None Elżbieta Strutyńska-Laskus, Kamila Madeja-Bień, Małgorzata Gamian-Wilk
Based on affective events theory, the present two-wave study investigated the predictive role of organisational features and exposure to workplace bullying in generating decreased creativity. Although several inhibitors of creativity at work have been identified, few longitudinal studies have aimed to determine whether affective events such as workplace bullying impact employees’ creativity. In the present two-wave, time-lagged panel design study (N = 261), teachers. completed the Negative Activities Questionnaire, the Risk Assessment of Workplace Bullying Questionnaire and the Creative Behavior Questionnaire twice, with a six-month interval between waves. The results indicate that specific negative workplace conditions – that is, workplace bullying risk factors – in the first wave were related to exposure to workplace bullying in the first and second waves and also led to a decrease in individual creativity in the second wave. Moreover, exposure to workplace bullying in the first wave predicted a drop in two creativity facets, self-realisation and ego strength, in the second wave. However, when organisational factors were included in the model, exposure to bullying no longer predicted a decrease in creative aspects. It is suggested that to promote teachers’ creativity, it is essential to prevent workplace bullying by building a constructive social climate and fostering proper leadership practices.
{"title":"How the Workplace Influences Teachers’ Creativity: A Two-Wave Study on Workplace Bullying, Organisational Bullying Risk Factors and Creativity","authors":"None Elżbieta Strutyńska-Laskus, Kamila Madeja-Bień, Małgorzata Gamian-Wilk","doi":"10.12775/pbe.2023.007","DOIUrl":"https://doi.org/10.12775/pbe.2023.007","url":null,"abstract":"Based on affective events theory, the present two-wave study investigated the predictive role of organisational features and exposure to workplace bullying in generating decreased creativity. Although several inhibitors of creativity at work have been identified, few longitudinal studies have aimed to determine whether affective events such as workplace bullying impact employees’ creativity. In the present two-wave, time-lagged panel design study (N = 261), teachers. completed the Negative Activities Questionnaire, the Risk Assessment of Workplace Bullying Questionnaire and the Creative Behavior Questionnaire twice, with a six-month interval between waves. The results indicate that specific negative workplace conditions – that is, workplace bullying risk factors – in the first wave were related to exposure to workplace bullying in the first and second waves and also led to a decrease in individual creativity in the second wave. Moreover, exposure to workplace bullying in the first wave predicted a drop in two creativity facets, self-realisation and ego strength, in the second wave. However, when organisational factors were included in the model, exposure to bullying no longer predicted a decrease in creative aspects. It is suggested that to promote teachers’ creativity, it is essential to prevent workplace bullying by building a constructive social climate and fostering proper leadership practices.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034127","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}
Dorota Pankowska, Janusz Kirenko, Małgorzata Samujło
Professionalism in the teaching profession plays a significant role in the execution of complex tasks and is based on relevant competences of varying scope and nature. The study conducted in a group of 2151 teachers from the Lubelskie Voivodeship in Poland focused on teachers’ perceptions of their professional competences in terms of their importance, difficulty and decollected. The OIP-II consists of six scales: psychomotor, sensual, imaginational, intellectual OEs, plus emotional sensitivity and emotional empathy. The participants were 116 parents-matic and transgressive. The study used a 40-item questionnaire, describing different areas of teachers’ knowledge, skills and activity, which operationalized broader groups of professional competences. Statistical analyses examined socio-demographic variables: gender, work experience, professional advancement grade, position held, and type and location of the educational establishment.The analysis of the results showed that teachers differentiate their perceptions of competences according to their nature, ranking pragmatic competences as the most important, followed by interpretive and transgressive competences, respectively. They consider the skills andactivities associated with transgressive and pragmatic competences to be more difficult than those associated with interpretive competences. While assessing the mastery of competences, a similar level is observed for interpretive and pragmatic competences and a lower level fortransgressive competences. On the basis of these results, it can be concluded that the teachers primarily pay attention to knowledge and practical skills related to the performance of professional tasks, with less appreciation of aspects related to interpretive and transgressive competences. This approach seems insufficient from the perspective of the ongoing professionalisation of the teaching profession and the challenges of 21st-century education.
