Temat: study engagement - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: The Bergen Study Addiction Scale: psychometric properties of the Italian version. A pilot study
Skala Uzależnienia od Uczenia się Bergen: cechy psychometryczne wersji włoskojęzycznej. Badanie pilotażowe
Autorzy:: Loscalzo, Yura
Giannini, Marco
Powiązania:: https://bibliotekanauki.pl/articles/942251.pdf
Data publikacji:: 2018
Wydawca:: Medical Communications
Tematy:: addictions
behavioural addictions
study addiction
study engagement
studyholism
Opis:: Aim: A new potential clinical condition related to overstudying, namely study addiction (Atroszko et al., 2015) or studyholism (Loscalzo and Giannini, 2017), has been recently proposed in literature. This study has been aimed at analysing the psychometric properties of the Italian version of the Bergen Study Addiction Scale (BStAS) (Atroszko et al., 2015). Material and methods: We recruited a sample of 374 university students aged between 18 and 47 years old (Mage = 24.30 ± 4.85). The students’ years of study and major subjects varied. By means of exploratory and confirmatory factor analyses (EFA and CFA), we analysed the instrument’s factorial structure. Moreover, we evaluated its internal reliability and divergent validity. Results: The Italian version of BStAS does not have fully satisfying psychometric properties. Two items (i.e. salience and tolerance) in this scale are problematic, as shown by both EFA and CFA. Conclusions: This study provides support for the usefulness of BStAS for future studies aimed at a further analysis of the features of this new potential clinical condition. However, more extensive research is needed to improve its psychometric properties in Italian students.
Cel: W literaturze zaproponowano niedawno nową jednostkę kliniczną związaną z nadmiernym uczeniem się, czyli uzależnienie od uczenia się (Atroszko i wsp., 2015) lub naukoholizm (Loscalzo i Giannini, 2017). Niniejsze badanie miało na celu przeanalizowanie właściwości psychometrycznych włoskojęzycznej wersji Skali Uzależnienia od Uczenia się Bergen (Bergen Study Addiction Scale, BStAS) (Atroszko i wsp., 2015). Materiał i metody: Badaniem objęto próbę 374 studentów uczelni wyższych w wieku od 18 do 47 lat (Mwiek = 24,30 ± 4,85). Grupa badana była zróżnicowana pod względem roku studiów wyższych oraz studiowanego kierunku. Dokonano eksploracyjnej oraz konfirmacyjnej analizy czynnikowej (exploratory factor analysis oraz confirmatory factor analysis, odpowiednio EFA i CFA) struktury badanego narzędzia psychometrycznego. Dokonano również oceny jego spójności wewnętrznej oraz trafności dywergencyjnej. Wyniki: Włoskojęzyczna wersja skali BStAS nie posiada w pełni satysfakcjonujących właściwości psychometrycznych. EFA oraz CFA wykazały, iż problematyczne są dwa elementy skali, tj. dominacja oraz tolerancja. Wnioski: Niniejsze badanie potwierdza użyteczność skali BStAS w przyszłych badaniach mających na celu pogłębioną analizę cech charakterystycznych postulowanej nowej jednostki klinicznej, którą jest uzależnienie od uczenia się. Konieczne są jednak szerzej zakrojone badania w celu poprawy właściwości psychometrycznych tego narzędzia w populacji włoskich studentów.
