Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4432
K. Tomaszek, Agnieszka Muchacka-Cymerman
Student burnout is an issue rarely analysed in Polish literature, and even fewer studies take into account the knowledge of parents about such an educational problem. So far, only a few studies have focused on the psychological characteristics of parents related to school burnout, such as the quality of family relationships, attachment style, parental attitudes or upbringing style. However, there are no studies in the literature that take into account both the children’s and the parents’ psychological characteristics associated with school burnout. Therefore, the main aim of the current study was to test whether mental health and parental professional functioning characteristics are related to the student online school burnout syndrome during the COVID-19 pandemic. The analysis covered 29 parent-adolescent dyads. In the entire group of respondents, the significant relationship between the student burnout symptoms perceived by parents and the online school burnout from the students’ perspective was confirmed. Student burnout with distance learning correlated positively with the mental health problems of parents and negatively with the well-being of students. Student burnout from distance learning did not significantly correlate with work flow and online job burnout of parents. The findings indicated the importance of the simultaneous evaluation of the problem of educational burnout by the parent-adolescent dyad. In this context, the active involvement of parents in preventive interventions regarding the mental health of their children can be an important factor contributing to minimising the risk of developing school burnout symptoms.n
{"title":"The relationship between parent’s mental health and professional functioning and students’ e-learning burnout and well-being during the COVID-19 pandemic","authors":"K. Tomaszek, Agnieszka Muchacka-Cymerman","doi":"10.5604/01.3001.0054.4432","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4432","url":null,"abstract":"Student burnout is an issue rarely analysed in Polish literature, and even fewer studies take into account the knowledge of parents about such an educational problem. So far, only a few studies have focused on the psychological characteristics of parents related to school burnout, such as the quality of family relationships, attachment style, parental attitudes or upbringing style. However, there are no studies in the literature that take into account both the children’s and the parents’ psychological characteristics associated with school burnout. Therefore, the main aim of the current study was to test whether mental health and parental professional functioning characteristics are related to the student online school burnout syndrome during the COVID-19 pandemic. The analysis covered 29 parent-adolescent dyads. In the entire group of respondents, the significant relationship between the student burnout symptoms perceived by parents and the online school burnout from the students’ perspective was confirmed. Student burnout with distance learning correlated positively with the mental health problems of parents and negatively with the well-being of students. Student burnout from distance learning did not significantly correlate with work flow and online job burnout of parents. The findings indicated the importance of the simultaneous evaluation of the problem of educational burnout by the parent-adolescent dyad. In this context, the active involvement of parents in preventive interventions regarding the mental health of their children can be an important factor contributing to minimising the risk of developing school burnout symptoms.n","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"51 1‐2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4422
Lidia Wiśniewska-Nogaj, W. Kwiatkowska
In the article, we address the issue of corporal punishment, with particular emphasis on the reasons for resorting to it and possible forms of prevention of its use. And although this topic is strongly present in the pedagogical discourse, we present a new perspective on the described issue, especially in the empirical aspect. The review of Polish and foreign research presented in the first part of the text becomes the basis for formulating one's own research problem and analyzing the results of one's own research. The research problem is the analysis of the discourse on the use of physical punishment as an educational method, conducted on an internet forum as part of one of the tasks in the educational project. A qualitative analysis of the statements was made, among others, by using MAXQDA software. At the end of the text, conclusions and recommendations were formulated, proving the importance of the discussed reasons for the use of corporal punishment against children and showing the possibilities of its prevention.
