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stres informacyjny jako zagrożenie dla rozwoju
    Information stress as threat to development
    Autorzy:
    Ledzińska, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/52098613.pdf
    Data publikacji:
    2002
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Opis:
    The issue discussed in the article is an example of the problems that have become topical in connection with the social-economic changes at the turn of the century. Within humanities they are studied in the so-called paradigm of civilisation changes. In analyses the conseąuences of intensive development of sciences and technology are stressed, including computer technology. One of the results of the occurring changes is overproduction of information and considerable acceleration in the area of data transmission. The pressure of a lot of information coming from various sources appears to be a cause of stress, because of the limited possibilities of processing of information. The fundamental barriers are connected with functional properties of attention and memory. When establishing a relation between information overflow and development it was stressed that mental regulation is done on three planes, comprising levels of information, knowledge and individual experience. Too much data First of all makes it difficult to transform information into knowledge. Moreover, constant stimulation makes it more difficult to systematize subjective experience, contributing to its fragmentation. Incoherent, loosely ordered personal experience does not properly fulfil regulating functions, which comprise orientation in one's surroundings, planning and supervising realization of goals. Hence information stress ruins the foundations of development, making immediate mechanisms of coping with difficult situations appear in the place of purposeful activity.
    Źródło:
    Roczniki Psychologiczne; 2002, 5; 77-97
    1507-7888
    Pojawia się w:
    Roczniki Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Sex, affective temperaments and information stress
    Autorzy:
    Oniszczenko, Włodzimierz
    Ledzińska, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/2161949.pdf
    Data publikacji:
    2019-10-16
    Wydawca:
    Instytut Medycyny Pracy im. prof. dra Jerzego Nofera w Łodzi
    Tematy:
    adults
    affective temperament
    sex
    sex difference
    information stress
    mediation analysis
    Opis:
    Objectives The main purpose of the study was to investigate the association between sex and the level of information stress, as mediated by affective temperaments. Material and Methods The sample consisted of 231 healthy Caucasian adults (150 women and 81 men) recruited from a general population. The participants’ age ranged 18–56 years (M±SD = 25.07±6.36). Affective temperaments were assessed using the Temperament Evaluation of Memphis, Pisa, Paris and San Diego Auto-questionnaire (TEMPS-A). To assess the level of information stress, the Information Stress Questionnaire (ISQ) was used. Results Information stress displayed low to medium positive correlations with depressive, cyclothymic, irritable and anxious temperaments, and a negative correlation with the hyperthymic temperament. The female group was characterized with significantly higher age, information stress, and anxious temperament values, and with a significantly lower irritable temperament value, when compared to males. Cyclothymic temperament, anxious temperament and hyperthymic temperament were found to be significant predictors of information stress. The mediation analysis showed a significant direct effect of sex on information stress. The anxious temperament was a significant mediator of the relationship between sex and information stress. Conclusions The results showed the relationship between sex and information stress, including the role of anxious temperament as a mediator. Int J Occup Med Environ Health. 2019;32(5):635–44
    Źródło:
    International Journal of Occupational Medicine and Environmental Health; 2019, 32, 5; 635-644
    1232-1087
    1896-494X
    Pojawia się w:
    International Journal of Occupational Medicine and Environmental Health
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-education – old problem, new challenges
    Autorzy:
    Maria, Ledzińska,
    Powiązania:
    https://bibliotekanauki.pl/articles/896754.pdf
    Data publikacji:
    2020-01-23
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    self-education
    self-knowledge
    personal standards
    internal attention
    dialogue.
    Opis:
    While joining a social debate about self-education, the Author turns attention to the continuity of reflection initiated by the Ancient and undertaken contemporarily by representatives of different divisions of humanities. The Author underlines, that a starting point in a process of self-education is getting to know oneself, which requires engagement of internal attention, thinking, and dialogues with one’s surroundings as well as with oneself. She proposes a thesis, that cultural changes from the turn of the twenty first century – connected with expansion of information technology – foster self-education as long as they are accompanied by self-reflection.
    Źródło:
    Psychologia Wychowawcza; 2019, Supplement; 24-39
    0033-2860
    Pojawia się w:
    Psychologia Wychowawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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