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    Wyświetlanie 1-11 z 11
    Tytuł:
    Test Umiejętności na Starcie Szkolnym – charakterystyka narzędzia i jego wykorzystanie w ramach PT IBE
    Autorzy:
    Radosław, Kaczan,
    Piotr, Rycielski,
    Krzysztof, Rzeńca,
    Powiązania:
    https://bibliotekanauki.pl/articles/896708.pdf
    Data publikacji:
    2017-10-30
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    pomiar umiejętności na stracie szkolnym
    CAT (computerized adaptive testing)
    umiejętności matematyczne
    czytania i pisania
    Opis:
    Skill test at the beginning of school education (STBSE) is a test designed for assessing writing, reading, and mathematical skills of children who are starting their primary school education. The assessment of child's skills uses a versatile set of tasks, which were prepared in a process of pilot and normative studies based on IRT methodology. Computerized Adaptive Testing (CAT) allows optimal tasks for each child, based on the child’s individual skill level. The article presents the stages of the process of test’s designing and the most important characteristics of the test. Also, the testing platform of the Educational Studies Institute is presented. This platform is an example of a modern tool allowing utilisation of the STBSE for the needs of creating and sharing other psychological and pedagogical tests with the diagnosticians.
    Źródło:
    Psychologia Wychowawcza; 2017, 53(11); 132-143
    0033-2860
    Pojawia się w:
    Psychologia Wychowawcza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kwestionariusz Poczucia Punktualności Zdarzeń Życiowych (PPZŻ): konstrukcja i analiza właściwości psychometrycznych
    Sense of Life Events Punctuality Questionnaire (SLEP): construction and psychometric characteristics
    Autorzy:
    Brzezińska, Anna Izabela
    Kaczan, Radosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1178694.pdf
    Data publikacji:
    2010
    Wydawca:
    Uniwersytet Kazimierza Wielkiego w Bydgoszczy
    Opis:
    The paper presents the construction stages of the Sense of Life Events Punctuality Questionnaire in three versions – for early, middle and late adults. Work on the questionnaire proceeded in several steps. The starting point was an analysis of the developmental tasks associated with the three stages of adulthood, which were then divided into three domains: I. Relationships and family; II . Education and work; III . Free time and leisure. The first stage consisted in preparing initial content for each of the three versions of the questionnaire. In stage two the aptness of said content (with regard to both terminology and categorization) was evaluated by competent judges. During stage three, 307 adults were diagnosed using experimental versions of the questionnaire (112 of those were young adults, 22-39 years old; 109 were middle adults, 42-60; 86 were late adults, 61-85). Finally, stage four consisted in carrying factor analyses, for each age group separately. In this way the factor structure in each version of the questionnaire could be identified (3, 5 and 5 factors, respectively) and their reliability assessed by Cronbach’s alpha.
    Źródło:
    Polskie Forum Psychologiczne; 2010, XV, 1; 85-110
    1642-1043
    Pojawia się w:
    Polskie Forum Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Off-time higher education as a risk factor in identity formation
    Autorzy:
    Piotrowski, Konrad
    Kaczan, Radosław
    Rękosiewicz, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/430740.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    commitment
    educational context
    exploration
    identity
    off-time education
    unpunctuality
    Opis:
    One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: (1) full-time university studies (BA or MA level), (2) part-time university studies (BA or MA level), and (3) full-time post-secondary school (certificate courses such as: medical rescue, massage therapy, cosmetology, occupational therapy). Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 299-309
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social participation, identity style and identity dimensions in late adolescence among students of three types of vocational schools
    Autorzy:
    Kaczan, Radosław
    Brzezińska, Anna Izabela
    Wojciechowska, Julita
    Powiązania:
    https://bibliotekanauki.pl/articles/430540.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    commitment
    educational context
    exploration
    identity dimensions
    identity style
    social participation
    vocational school
    Opis:
    Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al. (2008), the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools (n=271), technical upper secondary schools (n=448), and specialized upper secondary schools (n=253). Three questionnaires were used: The Dimensions of Identity Development Scale (DIDS/PL), which measures five identity dimensions according to the concept of Luyckx, Schwarz, Berzonsky et al. (2008), Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski (see Rękosiewicz, 2013b), enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 (ISI-4) authored by A. Senejko (2010), to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 310-321
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Factors influencing disabled people’s professional activity: the success and risk factors