{"title":"Spanking as an (in)effective educational method? Around the reasons for the use of physical punishment - an analysis of the statements of young adults","authors":"Lidia Wiśniewska-Nogaj, W. Kwiatkowska","doi":"10.5604/01.3001.0054.4422","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4422","url":null,"abstract":"In the article, we address the issue of corporal punishment, with particular emphasis on the reasons for resorting to it and possible forms of prevention of its use. And although this topic is strongly present in the pedagogical discourse, we present a new perspective on the described issue, especially in the empirical aspect. The review of Polish and foreign research presented in the first part of the text becomes the basis for formulating one's own research problem and analyzing the results of one's own research. The research problem is the analysis of the discourse on the use of physical punishment as an educational method, conducted on an internet forum as part of one of the tasks in the educational project. A qualitative analysis of the statements was made, among others, by using MAXQDA software. At the end of the text, conclusions and recommendations were formulated, proving the importance of the discussed reasons for the use of corporal punishment against children and showing the possibilities of its prevention.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"17 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4434
Magda Karkowska
"Powerless education. On the education of the fragile" is an extremely original collection of the author's thoughts on the dilemmas experienced by everyone who deals with education today. The book is divided into seven interrelated essays, accompanied by a bibliography, an index of names and a summary. The essence and at the same time the consequence of the adopted logic of considerations is the anthropological reconstruction of relational space not only in upbringing, but in general in interpersonal interactions – it describes the experience of contact with the unknown, disagreement, searching first for ways of escape, and then taming what is first, unknown, or known and neglected, but repressed or negated.The author juxtaposes two models of education, the so-called weak and strong education, pointing to their social and philosophical entanglements and familiarizing readers with their possible consequences, both developmental and social. The book does not lack literary, philosophical and religious references. In addition to reflections based on the foundations of pedagogical thinking (Folkierska), completely new threads appear (Biesta, Sławek). It is important that these narratives, lines of thought complement each other, intersect, and none of the author's associations appears accidentally or is placed in a vacuum. The book seems to be an illustration of the methods of narrative insight into experience – Maliszewski writes very suggestively, convincingly describing what he probably experienced himself, opening the space of phenomenological discourse to which he invites readers.
{"title":"Reflections on upbringing in the post-pandemic era – around the book \"Powerless education. On the education of the fragile, Krzysztof Maliszewski, Katowice 2021, wyd. University of Silesia, ss. 206","authors":"Magda Karkowska","doi":"10.5604/01.3001.0054.4434","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4434","url":null,"abstract":"\"Powerless education. On the education of the fragile\" is an extremely original collection of the author's thoughts on the dilemmas experienced by everyone who deals with education today. The book is divided into seven interrelated essays, accompanied by a bibliography, an index of names and a summary. The essence and at the same time the consequence of the adopted logic of considerations is the anthropological reconstruction of relational space not only in upbringing, but in general in interpersonal interactions – it describes the experience of contact with the unknown, disagreement, searching first for ways of escape, and then taming what is first, unknown, or known and neglected, but repressed or negated.The author juxtaposes two models of education, the so-called weak and strong education, pointing to their social and philosophical entanglements and familiarizing readers with their possible consequences, both developmental and social. The book does not lack literary, philosophical and religious references. In addition to reflections based on the foundations of pedagogical thinking (Folkierska), completely new threads appear (Biesta, Sławek). It is important that these narratives, lines of thought complement each other, intersect, and none of the author's associations appears accidentally or is placed in a vacuum. The book seems to be an illustration of the methods of narrative insight into experience – Maliszewski writes very suggestively, convincingly describing what he probably experienced himself, opening the space of phenomenological discourse to which he invites readers.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"31 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4426
Joanna Frankowiak, Martyna Kotyśko
University students are exposed to a number of stressors that may affect their mental state. However, they do not receive sufficient psychological support, although the demand for it seems to be increasing. The current study examines what psychological profiles can be identified among students based on how often different subjective problems affect their functioning. The participants were 1,499 Polish students (63% women, ages 18-26, 7.4% had previously used professional support). Five profiles, differing in the intensity of the seven internalising problems, were identified in latent profile analysis: in crisis (IC, 2.1%); increased risk − with (IR-S, 7.5%) and without suicidal thoughts or behaviours (IR-NS, 8.8%); increased risk − experiencing tension (IR-T, 19.1%); and not needing support (NNS, 62.5%). Gender, place of origin, and the use of professional psychological support significantly differentiated the profiles. The results of the study allow us to draw indications that are important for the design of preventive measures in the academic environment. Particularly important is the implementation of activities that fall into the area of selective prevention, targeting IR-NS and IR-T groups (about 28% of survey participants).This is supported by the percentage of people belonging to these groups, as well as the nature of the difficulties they are facing.