Źródło:: Psychiatria i Psychologia Kliniczna; 2018, 18, 3; 271-275
1644-6313
2451-0645
Pojawia się w:: Psychiatria i Psychologia Kliniczna
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Contemporary University PhD programs in the eyes of doctoral students – demands and resources in the context of doctoral study programs. Research report on the opinion-based survey of doctoral students at the Jagiellonian University
Autorzy:: Kulikowski, Konrad
Damaziak, Rafał
Powiązania:: https://bibliotekanauki.pl/articles/702976.pdf
Data publikacji:: 2017
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:: study engagement
study burnout
demands, resources
PhD students
doctoral students
PhD candidates
PhD opinions
Opis:: In the academic community within Poland, there is an ongoing debate about the optimal strategies for a redesign of PhD programs; however, the views of PhD students in relation to contemporary doctoral study programs are not widely known. Therefore, in this article, we aim to answer the following questions: (1) what are the demands and the resources for doctoral studies at the Jagiellonian University (JU) as experienced by PhD students? (2) how are these demands and resources related to study burnout and engagement? To gain answers to these questions, we conducted an on-line opinion-based survey of doctoral students. As a result, 326 JU PhD students completed a questionnaire measuring 26 demands and 23 resources along with measures of study burnout and levels of engagement. The results revealed that the demands of doctoral studies at the JU (as declared by at least half of the respondents) are: the requirement to participate in classes that are perceived as an unproductive use of time, the lack of remuneration for tutoring courses with students, a lack of information about possible career paths subsequent to graduation, the use of PhD students as low-paid workers at the university, a lack of opportunities for financing their own research projects, and an inability to take up employment while studying for a doctoral degree. In terms of resources, at least half of the doctoral students pointed to: discounts on public transport and the provision of free-of-charge access to scientific journals. Analyzing both the frequency and strength of the relationships between resources/demands and burnout/engagement, we have identified four key problem areas: a lack of support from their supervisor, role ambiguity within University structures for PhD students, the conflict between paid work and doctoral studies, and the mandatory participation in classes as a student.
Źródło:: Nauka; 2017, 2
1231-8515
Pojawia się w:: Nauka
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: The measurement of state engagement in actions beyond basic professional duties
Autorzy:: Bożek, Agnieszka
Malinowska, Diana
Powiązania:: https://bibliotekanauki.pl/articles/2085497.pdf
Data publikacji:: 2020-03-30
Wydawca:: Instytut Medycyny Pracy im. prof. dra Jerzego Nofera w Łodzi
Tematy:: engagement in actions
beyond-duties engagement
state work engagement
multilevel factor analysis
psychological measurement
daily diary study
Opis:: BackgroundThe goal of this paper is to present the phenomenon of engagement in actions that go beyond basic professional duties, and the factor structure and other psychometric properties of the daily measurements of this construct, which corresponds with the growing interest of researchers in the phenomenon of employee engagement, extra-role behaviors and the factors that affect them on a daily basis.Material and MethodsThe research was carried out among 62 full-time or part-time working students of the humanities and social sciences (79% of whom were female), using a 5-day on-line daily survey. The main measure was a modified Polish version of the 9-item questionnaire consistent with the Utrecht Work Engagement Scale (UWES), which was prepared on the basis of the adaptation of the State Work Engagement (SWE) questionnaire proposed by Breevaart et al. (2012) to measure daily work engagement.ResultsThe obtained results have shown that the adapted version of the SWE questionnaire is a reliable and valid measure which can be used to measure daily fluctuations in beyond-duties engagement. The 3-factor multilevel model has a satisfactory fit.ConclusionsThe study contributes to the current body of literature by examining state engagement in actions that go beyond basic professional duties and the validity of its measurement. It also shows that giving employees more autonomy and feedback may positively influence their beyond-duties engagement.
Źródło:: Medycyna Pracy; 2020, 71, 2; 127-136
0465-5893
2353-1339
Pojawia się w:: Medycyna Pracy
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners
Autorzy:: Ghelichli, Yahya
Seyyedrezaei, Seyyed Hassan
Seyyedrezaei, Zari Sadat
Powiązania:: https://bibliotekanauki.pl/articles/22446657.pdf
Data publikacji:: 2022-07-29
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Tematy:: qualitative study
student engagement
language learning motivation
learner perspective
Opis:: One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.
Źródło:: Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-19
2450-5455
2451-2125
Pojawia się w:: Theory and Practice of Second Language Acquisition
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: The relationship between study addiction and examination stress among students of music academies
Autorzy:: Atroszko, Paweł A.
Wróbel, Wiktor K.
