The aim of the analysis was to determine the structure of the adaptive behaviour of people with deeper intellectual disability, as assessed with Adaptive Behaviour Assessment System (ABAS-3). It was also to establish the determinants of the disability with the use of other variables of the psychosocial functioning of these people. The predictors were defined for the so-called General Adaptive Composite (GAC), the ABAS-3 three adaptive domains and ten areas of individual adaptive skills, measured with ABAS-3. The analysis also addressed convergent validity of the tool. It was determined by exploring interrelations between ABAS-3 and PAC-1 Inventory. The r-Pearson test was applied, followed by stepwise multiple regression analysis. The study was conducted on a group of 140 children and young people with moderate and severe intellectual disability. The average age was 13.30 years, with SD=5.06 years. The GAC and ABAS-3 adaptive domains scores positively correlate with the individual areas in PAC-1, with the power of the correlation being greater in the group of assessments carried out by teachers than the analogical assessments carried out by parents. The regression models created for the parents’ group enable a conclusion that the higher the GAC score – including assessment of communication and practical knowledge skills, capability of managing and completing tasks – the higher the growth in socialization, participation in play and domestic activities. On the other hand, in the models created for the group of teachers, the predictor for the GAC score, for the domain of conceptual skills and for the domain of social skills was the area of socialization. For the domain of practical skills, the predictor was the area of self-care.
{"title":"ABAS-3 and the PAC-1 in the Study of Adaptive Behaviour of Children and Adolescents with Deeper Intellectual Disabilities","authors":"Janusz Kirenko, Anna Prokopiak","doi":"10.12775/PBE.2020.018","DOIUrl":"https://doi.org/10.12775/PBE.2020.018","url":null,"abstract":"The aim of the analysis was to determine the structure of the adaptive behaviour of people with deeper intellectual disability, as assessed with Adaptive Behaviour Assessment System (ABAS-3). It was also to establish the determinants of the disability with the use of other variables of the psychosocial functioning of these people. The predictors were defined for the so-called General Adaptive Composite (GAC), the ABAS-3 three adaptive domains and ten areas of individual adaptive skills, measured with ABAS-3. The analysis also addressed convergent validity of the tool. It was determined by exploring interrelations between ABAS-3 and PAC-1 Inventory. The r-Pearson test was applied, followed by stepwise multiple regression analysis. The study was conducted on a group of 140 children and young people with moderate and severe intellectual disability. The average age was 13.30 years, with SD=5.06 years. The GAC and ABAS-3 adaptive domains scores positively correlate with the individual areas in PAC-1, with the power of the correlation being greater in the group of assessments carried out by teachers than the analogical assessments carried out by parents. The regression models created for the parents’ group enable a conclusion that the higher the GAC score – including assessment of communication and practical knowledge skills, capability of managing and completing tasks – the higher the growth in socialization, participation in play and domestic activities. On the other hand, in the models created for the group of teachers, the predictor for the GAC score, for the domain of conceptual skills and for the domain of social skills was the area of socialization. For the domain of practical skills, the predictor was the area of self-care.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66629509","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}
{"title":"Family Socio-Economic Status and Chances of School Success","authors":"Szymon Borsich, M. Deptuła","doi":"10.12775/PBE.2020.028","DOIUrl":"https://doi.org/10.12775/PBE.2020.028","url":null,"abstract":"","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66629713","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}
{"title":"Rebellion of School-Age Youth in Poland","authors":"Iwona Murawska","doi":"10.12775/PBE.2020.020","DOIUrl":"https://doi.org/10.12775/PBE.2020.020","url":null,"abstract":"","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66629680","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}
Nowadays, we witness a principal change in the normative order referring to human sexuality, and a change of the role of individual factors of sexual socialisation. This paper presents selected findings of the research on sexual morals of people at their emerging adulthood, aged 18–25, carried out in Poland on a representative sample in 2017. The research focused on the respondents’ attitude to the social norms related to sexual activity. Two thirds of the respondents had established sexual relations. There is a clear trend among women to stabilise the intimate relations, and the respondents tend to postpone their matrimonial and procreative plans. The respondents support the norms which may be defined as components of the “golden mean” sexual ethics. Greater liberalism of young men shows in their attitude to the norms related with risky sexual behaviour, widening the repertoire of the forms of sexual intercourse, and sexual activity on the internet. Women significantly more often support the norms which refer to functioning in a relationship. The views of the people who had their sexual initiation are the expression of support for permissive ethics. Religious people and those who regularly practice religion more often present views characteristic of restrictive ethics. It was not proved that the respondents who had attended school family planning ORYGINALNE ARTYKUŁY BADAWCZE 148 classes more often supported restrictive norms referring to sexual activity, which might be expected taking into consideration the abstinence model of the classes.