{"title":"University student’s internalising problems in the context of mental support in Poland – a Latent Profile Analysis","authors":"Joanna Frankowiak, Martyna Kotyśko","doi":"10.5604/01.3001.0054.4426","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4426","url":null,"abstract":"University students are exposed to a number of stressors that may affect their mental state. However, they do not receive sufficient psychological support, although the demand for it seems to be increasing. The current study examines what psychological profiles can be identified among students based on how often different subjective problems affect their functioning. The participants were 1,499 Polish students (63% women, ages 18-26, 7.4% had previously used professional support). Five profiles, differing in the intensity of the seven internalising problems, were identified in latent profile analysis: in crisis (IC, 2.1%); increased risk − with (IR-S, 7.5%) and without suicidal thoughts or behaviours (IR-NS, 8.8%); increased risk − experiencing tension (IR-T, 19.1%); and not needing support (NNS, 62.5%). Gender, place of origin, and the use of professional psychological support significantly differentiated the profiles. The results of the study allow us to draw indications that are important for the design of preventive measures in the academic environment. Particularly important is the implementation of activities that fall into the area of selective prevention, targeting IR-NS and IR-T groups (about 28% of survey participants).This is supported by the percentage of people belonging to these groups, as well as the nature of the difficulties they are facing.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"21 s41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4427
Zdzisław Kazanowski, Agnieszka Żyta, Sławomir Przybyliński, Katarzyna Ćwirynkało
Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.
{"title":"Professional competence of primary education teachers to educate pupils with disabilities","authors":"Zdzisław Kazanowski, Agnieszka Żyta, Sławomir Przybyliński, Katarzyna Ćwirynkało","doi":"10.5604/01.3001.0054.4427","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4427","url":null,"abstract":"Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"9 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4420
Jarosław Gara, Dariusz Stepkowski
The object of research interest in the presented article is the form of pedagogical thinking and acting due to its connection with (self)education understood as an autonomous and personal-creative action of the addressee of educational interactions. By applying the philosophical-hermeneutic method of textual analysis and the model of the paradoxical structure of experience developed in existential philosophy of education, the authors have problematized three pairs of paradoxes that characterise pedagogical thinking and acting based on the affirmation of (self)education as an experience of existential paradoxicality.
{"title":"The form of pedagogical thinking and acting and the experience of the paradoxicality of (self)education","authors":"Jarosław Gara, Dariusz Stepkowski","doi":"10.5604/01.3001.0054.4420","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4420","url":null,"abstract":"The object of research interest in the presented article is the form of pedagogical thinking and acting due to its connection with (self)education understood as an autonomous and personal-creative action of the addressee of educational interactions. By applying the philosophical-hermeneutic method of textual analysis and the model of the paradoxical structure of experience developed in existential philosophy of education, the authors have problematized three pairs of paradoxes that characterise pedagogical thinking and acting based on the affirmation of (self)education as an experience of existential paradoxicality.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"15 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4423
Agnieszka Weiner
In this article, the author explores a niche but important problem of functioning of the artistic schools during difficult times of social isolation and virtual learning. More specifically, qualitative experiences of students of artistic schools during COVID-19 pandemic were examined and reconstructed. The unusual panedmic praxis was described as percolating experiences of a sense of agency and school reality. Such a narrative was inspired by J.Bruner and H.Thierch and the concept of three dimensions: time, space and relations. Considering students as experts in their own experiences allowed the author to build a statistical model which helped to discover factors associated with the sense of agency. The author describes in depth positive factors contributing to the sense of agency. These factors can therefore be used to further improve the education system and the educational experience of students.
