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    Tytuł:
    Identity in adolescence and emerging adulthood: relationships with emotional and educational factors
    Autorzy:
    Piotrowski, Konrad
    Powiązania:
    https://bibliotekanauki.pl/articles/430853.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    commitment
    educational context
    exploration
    guilt
    identity
    shame
    Opis:
    In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 266-276
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Type of social participation and emotion regulation among upper secondary school students
    Autorzy:
    Jankowski, Paweł
    Rękosiewicz, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/430199.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    adolescence
    educational context
    moratorium
    emotion regulation
    social participation
    transition
    Opis:
    The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s (2004) perspective on emotion regulation and Reinders’ and Butz’s (2001) concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school (n=266), technical upper secondary school (n=644), and specialized upper secondary school (n=241). The results of studies conducted with the use of Difficulties in Emotion Regulation Scale (DERS) and Social Participation Questionnaire (SPQ-S 1) indicate that there are small, however, significant, differences in the levels of social participation dimensions and the frequency of particular types of social participation between students from the three investigated types of vocational schools. The level of transitive orientation turned out to be higher among students from the basic vocational schools than among students from the specialized upper secondary schools and the technical upper secondary schools. In each educational group, the level of transitive orientation was significantly higher than the level of moratorium orientation. The hypothesis about the relationship between dimensions of emotion regulation and types of social participation, particularly with respect to the dimension of “lack of emotional awareness”, was confirmed. The most effective style in terms of emotion regulation turned out to be the assimilation type. The highest level of emotion dysregulation proved to be connected with the segregation type.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 322-330
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    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:
    Type of social participation and identity formation in adolescence and emerging adulthood
    Autorzy:
    Rękosiewicz, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/430347.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    adolescence
    commitment
    educational context
    emerging adulthood
    exploration
    identity
    moratorium
    social participation
    transition
    Opis:
    This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 3; 277-287
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Educational context of time from the perspective of adult development
    Autorzy:
    Semków, Jerzy
    Powiązania:
    https://bibliotekanauki.pl/articles/954248.pdf
    Data publikacji:
    2016
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    educational context of time
    early adulthood
    middle adulthood
    late adulthood
    development of adults
    Opis:
    The  basic assumption is that time, which regulates our existence in the world, is the special medium and that there are “costs (lost opportunities) associated with not investing time wisely” (Zimbardo, & Boyd, 2009, p. 19). The diverse attitudes of certain individuals towards time may be viewed from various perspectives. The author reflects on the time phenomenon from the perspective of learning adults, with regard to three life periods in the process indentified in andragogy as maturing to adulthood. In early adulthood time is especially significant as people assume the role of the ones responsible for their professional development and their family. In the second stage – middle adulthood – due to varying evaluations of their achievements, time is treated either as a friend or as an enemy. In this situation undertaking learning activity becomes a springboard, some kind of antidote to the emerging life problems. It may also bring about fundamental disturbances to the psycho-social balance of an adult person, such as change of his living environment. The value of time as a non-renewable good increases significantly in  late adulthood, after crossing the threshold of 60. This refers particularly to people who consider old age as an important stage of life. Thus, temporal perspective in each stage of adulthood varies, especially when learning is a regular part of life activities of an adult person
    Źródło:
    Journal of Education Culture and Society; 2016, 7, 1; 45-53
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Identity formation in unstable times
    Autorzy:
    Brzezińska, Anna I.
    Cieciuch, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/2127784.pdf
    Data publikacji:
    2019-04-05
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    identity domains
    identity formation
    sense of identity
    self organization
    self-authoring personality
    attitudes toward globalization
    early and late adolescence
    early and late adulthood
    social and educational context
    Opis:
    The process of adolescence, including identity formation, differs significantly from what it was in previous generations. This is a consequence, among other things, of the demographic and economic changes that have taken place in recent years, locally as well as globally. This introduction is devoted to a review of these problems, and the current issue comprises texts addressing selected questions in detail. Some scholars identify groups of young people characterized by a tendency to consciously avoid making commitments typical of adults. However, research results point to the positive impact of taking on adult roles on perceiving oneself as an adult. The person’s identity develops from childhood, encompassing various domains. During the transition from childhood to adolescence, the increase in self-awareness is accompanied by an intensification of seeking information about oneself and one’s own functioning and of making plans for the future. The stage of adulthood involves the verification of previously made choices by resuming exploratory activities, whose intensity is in proportion to the amount of significant changes in the individual’s environment.