Bereznowski, Piotr
Lawendowski, Rafał
Powiązania:: https://bibliotekanauki.pl/articles/2125136.pdf
Data publikacji:: 2020-01-10
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:: musicians
examination stress
learning engagement
personality
study addiction
workaholism
work addiction
Opis:: Previous studies have shown that study addiction is related to worse academic performance among music academy students as well as in the general population of students, suggesting that excessive examination stress may impair their performance on exams. The aim of this study was to investigate the relationship between the newly developed concept of “study addiction” and examination stress among students of music academies. Study addiction has been defined within the framework of theory and research on work addiction as a potential behavioral addiction. A cross-sectional correlational study was conducted, with a sample of 132 students of music academies in Poland. The Bergen Study Addiction Scale, assessing seven core addiction symptoms related to studying, was administered together with a commonly used measure of personality and single-item measures of examination stress and learning engagement. Multiple hierarchical regression analysis showed that study addiction was related to higher examination stress above and beyond personality traits. What is more, while study addiction showed a positive relationship with examination stress, learning engagement showed a negative association with examination stress. The results suggest that, among music academies students, study addiction is related to higher stress during exams and that study addiction and learning engagement are different constructs. Taking into account the relationship of study addiction with higher stress in situations of being evaluated, future studies are warranted that would link study addiction to music performance anxiety, which is one of the most widely studied phenomena in the psychology of music.
Źródło:: Roczniki Psychologiczne; 2019, 22, 2; 177-192
1507-7888
Pojawia się w:: Roczniki Psychologiczne
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: A study of character strengths, work engagement and subjective well-being in Chinese registered nurses
Autorzy:: Ding, Xiaotong
Kan, Houming
Chu, Xueqin
Sun, Chenyu
Ruan, Feiyan
Powiązania:: https://bibliotekanauki.pl/articles/2118794.pdf
Data publikacji:: 2022-09-05
Wydawca:: Instytut Medycyny Pracy im. prof. dra Jerzego Nofera w Łodzi
Tematy:: nurse
work engagement
subjective well-being
cross-sectional study
character strengths
mediating effect
Opis:: Background: Nurses displayed low levels of subjective well-being and high turnover intention. How to enhance the subjective well-being and decrease the turnover rate of nurses is of great importance. However, little is known about whether work engagement mediates between character strengths and subjective well-being. The study aims to explore character strengths, work engagement and subjective well-being in nurses, and to determine whether work engagement plays a mediating role between the relationship. Material and Methods: From December 2017 to December 2018, 450 Chinese registered nurses completed the character strengths scale, work engagement scale, and subjective well-being scale. The relationship between study variables was tested by Pearson correlation. The mediating effect of work engagement was tested by the bootstrap method. Results: The results indicated the following: (1) the 4 elements of character strengths and work engagement were significantly and positively correlated with subjective well-being; (2) character strengths could significantly predict both work engagement and subjective well-being; (3) work engagement played a mediating role in this relationship. Conclusions: Character strengths affect subjective well-being in Chinese registered nurses, and work engagement plays a mediating variable among the relations. Therefore, nurses are encouraged to foster their character strengths and improve their level of work engagement for their subjective well-being. Following the results, the study recommends that nursing managers be aware of the importance of using character strengths in nursing work, taking actions to excavate nurses’ character strengths and encouraging nurses to use character strengths in clinical work to promote engagement and well-being. In the meantime, interventions to improve the level of subjective well-being based on nurses’ character strengths should be considered.
Źródło:: Medycyna Pracy; 2022, 73, 4; 294-304
0465-5893
2353-1339
Pojawia się w:: Medycyna Pracy
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Comparison of the effectiveness and efficiency of various forms of distance learning - an experimental study
Autorzy:: Kusztelak, Przemysław
Pacholak, Anna
Powiązania:: https://bibliotekanauki.pl/articles/2143666.pdf
Data publikacji:: 2022-10-31
Wydawca:: Szkoła Główna Handlowa w Warszawie
Tematy:: distance education
e-learning
online teaching
video lecture
student engagement
effectiveness
experimental study
Opis:: The aim of this paper is to compare various forms of distance learning in terms of the effectiveness and efficiency of teaching and their subjective evaluation by students. Three forms of remote teaching were analysed for the elective general university course in the winter semester of the 2020/2021 academic year: G1 – with all materials embedded on an e-learning platform for fully asynchronous learning – and with no live meetings, but specially prepared video tutorials replacing them, G2 – with materials embedded on an e-learning platform and lectures conducted synchronously through videoconferences (without video recordings), G3 – with materials embedded on an e-learning platform, synchronous lectures via video conferences and their recordings available afterwards. Final grades, a record of activity at the e-learning platform and the results of questionnaires collected from all participants of the course were taken into account when carrying out the statistical analysis. The analysis proved that the most effective form of learning (the lowest number of hours devoted to learning in order to pass the subject, as well as the percentage of students who completed the course) was the one applied in group G1. According to the opinions of the students, the highest level of satisfaction from the classes was recorded for group G2. The research brings various implications for practice or policy: for teachers interested in improving the effectiveness of their online teaching; for teachers preparing an intervention with the aim of improving students’ remote learning engagement and its quality; supporting teachers’ research engagement in the improvement of educational standards and systems; and learning planners can use these insights helpful in planning online learning projects.