{"title":"Teachers' Perceptions of Their Own Competences in View of the Demands of the Professionalisation of the Teaching Profession","authors":"Dorota Pankowska, Janusz Kirenko, Małgorzata Samujło","doi":"10.12775/pbe.2023.004","DOIUrl":"https://doi.org/10.12775/pbe.2023.004","url":null,"abstract":"Professionalism in the teaching profession plays a significant role in the execution of complex tasks and is based on relevant competences of varying scope and nature. The study conducted in a group of 2151 teachers from the Lubelskie Voivodeship in Poland focused on teachers’ perceptions of their professional competences in terms of their importance, difficulty and decollected. The OIP-II consists of six scales: psychomotor, sensual, imaginational, intellectual OEs, plus emotional sensitivity and emotional empathy. The participants were 116 parents-matic and transgressive. The study used a 40-item questionnaire, describing different areas of teachers’ knowledge, skills and activity, which operationalized broader groups of professional competences. Statistical analyses examined socio-demographic variables: gender, work experience, professional advancement grade, position held, and type and location of the educational establishment.The analysis of the results showed that teachers differentiate their perceptions of competences according to their nature, ranking pragmatic competences as the most important, followed by interpretive and transgressive competences, respectively. They consider the skills andactivities associated with transgressive and pragmatic competences to be more difficult than those associated with interpretive competences. While assessing the mastery of competences, a similar level is observed for interpretive and pragmatic competences and a lower level fortransgressive competences. On the basis of these results, it can be concluded that the teachers primarily pay attention to knowledge and practical skills related to the performance of professional tasks, with less appreciation of aspects related to interpretive and transgressive competences. This approach seems insufficient from the perspective of the ongoing professionalisation of the teaching profession and the challenges of 21st-century education.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034129","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}
Aim. This study aims to analyse the relationship between mathematical resilience (MR) and motivation (MOT) of mathematically gifted students (MG) through the lens of the self-determination theory (SDT). Questions. Based on a review of the results of previous research, the current study sought answers to four research questions revolving around the relationship between MR and MOT, the predictors of high mathematical achievement, the level and differentiations of dimensions of MR, and the types of MOT in a group of Polish MG high school students aged 16-18 (n = 113). The results of MG group were compared to a comparison group (n = 121). Method. The Mathematical Resilience Scale (MRS-24) and the Motivation to Learn Questionnaire (MLQ-30) were used to measure MR and MOT. Correlation analyses between indicators of the variables, regression analysis and statistical intergroup comparisons were conducted as well. Results. Significant correlations were found between MR and MOT in the MG group. The strongest predictors of high mathematical achievement in the MG appeared to be the students’ beliefs regarding the value of mathematics, along with their overall level of MOT to learn. The level of MR was elevated in the MG and was observed to be significantly higher compared to that in the comparison group. The dimension analysis of MR indicated the particular importance of the perceived values of mathematics as the leading factor in this variable that most strongly differentiated the two groups. The analysis of MOT types in the MG depicted that they manifested mainly intrinsic MOT, identification and introjection, and the level of indicators of these three types of MOT distinguished in the SDT was significantly higher in this group than those in the comparison group. Conclusion. As indicated by the study, the promotion of the social value of mathematics is crucial in shaping students’ MR and MOT as efficient problem-solving tools in school and daily life.