{"title":"Attitude of People in Their Emerging Adulthood Towards Selected Moral Norms Related to Sexual Activity","authors":"Zbigniew Izdebski, K. Wąż","doi":"10.12775/PBE.2020.024","DOIUrl":"https://doi.org/10.12775/PBE.2020.024","url":null,"abstract":"Nowadays, we witness a principal change in the normative order referring to human sexuality, and a change of the role of individual factors of sexual socialisation. This paper presents selected findings of the research on sexual morals of people at their emerging adulthood, aged 18–25, carried out in Poland on a representative sample in 2017. The research focused on the respondents’ attitude to the social norms related to sexual activity. Two thirds of the respondents had established sexual relations. There is a clear trend among women to stabilise the intimate relations, and the respondents tend to postpone their matrimonial and procreative plans. The respondents support the norms which may be defined as components of the “golden mean” sexual ethics. Greater liberalism of young men shows in their attitude to the norms related with risky sexual behaviour, widening the repertoire of the forms of sexual intercourse, and sexual activity on the internet. Women significantly more often support the norms which refer to functioning in a relationship. The views of the people who had their sexual initiation are the expression of support for permissive ethics. Religious people and those who regularly practice religion more often present views characteristic of restrictive ethics. It was not proved that the respondents who had attended school family planning ORYGINALNE ARTYKUŁY BADAWCZE 148 classes more often supported restrictive norms referring to sexual activity, which might be expected taking into consideration the abstinence model of the classes.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66629833","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 study concerns imaginary perspective taking (IPT) in six-year-olds and is a replica of the studies undertaken by the Van den Heuvel-Panhuizen, Elia and Robitzsch team (2015). Imaginary perspective taking comprises two components: IPT 1 refers to perception, the socalled “visibility of objects”, i.e. deducing which object is visible or not from different points of view. IPT 2 (appearance, imaginary perspective taking) refers to the ability to describe what an object looks like when viewed from different points of view. The study was aimed at defining development of the six-year-olds’ ability to take a different perspective and comparing it with the results of Van den Heuvel-Panhuizen’s team. 74 Polish six-year-olds participated in the study: 36 children living in the urban environment (17 girls, 19 boys) and 38 children from rural areas (15 girls and 23 boys). A set of trials of Imaginary Perspective Items IPT1 Visibility items and IPT2 Appearance items constituted the research tool. The studies have shown that Polish six-year-olds demonstrate the first level of competence in taking a different perspective and a high ability to understand that different locations mean different points of view. The vast majority (71.8%) of children correctly determine whether an object is seen or not from a different perspective. The ability to properly perceive the appearance and shape of an object is at the development stage in the examined six-year-olds (45.5% of the tasks performed correctly). The study confirmed the conclusions drawn from the reports of Van den Heuvel-Panhuizen, Elia and Robitzsch (2015) and proved that neither gender nor local environment constitute factors differentiating six-year-olds’ achievements in developing the ability to take a different perspective.