Źródło:: e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 96, 4; 4-13
1731-6758
1731-7428
Pojawia się w:: e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: A Comparative Study of Student Engagement in two Polish Universities
Porównawcze badanie zaangażowania studentów w dwóch polskich uniwersytetach
Autorzy:: Einolander, J.
Vanharanta, H.
Kantola, J.
Paliszkiewicz, J.
Mądra-Sawicka, M.
Powiązania:: https://bibliotekanauki.pl/articles/203196.pdf
Data publikacji:: 2018
Wydawca:: Politechnika Poznańska. Wydawnictwo Politechniki Poznańskiej
Tematy:: ontology
academic commitment
engagement
evaluation
student
university
comparative study
ontologia
zaangażowanie akademickie zaangażowanie
ocena
uniwersytet
studium porównawcze
Opis:: Student engagement and retention are major concerns for universities around the world. It is vital to improve student retention by delivering quality education and engaging students in their studies, leading to student success and graduation and integration in the workforce. This study examines a degree of engagement in two Polish universities. The aim of this research was to evaluate and compare student engagement between two respondent groups. Data for this study were collected from 394 university students through selfevaluation using internet-based survey instrument. The differences between the universities were compared according to the current state, target state and, creative tension, describing the gap between a person’s feeling of current reality and target for future. The analysis of the test results clearly demonstrated the possibility to use such an application to evaluate the students’ engagement and, the comparison clearly identified considerable differences between the two university cases.
Zaangażowanie i utrzymywanie studentów to ważna kwestia uniwersytetów na całym świecie. Konieczne jest poprawienie retencji studentów przez ich angażowanie i zapewnianie wysokiej jakości edukacji. Badanie dotyczy oceny i porównania stopnia zaangażowania studentów w dwóch polskich uczelniach. W badaniu zebrano dane dotyczące 394 studentów w ramach samooceny przeprowadzonej za pomocą internetowego narzędzia ankietowego. Różnice między uniwersytetami zostały porównane zgodnie z stanem aktualnym i docelowym, opisując lukę między odczuwaniem obecnej rzeczywistości a celami na przyszłość. Analiza wyników testów wyraźnie pokazała możliwość wykorzystania aplikacji do oceny zaangażowania uczniów, a porównanie wyraźnie wskazało znaczne różnice między dwoma przypadkami uniwersyteckimi.
Źródło:: Zeszyty Naukowe Politechniki Poznańskiej. Organizacja i Zarządzanie; 2018, 76; 87-98
0239-9415
Pojawia się w:: Zeszyty Naukowe Politechniki Poznańskiej. Organizacja i Zarządzanie
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Active Teaching Methods in Education for Sustainability as Applied in Good Practices of Local Communities
Autorzy:: Kostyuchenko, Nadiya
Smolennikov, Denys
Powiązania:: https://bibliotekanauki.pl/articles/1390635.pdf
Data publikacji:: 2016
Wydawca:: Wyższa Szkoła Bankowa w Poznaniu
Tematy:: education for sustainability
active teaching methods
student engagement
case study
simulation game
debate
role-playing
brainstorming
local communities
Opis:: This paper is dedicated to active teaching and learning methods in education for sustainability. Active teaching methods such as case studies, simulation games, debates, and roleplaying are described in a step-by-step direction. Examples of the good practices of local communities in education for sustainability are provided in the paper.
Źródło:: Studia Periegetica; 2016, 15(1); 145-158
1897-9262
2658-1736
Pojawia się w:: Studia Periegetica
Dostawca treści:: Biblioteka Nauki

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