    Autorzy:
    Brzezińska, Anna Izabela
    Kaczan, Radosław
    Piotrowski, Konrad
    Rycielski, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/703191.pdf
    Data publikacji:
    2008
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    disability
    occupational activity
    quality of life
    risk factors
    success factors
    Opis:
    The article is the forth one prepared by our team in the series of research on life quality and occupational activity among people with ability limitations („Nauka” 1/2008, „Nauka” 2/2008, „Nauka” 3/2008). The aim of the presented analysis was to create the complex model of determinants for occupational activities of people with disabilities that takes into account the broadest possible look-out. That is why we used the variables from all the fields analyzed in the previous papers in this series i.e. (1) SES; (2) characteristics of disabilities (the type, the degree, the age of acquiring disability); (3) upbringing characteristics in childhood; (4) social network; (5) personal capacities. In order to discover the significant determinants of occupational activities and quality of life among people with different disabilities – which could be both risk and success factors – we have divided the subjects into four groups according to two variables: (1) occupationally active or inactive patients and (2) patients satisfied/dissatisfied with their own income.The group with the largest observed number of risk factors has consisted of the subjects that have been inactive (non-looking for a job) and unsatisfied with their own income. Gender, city size, education, received support, social relations, disability characteristics, upbringing characteristics and personality traits have turned out to be significant risk/success factors. Moreover the results show that in different groups of people with disabilities we find different settings of risk and success factors.
    Źródło:
    Nauka; 2008, 4
    1231-8515
    Pojawia się w:
    Nauka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Factors influencing disabled people’s professional activity: personal and social capital
    Autorzy:
    Brzezińska, Anna Izabela
    Kaczan, Radosław
    Piotrowski, Konrad
    Rycielski, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/704283.pdf
    Data publikacji:
    2008
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    handicapped persons
    personal capital
    social capital
    vocational status
    life satisfaction
    Opis:
    The following article is the second in a series (see „Nauka” 1/2008) presenting the results concerning the relationship between personal and social capital and level of life satisfaction among disabled people engaged in various professions. Personal capital is constructed on the basis of early socialization experiences within the family such as: number of responsibilities set by parents, degree of freedom, independent decision making, and parent-child relations. Social capital includes: respondent’s level of education (measured by years of studies), parent’s education, number of acquaintances, number of disabled people among acquaintances, family’s reaction to respondent’s needs and problems, and respondent’s perception of family support. Personal capital is an important predictor of life satisfaction among three subject groups – those engaged in employment activities (employed, formerly employed and searching for work, presently unemployed and not searching for work). Family support was isolated as an important predictor of life satisfaction among all five groups designated by professional status.
    Źródło:
    Nauka; 2008, 2
    1231-8515
    Pojawia się w:
    Nauka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Factors influencing disabled people’s professional activity: personal characteristics
    Autorzy:
    Brzezińska, Anna Izabela
    Kaczan, Radosław
    Piotrowski, Konrad
    Rycielski, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/703294.pdf
    Data publikacji:
    2008
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    disability
    personal competencies
    professional status
    quality of life
    Opis:
    The following article is the third publication presenting the results of a study concerning the professional activity of handicapped people (see: „Nauka” 1/2008 and „Nauka” 2/2008). The purpose of this part of the research was to determine whether there is a relationship between professional status, life satisfaction, and various personal competencies among handicapped people. Apart from this, we also wanted to establish what conditions personal competencies by focusing on social-demographic factors and disability characteristics. The tested competencies were isolated from the administered questionnaire using a factor analysis. Seven factors were found: locus of control, level of aspiration, potential for development, effort invested in development, impulsiveness, stamina, and mood. Analysis of the results leads to the following conclusions: (1) personal competencies are significantly related to professional activity for handicapped people, as is level of life satisfaction, (2) personal competencies are related to external factors shaping the development of handicapped people, such as: dwelling, gender, level of disability, and type of disability.