{"title":"Time - space - relations - a student of the artistic school in the educational experiment during the pandemic","authors":"Agnieszka Weiner","doi":"10.5604/01.3001.0054.4423","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4423","url":null,"abstract":"In this article, the author explores a niche but important problem of functioning of the artistic schools during difficult times of social isolation and virtual learning. More specifically, qualitative experiences of students of artistic schools during COVID-19 pandemic were examined and reconstructed. The unusual panedmic praxis was described as percolating experiences of a sense of agency and school reality. Such a narrative was inspired by J.Bruner and H.Thierch and the concept of three dimensions: time, space and relations. Considering students as experts in their own experiences allowed the author to build a statistical model which helped to discover factors associated with the sense of agency. The author describes in depth positive factors contributing to the sense of agency. These factors can therefore be used to further improve the education system and the educational experience of students.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"27 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4430
Sławomir Śliwa
The article concerns Polish-Czech research carried out as part of the project co-financed by the European Regional Development Fund and the state budget, We are crossing borders. 'Key competences in teaching and education' project was implemented under the Praděd Microprojects Fund. The descriptive purpose of the research was to prepare a detailed description of the level of competence of the surveyed people and the relationships between the dependent variable and independent variables.The explanatory purpose of the research was to find out why certain independent variables differentiate the respondents' answers.The study used the diagnostic survey method, the survey technique. They were attended by, among others, 49 principals from primary schools from Poland and the Czech Republic. The data analysis was carried out using the statistical program STATISTICA, in which statistical methods related to the study of the statistical significance of differences between variables were used using the Student's T-test for independent samples, to compare the means of two independent samples. Also the chi-square test was used.The results show how the management staff of educational institutions from Poland and the Czech Republic confidently perceive potential solutions to various difficult situations in their institutions and what critical thinking requirements they have for future teachers.
{"title":"Selected aspects of perceptions of critical thinking among Polish and Czech primary school principals","authors":"Sławomir Śliwa","doi":"10.5604/01.3001.0054.4430","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4430","url":null,"abstract":"The article concerns Polish-Czech research carried out as part of the project co-financed by the European Regional Development Fund and the state budget, We are crossing borders. 'Key competences in teaching and education' project was implemented under the Praděd Microprojects Fund. The descriptive purpose of the research was to prepare a detailed description of the level of competence of the surveyed people and the relationships between the dependent variable and independent variables.The explanatory purpose of the research was to find out why certain independent variables differentiate the respondents' answers.The study used the diagnostic survey method, the survey technique. They were attended by, among others, 49 principals from primary schools from Poland and the Czech Republic. The data analysis was carried out using the statistical program STATISTICA, in which statistical methods related to the study of the statistical significance of differences between variables were used using the Student's T-test for independent samples, to compare the means of two independent samples. Also the chi-square test was used.The results show how the management staff of educational institutions from Poland and the Czech Republic confidently perceive potential solutions to various difficult situations in their institutions and what critical thinking requirements they have for future teachers.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"45 s215","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4429
Mirosława Barbara Ściupider- Młodkowska
The main object of the theoretical narrative and research conclusions of the article are selected components of characteristics representative of Generation Z. The project Love in the Era of the Self , published in 2019, made it possible to select analyses of relationship scripts representing young people studying in universities from Poland and the Czech Republic. The main research objective was to ask what patterns of partner relationships are preferred and practised by young people studying in the neighbouring countries and what differentiates them?This allowed for several conclusions regarding the socio-cultural changes within the activities of today's youth and the perceived dangers of penetrating digital contact scripts, strongly codified by interfaces. This may exclude empathy in the future and generate an existential emptiness that will be satisfied by urges, reinforce self-criticism, and reduce well-being in relationships. This presents a new field of challenges for educators.