{"title":"Mathematical Resilience and Motivation to Study in Mathematically Gifted Students - Self-Determination Approach","authors":"Tomasz Knopik, Urszula Oszwa","doi":"10.12775/pbe.2023.001","DOIUrl":"https://doi.org/10.12775/pbe.2023.001","url":null,"abstract":"Aim. This study aims to analyse the relationship between mathematical resilience (MR) and motivation (MOT) of mathematically gifted students (MG) through the lens of the self-determination theory (SDT). Questions. Based on a review of the results of previous research, the current study sought answers to four research questions revolving around the relationship between MR and MOT, the predictors of high mathematical achievement, the level and differentiations of dimensions of MR, and the types of MOT in a group of Polish MG high school students aged 16-18 (n = 113). The results of MG group were compared to a comparison group (n = 121). Method. The Mathematical Resilience Scale (MRS-24) and the Motivation to Learn Questionnaire (MLQ-30) were used to measure MR and MOT. Correlation analyses between indicators of the variables, regression analysis and statistical intergroup comparisons were conducted as well. Results. Significant correlations were found between MR and MOT in the MG group. The strongest predictors of high mathematical achievement in the MG appeared to be the students’ beliefs regarding the value of mathematics, along with their overall level of MOT to learn. The level of MR was elevated in the MG and was observed to be significantly higher compared to that in the comparison group. The dimension analysis of MR indicated the particular importance of the perceived values of mathematics as the leading factor in this variable that most strongly differentiated the two groups. The analysis of MOT types in the MG depicted that they manifested mainly intrinsic MOT, identification and introjection, and the level of indicators of these three types of MOT distinguished in the SDT was significantly higher in this group than those in the comparison group. Conclusion. As indicated by the study, the promotion of the social value of mathematics is crucial in shaping students’ MR and MOT as efficient problem-solving tools in school and daily life.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034130","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}
Justyna Kusztal, Małgorzata Piasecka, Aleksandra Nastazjak
The aim of the article is to present the results of research conducted in 2021 in Poland, the subject of which were risk factors of gambling disorder in selected age groups. The research was carried out by means of a systematic review of the literature on the subject, while maintainingthe necessary elements of the PRISMA standard. The research material consisted of Englishlanguage articles selected in a systematic review, published in high-rated scientific journals. The conclusions from the research, including the most common risk factors for gambling disorder, allowed for the formulation of proposals and recommendations in the field of universaland selective prophylaxis addressed to adults.
{"title":"Risk Factors of Gambling Disorder Among Adults – Research Report","authors":"Justyna Kusztal, Małgorzata Piasecka, Aleksandra Nastazjak","doi":"10.12775/pbe.2023.002","DOIUrl":"https://doi.org/10.12775/pbe.2023.002","url":null,"abstract":"The aim of the article is to present the results of research conducted in 2021 in Poland, the subject of which were risk factors of gambling disorder in selected age groups. The research was carried out by means of a systematic review of the literature on the subject, while maintainingthe necessary elements of the PRISMA standard. The research material consisted of Englishlanguage articles selected in a systematic review, published in high-rated scientific journals. The conclusions from the research, including the most common risk factors for gambling disorder, allowed for the formulation of proposals and recommendations in the field of universaland selective prophylaxis addressed to adults.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033932","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}
Joanna Olszewska-Gniadek, Barbara Paulina Ostafińska-Molik, Anna Gaweł
This paper presents the results of a study that aimed to determine how parents were involved in their children’s remote education during the SARS-CoV-2 pandemic, with comparisons at the beginning and at the end of the sanitary regime, and by parents’ education, place of residence, mode of work during the pandemic, number of children they had and the level of education of their child/children. The study was conducted by means of an online survey using two independent measurements: at the beginning of the pandemic and during the fifth wave of the pandemic. A sample of N = 75 respondents was surveyed in Measurement I, and N = 306 in Measurement II. A mixed survey procedure was used. The research tool was a self-administered survey questionnaire. The research found that the introduction of distance learning forced new arrangements for the organisation of home life, existing habits and interaction patterns, with parental involvement in their children’s distance education differentiated by parents’ socio-demographic characteristics. It was also found that recurrent periods of remote learning about the ongoing pandemic were increasingly burdensome for working parents, who did not see the benefits of this education for their children.
{"title":"Parental Involvement in Children’s Remote Education: Examining the Case of the COVID-19 Pandemic","authors":"Joanna Olszewska-Gniadek, Barbara Paulina Ostafińska-Molik, Anna Gaweł","doi":"10.12775/pbe.2023.008","DOIUrl":"https://doi.org/10.12775/pbe.2023.008","url":null,"abstract":"This paper presents the results of a study that aimed to determine how parents were involved in their children’s remote education during the SARS-CoV-2 pandemic, with comparisons at the beginning and at the end of the sanitary regime, and by parents’ education, place of residence, mode of work during the pandemic, number of children they had and the level of education of their child/children. The study was conducted by means of an online survey using two independent measurements: at the beginning of the pandemic and during the fifth wave of the pandemic. A sample of N = 75 respondents was surveyed in Measurement I, and N = 306 in Measurement II. A mixed survey procedure was used. The research tool was a self-administered survey questionnaire. The research found that the introduction of distance learning forced new arrangements for the organisation of home life, existing habits and interaction patterns, with parental involvement in their children’s distance education differentiated by parents’ socio-demographic characteristics. It was also found that recurrent periods of remote learning about the ongoing pandemic were increasingly burdensome for working parents, who did not see the benefits of this education for their children.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034125","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}
The aim of the research was to determine the readiness of 6-year-old children to start school education, especially the emotional and motivational readiness and the level of support for this readiness in the assessment of mothers. 131 mothers of 63 girls and 68 boys participated inthe research. Three proprietary research methods were used: the Child’s Emotional and Motivational Readiness Questionnaire for the Parent, the Parent’s Child’s School Readiness Assessment Questionnaire – version 3 and the Parent’s Questionnaire for Supporting the Child’sEmotional and Motivational Readiness. Both the level of school readiness of children and the level of support were assessed by the surveyed mothers as high. Numerous positive correlations were observed between the manifestations of school readiness and the manifestationsof mothers’ support. Supporting the development of the child’s autonomy and independence turned out to be the predictor of the child’s emotional and motivational readiness.