这项研究涉及六岁儿童的想象视角(IPT)，是Van den Heuvel-Panhuizen, Elia和Robitzsch团队(2015)所做研究的复制品。想象透视包括两个部分:IPT 1指感知，即所谓的“物体的可见性”，即从不同的角度推断出哪个物体是可见的或不可见的。IPT 2(外观，想象视角)是指描述从不同角度观察一个物体的能力。这项研究的目的是定义六岁儿童从不同角度看待问题的能力发展，并将其与Van den Heuvel-Panhuizen团队的结果进行比较。74名波兰6岁儿童参加了这项研究:36名生活在城市环境中的儿童(17名女孩，19名男孩)和38名来自农村地区的儿童(15名女孩和23名男孩)。一组虚构视角项目、IPT1可见性项目和IPT2外观项目的试验构成了研究工具。研究表明，波兰6岁的孩子表现出了从不同角度看问题的第一阶段能力，并且有很强的能力理解不同的地点意味着不同的观点。绝大多数(71.8%)的孩子能正确判断是否从不同的角度看到一个物体。在被调查的6岁儿童中，正确感知物体外观和形状的能力正处于发展阶段(45.5%的任务执行正确)。该研究证实了Van den Heuvel-Panhuizen, Elia和Robitzsch(2015)的报告得出的结论，并证明性别和当地环境都不是区分6岁儿童在发展不同视角能力方面取得成就的因素。
{"title":"Imaginary Perspective Taking in Six-Year-Olds","authors":"Barbara BILEWICZ-KUŹNIA","doi":"10.12775/PBE.2020.016","DOIUrl":"https://doi.org/10.12775/PBE.2020.016","url":null,"abstract":"The study concerns imaginary perspective taking (IPT) in six-year-olds and is a replica of the studies undertaken by the Van den Heuvel-Panhuizen, Elia and Robitzsch team (2015). Imaginary perspective taking comprises two components: IPT 1 refers to perception, the socalled “visibility of objects”, i.e. deducing which object is visible or not from different points of view. IPT 2 (appearance, imaginary perspective taking) refers to the ability to describe what an object looks like when viewed from different points of view. The study was aimed at defining development of the six-year-olds’ ability to take a different perspective and comparing it with the results of Van den Heuvel-Panhuizen’s team. 74 Polish six-year-olds participated in the study: 36 children living in the urban environment (17 girls, 19 boys) and 38 children from rural areas (15 girls and 23 boys). A set of trials of Imaginary Perspective Items IPT1 Visibility items and IPT2 Appearance items constituted the research tool. The studies have shown that Polish six-year-olds demonstrate the first level of competence in taking a different perspective and a high ability to understand that different locations mean different points of view. The vast majority (71.8%) of children correctly determine whether an object is seen or not from a different perspective. The ability to properly perceive the appearance and shape of an object is at the development stage in the examined six-year-olds (45.5% of the tasks performed correctly). The study confirmed the conclusions drawn from the reports of Van den Heuvel-Panhuizen, Elia and Robitzsch (2015) and proved that neither gender nor local environment constitute factors differentiating six-year-olds’ achievements in developing the ability to take a different perspective.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66629445","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 relationship between position in a peer network (liking, disliking, popular, unpopular), its perception (metaperception), and loneliness were studied in a sample of 629 pupils (221 from grade 5 and 408 from grade 6 of primary school). The analyses conducted (Multiple Indicators, Multiple Causes Models – MIMIC - and SEM) first of all showed that among boys loneliness is mostly linked to unpopularity and among girls to disliking. These results prove the existence of cross-gender differences in the “location” of the source of stress that impacts loneliness: a fixed reputation of being unpopular among boys and negative dyadic relation ships among girls. The second noteworthy result is that the negative assessment criteria of position in the peer network hierarchy are more important than the positive ones. This pattern holds with both, boys and girls. The third important result is that metaperception mediates between position in the network and loneliness. However, this relationship only appears in the case of the disliking criterion.
{"title":"Loneliness, Metaperception and Peer Network Position Among Early Adolescents","authors":"Grzegorz Humenny, P. Grygiel, Roman Dolata","doi":"10.12775/pbe.2020.002","DOIUrl":"https://doi.org/10.12775/pbe.2020.002","url":null,"abstract":"The relationship between position in a peer network (liking, disliking, popular, unpopular), its perception (metaperception), and loneliness were studied in a sample of 629 pupils (221 from grade 5 and 408 from grade 6 of primary school). The analyses conducted (Multiple Indicators, Multiple Causes Models – MIMIC - and SEM) first of all showed that among boys loneliness is mostly linked to unpopularity and among girls to disliking. These results prove the existence of cross-gender differences in the “location” of the source of stress that impacts loneliness: a fixed reputation of being unpopular among boys and negative dyadic relation ships among girls. The second noteworthy result is that the negative assessment criteria of position in the peer network hierarchy are more important than the positive ones. This pattern holds with both, boys and girls. The third important result is that metaperception mediates between position in the network and loneliness. However, this relationship only appears in the case of the disliking criterion.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628820","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 paper is to present three selected interpretations of the new quality of teacher training in Polish public institutions of higher education, check their coherence with reference to a common denominator and outline a multifaceted, emergent model along which understanding of the new quality in teacher training can be discussed. The proposed model is then interpreted in the context of a universal framework for discussing quality in higher education put forward by Laura Schindler and colleagues in 2015. The comparison shows that Polish conception is highly compatible with the universal model with reference to its four general dimensions: purposefulness, transformativity, accountability and excellence. Yet, important differences can be observed as regards specific indicators of quality. It seems that these asymmetries may be crucial in further developing the concept of quality-oriented teacher training in Poland.