    Źródło:
    Roczniki Psychologiczne; 2016, 19, 2; 213-220
    1507-7888
    Pojawia się w:
    Roczniki Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Koncepcja czteropoziomowego kontekstu Ruth Wodak jako wyraz interdyscyplinarności w analizie dyskursu
    Autorzy:
    Kopińska, Violetta
    Powiązania:
    https://bibliotekanauki.pl/articles/645099.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Critical Discourse Analysis (CDA)
    Historical Discourse Analysis (HDA)
    educational discourse
    interdisciplinarity
    context
    triangulation
    Opis:
    The concept of four-level context by Ruth Wodak is to provide triangulation and minimize the risk of being biased. Simultaneously the analysis of this concept in combination with the research programme of HDA is an expression of interdisciplinarity’s importance in this approach. One should notice that interdisciplinarity is not an aim itself and it is a subject to limitations. The most specific limitations are those which result from triangulation on the interdiscursive level.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2017, 12, 2; 185-195
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The political context of reforms and the condition of the Polish school during the first term of rule of Law and Justice
    Polityczny kontekst reform i kondycja polskiej szkoły w trakcie pierwszej kadencji rządów Prawa i Sprawiedliwości
    Autorzy:
    Stępień-Lampa, Natalia
    Powiązania:
    https://bibliotekanauki.pl/articles/2085712.pdf
    Data publikacji:
    2020-06-21
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    reforma systemu oświaty
    likwidacja gimnazjów
    podwyższenie wieku obowiązkowej edukacji
    nastroje społeczne
    PISA 2018
    the school system reform
    the shutdown of the junior secondary schools
    the political context of the educational changes
    the social moods
    Opis:
    The article characterizes the most important changes in the school system undertaken in 2015–2019 and the political context of these changes. The author analyzes the increase in compulsory education age and the assumptions of the education system reform as a result of which junior high schools were closed. The next part presents the opinion of the public opinion about the Polish school and its implemented change. The final issue taken up in the study is the results of the PISA 2018.
    W artykule scharakteryzowano najważniejsze zmiany w ustroju szkolnym podjęte w latach 2015–2019 i polityczny kontekst tych zmian. Analizie poddano podwyższenie wieku obowiązkowej edukacji oraz założenia reformy systemu oświaty, w wyniku której m.in. zlikwidowano szkoły gimnazjalne. W dalszej części przedstawiono zdanie opinii publicznej na temat polskiej szkoły oraz wprowadzanej w niej zmiany. Ostatnią kwestią podjętą w opracowaniu są wyniki badania PISA 2018.
    Źródło:
    Studia Politicae Universitatis Silesiensis; 2020, 29; 49-59
    1895-3492
    2353-9747
    Pojawia się w:
    Studia Politicae Universitatis Silesiensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Szkoła na rozdrożach
    Autorzy:
    Kłakówna, Zofia Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/2030752.pdf
    Data publikacji:
    2017-12-16
    Wydawca:
    Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
    Tematy:
    general school
    curricular basis
    educational model
    curriculum
    structural reform
    curricular reform
    context
    szkoła powszechna
    podstawa programowa
    model edukacji
    program
    reforma strukturalna
    reforma programowa
    kontekst
    Opis:
    The author of the article points to conflicts resulting from several consecutive politically and ideologically motivated moves of both structural and curricular school reform, and outlines far-reaching, negative consequences of such activities. She explains differences between such concepts as carricular basis and curriculum and analises possible misunderstanding or misinterpretations which are likely to occur if these concepts are confused with each other or wrongly defined. Moreover, she describes the inviolable order of several necessary procedures which will need to be undertaken while planning the reform, if the reform is to succeed at all. She also draws the reader’s attention to the cultural and civilizational context in which the contemporary school functions, and questions the actual purpose and the point of boad general school education under the circumstances where the cultural paradigms are suddenly changed. She considers teacher training to be of paramount importance here and emphasises the fact that it is necessary to perceive the concept of methodics as a social activity which involves multiple fields of study. Furthermore, she suggests that politicians should be excluded from influncing the educational system directly.
    Źródło:
    Tematy i Konteksty; 2017, 12, 7; 73-87
    2299-8365
    Pojawia się w:
    Tematy i Konteksty
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-10 z 10

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