{"title":"Emotional and Motivational School Readiness of Six-Year-Old Children and Parental Support in Mothers’ Assessments","authors":"Paulina Michalska, Anna Szymanik-Kostrzewska","doi":"10.12775/pbe.2023.009","DOIUrl":"https://doi.org/10.12775/pbe.2023.009","url":null,"abstract":"The aim of the research was to determine the readiness of 6-year-old children to start school education, especially the emotional and motivational readiness and the level of support for this readiness in the assessment of mothers. 131 mothers of 63 girls and 68 boys participated inthe research. Three proprietary research methods were used: the Child’s Emotional and Motivational Readiness Questionnaire for the Parent, the Parent’s Child’s School Readiness Assessment Questionnaire – version 3 and the Parent’s Questionnaire for Supporting the Child’sEmotional and Motivational Readiness. Both the level of school readiness of children and the level of support were assessed by the surveyed mothers as high. Numerous positive correlations were observed between the manifestations of school readiness and the manifestationsof mothers’ support. Supporting the development of the child’s autonomy and independence turned out to be the predictor of the child’s emotional and motivational readiness.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034121","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}
The content of the article was directed at determining the level of the cognitive component of university teachers in relation to the use of e-learning in the process of academic education. The purpose of the research being carried out was to determine the dependence of the cognitive component of academic teachers’ attitudes toward e-learning in higher education on the implementation of a distance learning course in Poland. For the purpose of our own research, a survey method was chosen, while the technique used was questionnaire surveying. The research tool used to determine the cognitive component was a test consisting of a set of 30 purposefully selected single-choice questions with three possible answers. The test consisted of three main parts, and each part contained questions on basic knowledge and specific aspects of the issues discussed. The questions were created to verify the mastered content, which was implemented during a training course designed for university teacherson the use of e-learning in the process of educating students. They were used to determine the scope and depth of knowledge possessed by academic teachers regarding the use of elearning in the academic learning environment. Based on the analysis of the study, it can be noted that the implementation of trainingcourses to improve the teaching and information and communication skills academic teachers at the University of Rzeszow brought an increase in the level of the cognitive component. The task of academic teachers is to self-improve their workshop. The role of lecturers is to constantly update their knowledge using various e-learning technologies for this purpose. A key role is the awareness of the need for lifelong learning in a rapidly developing reality.