{"title":"Interpretations of the New Quality of Teacher Training in Polish Public Institutes of Higher Education in the Context of a Universal Model of Quality","authors":"A. Strugielska","doi":"10.12775/pbe.2020.011","DOIUrl":"https://doi.org/10.12775/pbe.2020.011","url":null,"abstract":"The aim of the paper is to present three selected interpretations of the new quality of teacher training in Polish public institutions of higher education, check their coherence with reference to a common denominator and outline a multifaceted, emergent model along which understanding of the new quality in teacher training can be discussed. The proposed model is then interpreted in the context of a universal framework for discussing quality in higher education put forward by Laura Schindler and colleagues in 2015. The comparison shows that Polish conception is highly compatible with the universal model with reference to its four general dimensions: purposefulness, transformativity, accountability and excellence. Yet, important differences can be observed as regards specific indicators of quality. It seems that these asymmetries may be crucial in further developing the concept of quality-oriented teacher training in Poland.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628839","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 article is a presentation of the author’s approach in qualitative social research. Critical narrative research is characterized in the context of the linguistic turn. The author presents a model of critical narrative research, which includes the stages of critique, narrative, understanding and change, all described in detail. The article also discusses an example of critical, engaged narrative research on the struggle for recognition in narratives, based on the narrative and identity of the individual and the narrative and identity of the community as introduced by MacIntyre.
{"title":"Critical Narrative Research in Education: Theoretical Premises and Examples of Inquiry","authors":"Mirosława Nowak-Dziemianowicz","doi":"10.12775/pbe.2020.008","DOIUrl":"https://doi.org/10.12775/pbe.2020.008","url":null,"abstract":"The article is a presentation of the author’s approach in qualitative social research. Critical narrative research is characterized in the context of the linguistic turn. The author presents a model of critical narrative research, which includes the stages of critique, narrative, understanding and change, all described in detail. The article also discusses an example of critical, engaged narrative research on the struggle for recognition in narratives, based on the narrative and identity of the individual and the narrative and identity of the community as introduced by MacIntyre.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47925234","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 article is to present theoretical and methodological reflections on research on the tacit knowledge and the social world of educators at młodzieżowe ośrodki wychowawcze [youth educational centres]. The introduction to the article contains a review of literature and an analysis of superior analytical categories in the context of social rehabilitation. Next, a methodological framework and preliminary assumptions regarding the test procedure are presented. The research project discussed in this paper is formed as an ethnography, the course of which is indicated by analytical procedures of the grounded theory methodology. The empirical material consists of a 12-month observation of everyday work of educators at youth educational centres and 17 interviews conducted with the educators at youth educational centres from Poland. The critical analysis of studies presents the challenges, potentials and values, as well as the difficulties resulting from limitations of the methodological as -sumptions. Three areas were analysed: negotiating the conditions for conducting research, defining the role of the researcher and the method of recruiting interviewees.
{"title":"Theoretical and Methodological Aspects of Tacit Knowledge Research of Educators at Youth Educational Centres in Poland in the Context of Social Worlds Theory","authors":"G. Dobińska","doi":"10.12775/pbe.2020.015","DOIUrl":"https://doi.org/10.12775/pbe.2020.015","url":null,"abstract":"The aim of the article is to present theoretical and methodological reflections on research on the tacit knowledge and the social world of educators at młodzieżowe ośrodki wychowawcze [youth educational centres]. The introduction to the article contains a review of literature and an analysis of superior analytical categories in the context of social rehabilitation. Next, a methodological framework and preliminary assumptions regarding the test procedure are presented. The research project discussed in this paper is formed as an ethnography, the course of which is indicated by analytical procedures of the grounded theory methodology. The empirical material consists of a 12-month observation of everyday work of educators at youth educational centres and 17 interviews conducted with the educators at youth educational centres from Poland. The critical analysis of studies presents the challenges, potentials and values, as well as the difficulties resulting from limitations of the methodological as -sumptions. Three areas were analysed: negotiating the conditions for conducting research, defining the role of the researcher and the method of recruiting interviewees.","PeriodicalId":33219,"journal":{"name":"Przeglad Badan Edukacyjnych","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66628409","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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