2019年发布的 "自我时代的爱情"（Love in the Era of the Self）项目选择分析了波兰和捷克共和国在大学学习的年轻人的关系脚本。该项目的主要研究目标是询问在邻国学习的年轻人更喜欢和实践什么样的伴侣关系模式，以及它们之间的区别是什么？ 由此可以得出一些结论，涉及当今年轻人活动中的社会文化变化，以及渗透到数字接触脚本中的危险感知，这些脚本被界面强烈编纂。这可能会在未来排除同理心，并产生一种存在的空虚感，这种空虚感会被冲动所满足，强化自我批评，并降低人际关系中的幸福感。这给教育工作者带来了新的挑战。
{"title":"„Z” generation in research with Polish and Czech students. A selected comparative analysis in building and understanding relationships.","authors":"Mirosława Barbara Ściupider- Młodkowska","doi":"10.5604/01.3001.0054.4429","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4429","url":null,"abstract":"The main object of the theoretical narrative and research conclusions of the article are selected components of characteristics representative of Generation Z. The project Love in the Era of the Self , published in 2019, made it possible to select analyses of relationship scripts representing young people studying in universities from Poland and the Czech Republic. The main research objective was to ask what patterns of partner relationships are preferred and practised by young people studying in the neighbouring countries and what differentiates them?This allowed for several conclusions regarding the socio-cultural changes within the activities of today's youth and the perceived dangers of penetrating digital contact scripts, strongly codified by interfaces. This may exclude empathy in the future and generate an existential emptiness that will be satisfied by urges, reinforce self-criticism, and reduce well-being in relationships. This presents a new field of challenges for educators.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"348 1‐2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.5604/01.3001.0054.4421
Agnieszka Zamarian
The purpose of this article is to present the results of research on teachers' preferred discipline models and selected predictors of these preferences. The research is based on the discipline theory by Charles H. Wolfgang (2001), the individual philosophy of discipline model by Clifford H. Edwards (2008) and the self-determination theory by E. L. Deci and R. M. Ryan (2000). It was conducted using English-language tools translated into Polish: The Beliefs on Discipline Inventory (Glickman and Tamashiro, 1980), The Teachers' Need for Autonomy Satisfaction (Tadić, 2015) and the Polish-language tool, which is Education Rationality Questionnaire (Milerski and Karwowski, 2016). The study included 169 teachers employed in kindergartens, elementary and secondary schools. The analysis suggests that the confronting-contracting model of discipline is the most successful among the respondents, followed by the relationship-listening model and the rules and consequences model. Factors predicting teachers' preferences include individual educational philosophy and age.
本文旨在介绍有关教师偏好的学科模式及其选定预测因素的研究成果。研究基于 Charles H. Wolfgang（2001 年）的纪律理论、Clifford H. Edwards（2008 年）的个人纪律哲学模式以及 E. L. Deci 和 R. M. Ryan（2000 年）的自我决定理论。研究使用翻译成波兰语的英语工具进行：研究使用了翻译成波兰语的英语工具："纪律信念量表"（Glickman 和 Tamashiro，1980 年）、"教师自主需求满意度"（Tadić，2015 年）和波兰语工具 "教育理性问卷"（Milerski 和 Karwowski，2016 年）。研究对象包括 169 名受雇于幼儿园、小学和中学的教师。分析表明，在受访者中，"对抗-契约 "纪律模式最成功，其次是 "关系-倾听 "模式和 "规则-后果 "模式。影响教师偏好的因素包括个人教育理念和年龄。
{"title":"Models of classroom discipline – teachers’ preferences and their selected predictors","authors":"Agnieszka Zamarian","doi":"10.5604/01.3001.0054.4421","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4421","url":null,"abstract":"The purpose of this article is to present the results of research on teachers' preferred discipline models and selected predictors of these preferences. The research is based on the discipline theory by Charles H. Wolfgang (2001), the individual philosophy of discipline model by Clifford H. Edwards (2008) and the self-determination theory by E. L. Deci and R. M. Ryan (2000). It was conducted using English-language tools translated into Polish: The Beliefs on Discipline Inventory (Glickman and Tamashiro, 1980), The Teachers' Need for Autonomy Satisfaction (Tadić, 2015) and the Polish-language tool, which is Education Rationality Questionnaire (Milerski and Karwowski, 2016). The study included 169 teachers employed in kindergartens, elementary and secondary schools. The analysis suggests that the confronting-contracting model of discipline is the most successful among the respondents, followed by the relationship-listening model and the rules and consequences model. Factors predicting teachers' preferences include individual educational philosophy and age.","PeriodicalId":147535,"journal":{"name":"Studia z Teorii Wychowania","volume":"103 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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