    Źródło:
    Nauka; 2008, 3
    1231-8515
    Pojawia się w:
    Nauka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence
    Autorzy:
    Sedek, Grzegorz
    Krejtz, Izabela
    Rydzewska, Klara
    Kaczan, Radoslaw
    Rycielski, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/430578.pdf
    Data publikacji:
    2016-04-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    working memory
    early school achievement
    executive functions
    6-7-year olds
    Opis:
    The paper presents an overview of research on working memory as a predictor of early school achievements. We contrast two main areas of research on the role of working memory in school achievements: the first concerns the structural model of working memory and the second focuses on executive functions. Then, we discuss the facet model of working memory as a promising approach merging the two research branches on working memory tasks as predictors of early school achievements. At the end we present exemplary results of the research conducted on a national sample of six- and seven-year-olds in Poland, which indicates strong relation of working memory functions with the measures of competences in mathematics, reading, and writing. Additionally, the mediation analyses, with parents’ education as a covariate, indicate that the influence of age on achievements in math, reading, and writing in six- and seven-year olds is mediated by working memory functions.
    Źródło:
    Polish Psychological Bulletin; 2016, 47, 1; 103-111
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Determinants of Identity Formation during the Transition from Adolescence into Adulthood
    Autorzy:
    Brzezińska, Anna Izabela
    Czub, Tomasz
    Hejmanowski, Szymon
    Rękosiewicz, Małgorzata
    Kaczan, Radosław
    Piotrowski, Konrad
    Powiązania:
    https://bibliotekanauki.pl/articles/52592459.pdf
    Data publikacji:
    2012-10-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    adolescence
    emerging adulthood
    early adulthood
    sense of adulthood
    adult social roles
    dimensions of identity
    identity status
    developmental trajectories
    shame proneness
    sense of punctuality of life events
    social participation type
    shame regulation
    Opis:
    The process of identity formation during the transition from adolescence into adulthood and its determinants are currently a central issue in the social sciences. On the one hand, the huge variety of possibilities presents the opportunity to expand the fields of exploration and to tailor commitments to individual aspirations and preferences. On the other hand, increasing instability and Bauman’s liquidity of the social environment of development may create threats that impede the making of decisions, engaging in their realization, and identifying with the choices made. James Marcia’s two-stage model of identity formation no longer adequately describes and accounts for paths of identity development. The dynamic dual-cycle model of identity formation developed by Koen Luyckx and collaborators is much more accurate. Although identity continues to develop throughout course of life, childhood, and adolescence in particular, seems to be pivotal from the point of view of which developmental trajectory the individual is on at the moment of his/her entry into adulthood. From this point of view, the factors which we regard as crucial for identity formation are shame proneness and shame regulation strategies on the one hand, and the system of personal beliefs about one’s life and related key social experiences which define the quality of social participation of adolescents on the other hand.
    Źródło:
    Kultura i Edukacja; 2012, 5(91); 5-31
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Socio-demographic factors influencing disabled people’s professional activity
    Autorzy:
    Brzezińska, Anna Izabela
    Kaczan, Radosław
    Piotrowski, Konrad
    Sijko, Kamil
    Rycielski, Piotr
    Wiszejko-Wierzbicka, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/703454.pdf
    Data publikacji:
    2008
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    professional activity
    disability
    life satisfaction
    socio-demographic influences
    Opis:
    The following article presents the goals and assumptions contained in the project entitled “Psychosocial influences concerning disabled people’s professional activity”. The study was conducted in four stages: (1) document analysis and literature review presenting research concerning how disabled people function on the job market; (2) expert opinions, including disabled people; (3) qualitative studies employing Maxqda2 to analyze information gathered from 311 interviews; and (4) quantitative research on a sample of 1498 participants with various types of disabilities (hearing, sight, physical, somatic, and psychological) conducted in 2007. The following article presents the first set of results obtained, referring to connections on a socio-demographic level (place of residence, gender, age, education, and marital status) as well as those isolating disability characteristics (type, level, and genesis) against degree of life satisfaction. Comparisons were executed for five groups with various employment statuses: employed, those looking for employment who had worked before, those looking for employment who had no previous employment experience, previously employed but had no intention of returning to the workforce and those who had never worked and had no intention of becoming employed. Lowest feelings of life satisfaction were among those not looking for employment whereas highest levels of life satisfaction occurred amongst employed participants. Important risk factors: gender (female), age (elderly), low education, marital status (single), place of residence (non-city dwellers), disability (innate and level).
    Źródło:
    Nauka; 2008, 1
    1231-8515
    Pojawia się w:
    Nauka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

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