{"title":"The Cognitive Component of Academic Teachers’ Attitudes Towards E-Learning – Research Report","authors":"Krystian Tuczyński","doi":"10.12775/pbe.2023.005","DOIUrl":"https://doi.org/10.12775/pbe.2023.005","url":null,"abstract":"The content of the article was directed at determining the level of the cognitive component of university teachers in relation to the use of e-learning in the process of academic education. The purpose of the research being carried out was to determine the dependence of the cognitive component of academic teachers’ attitudes toward e-learning in higher education on the implementation of a distance learning course in Poland. For the purpose of our own research, a survey method was chosen, while the technique used was questionnaire surveying. The research tool used to determine the cognitive component was a test consisting of a set of 30 purposefully selected single-choice questions with three possible answers. The test consisted of three main parts, and each part contained questions on basic knowledge and specific aspects of the issues discussed. The questions were created to verify the mastered content, which was implemented during a training course designed for university teacherson the use of e-learning in the process of educating students. They were used to determine the scope and depth of knowledge possessed by academic teachers regarding the use of elearning in the academic learning environment. Based on the analysis of the study, it can be noted that the implementation of trainingcourses to improve the teaching and information and communication skills academic teachers at the University of Rzeszow brought an increase in the level of the cognitive component. The task of academic teachers is to self-improve their workshop. The role of lecturers is to constantly update their knowledge using various e-learning technologies for this purpose. A key role is the awareness of the need for lifelong learning in a rapidly developing reality.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034124","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}
The COVID-19 pandemic had overnight affected all areas of traditional life. In the field of education, the classic face-to-face teaching was replaced by distance education at all levels of the educational system not only in Slovakia but in all countries of the world. Teachers, pupils, parents, teaching assistants, special educators or professional staff had had no experience with distance education up to that point. In today’s vulnerable world, the possibility of a combined educational process, in which teaching would be divided between face-to-face and distance education, is being raised more frequently mainly in connection with the energy crisis. Setting the right balance between face-to-face and distance education requires, among other things, defining the positives and negatives of these forms. Given the existing extensive theoretical elaboration of the issue of face-to-face teaching, our study focuses on the positives and negatives of distance education, while using the period of the COVID-19 pandemic. Through interviews, we collected the views of primary school teachers experienced in distance education. We focused on questions dealing with advantages, disadvantages, forms, methods and overall attitudes towards distance education. The study concludes by categorising the advantages and disadvantages of distance education. Based on the analysis of the responses obtained through semi-structured interviews with six teachers, we found that distance education has more negative than positive aspects. The main negatives include the lack of physical contact and the absence of social interaction. Furthermore, we found that there is low motivation, skipping lessons and lack of attention among upper grade students. Parental support for pupils in the upper grades was rather low. Teachers mainly used Slovak online platforms for distance learning. This study was done in Slovakia.
{"title":"Positives and Negatives of Distance Education from the Perspective of Teachers with Practical Experience","authors":"Mariana Sirotová, Lukáš Pieš","doi":"10.12775/pbe.2023.006","DOIUrl":"https://doi.org/10.12775/pbe.2023.006","url":null,"abstract":"The COVID-19 pandemic had overnight affected all areas of traditional life. In the field of education, the classic face-to-face teaching was replaced by distance education at all levels of the educational system not only in Slovakia but in all countries of the world. Teachers, pupils, parents, teaching assistants, special educators or professional staff had had no experience with distance education up to that point. In today’s vulnerable world, the possibility of a combined educational process, in which teaching would be divided between face-to-face and distance education, is being raised more frequently mainly in connection with the energy crisis. Setting the right balance between face-to-face and distance education requires, among other things, defining the positives and negatives of these forms. Given the existing extensive theoretical elaboration of the issue of face-to-face teaching, our study focuses on the positives and negatives of distance education, while using the period of the COVID-19 pandemic. Through interviews, we collected the views of primary school teachers experienced in distance education. We focused on questions dealing with advantages, disadvantages, forms, methods and overall attitudes towards distance education. The study concludes by categorising the advantages and disadvantages of distance education. Based on the analysis of the responses obtained through semi-structured interviews with six teachers, we found that distance education has more negative than positive aspects. The main negatives include the lack of physical contact and the absence of social interaction. Furthermore, we found that there is low motivation, skipping lessons and lack of attention among upper grade students. Parental support for pupils in the upper grades was rather low. Teachers mainly used Slovak online platforms for distance learning. This study was done in Slovakia.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034126","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}
Mimo że w literaturze dostrzega się korzyści wynikające z pracy i zatrudnienia dla osób z niepełnosprawnością intelektualną, niewiele badań poświęconych jest ich doświadczeniom i przeżyciom prezentowanym z ich własnej perspektywy. Artykuł stanowi raport z fenomenograficznych badań fokusowych prowadzonych w czterech grupach dorosłych osób z niepełnosprawnością intelektualną w stopniu umiarkowanym lub lekkim. Głównym celem badań było zrozumienie doświadczeń i przeżyć dorosłych osób z niepełnosprawnością intelektualną związanych z pracą i zatrudnieniem oraz nadawanych im przez te osoby znaczeń. Łącznie badaniom poddano 34 osoby. W wyniku analiz wyłoniono trzy obszary, do których uczestnicy odnosili się, mówiąc o pracy i zatrudnieniu: (1) ich własna osoba - marzenia, oczekiwania, wyobrażenia, możliwości, przekonania i doświadczenia, (2) środowisko - wzorce środowiskowe, wsparcie i bariery, rekrutacja do pracy i możliwości rynku pracy oraz (3) znaczenia nadawane pracy - źródło utrzymania/ zaspokojenia potrzeb bytowych/materialnych, społecznych, emocjonalnych (satysfakcja, zadowolenie) oraz szansa na samorozwój/samorealizację. Uzyskane wyniki pozwoliły na opracowanie implikacji dla rodziców, praktyków i polityki społecznej w obszarze zatrudnienia osób z niepełnosprawnością intelektualną.
{"title":"Work in the Experience of Persons with Intellectual Disabilities. A Focus Group Research Report","authors":"Urszula Bartnikowska, Katarzyna Ćwirynkało","doi":"10.12775/pbe.2023.003","DOIUrl":"https://doi.org/10.12775/pbe.2023.003","url":null,"abstract":"Mimo że w literaturze dostrzega się korzyści wynikające z pracy i zatrudnienia dla osób z niepełnosprawnością intelektualną, niewiele badań poświęconych jest ich doświadczeniom i przeżyciom prezentowanym z ich własnej perspektywy. Artykuł stanowi raport z fenomenograficznych badań fokusowych prowadzonych w czterech grupach dorosłych osób z niepełnosprawnością intelektualną w stopniu umiarkowanym lub lekkim. Głównym celem badań było zrozumienie doświadczeń i przeżyć dorosłych osób z niepełnosprawnością intelektualną związanych z pracą i zatrudnieniem oraz nadawanych im przez te osoby znaczeń. Łącznie badaniom poddano 34 osoby. W wyniku analiz wyłoniono trzy obszary, do których uczestnicy odnosili się, mówiąc o pracy i zatrudnieniu: (1) ich własna osoba - marzenia, oczekiwania, wyobrażenia, możliwości, przekonania i doświadczenia, (2) środowisko - wzorce środowiskowe, wsparcie i bariery, rekrutacja do pracy i możliwości rynku pracy oraz (3) znaczenia nadawane pracy - źródło utrzymania/ zaspokojenia potrzeb bytowych/materialnych, społecznych, emocjonalnych (satysfakcja, zadowolenie) oraz szansa na samorozwój/samorealizację. Uzyskane wyniki pozwoliły na opracowanie implikacji dla rodziców, praktyków i polityki społecznej w obszarze zatrudnienia osób z niepełnosprawnością intelektualną.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034122","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}
Joanna Turkiewicz, Anna Bęczkowska, Radosław Skrobacki
This article aimed to determine the significance of student-lecturer relationships in the context of remote learning to answer the following question: What is the relationship between student-lecturer relationships and student satisfaction with remote learning, feedback, the assessment process, lecturers’ digital competencies and students’ competencies related to remote learning? To achieve this aim, an online survey was conducted on a sample of 206 students from Milenium University in Gniezno, Poland (return rate approximately 42%) in the spring of 2022. The data were analysed through the application of mediation analysis using IBM SPSS Statistics and the Jamovi software. The main finding of the study is that the student-lecturer relationship is crucial for ensuring students’ satisfaction with remote learning. This paper contributes to the literature by explaining the potential impact of other factors on the student-lecturer relationship variable.
{"title":"The Importance of Building a Relationship Between Lecturers and Students for Student Satisfaction with Remote Learning","authors":"Joanna Turkiewicz, Anna Bęczkowska, Radosław Skrobacki","doi":"10.12775/pbe.2023.010","DOIUrl":"https://doi.org/10.12775/pbe.2023.010","url":null,"abstract":"This article aimed to determine the significance of student-lecturer relationships in the context of remote learning to answer the following question: What is the relationship between student-lecturer relationships and student satisfaction with remote learning, feedback, the assessment process, lecturers’ digital competencies and students’ competencies related to remote learning? To achieve this aim, an online survey was conducted on a sample of 206 students from Milenium University in Gniezno, Poland (return rate approximately 42%) in the spring of 2022. The data were analysed through the application of mediation analysis using IBM SPSS Statistics and the Jamovi software. The main finding of the study is that the student-lecturer relationship is crucial for ensuring students’ satisfaction with remote learning. This paper contributes to the literature by explaining the potential impact of other factors on the student-lecturer relationship variable.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136034131","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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