Pub Date : 2024-03-18DOI: 10.5604/01.3001.0054.4413
Aleksandra Tłuściak-Deliowska
Sprawozdanie z I Ogólnopolskiej Konferencji Młodych Naukowców „Proces badawczy w naukach społecznych. Współczesne wyzwania i perspektywy” zorganizowanej przez Szkołę Doktorską Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie w dniach 6‒7 października 2023 r.
{"title":"Sprawozdanie z I Ogólnopolskiej Konferencji Młodych Naukowców „Proces badawczy w naukach społecznych. Współczesne wyzwania i perspektywy” zorganizowanej przez Szkołę Doktorską Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie w dniach 6‒7 października 2023 r.","authors":"Aleksandra Tłuściak-Deliowska","doi":"10.5604/01.3001.0054.4413","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4413","url":null,"abstract":"Sprawozdanie z I Ogólnopolskiej Konferencji Młodych Naukowców „Proces badawczy w naukach społecznych. Współczesne wyzwania i perspektywy” zorganizowanej przez Szkołę Doktorską Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie w dniach 6‒7 października 2023 r.","PeriodicalId":507146,"journal":{"name":"Educational Psychology","volume":"40 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234411","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 : 2024-03-18DOI: 10.5604/01.3001.0054.4403
Weronika Anna Rządzka
Introduction: The aim of the study was to analyse the relationship between birth order and identity development during emerging adulthood. Identity formation was defined in accordance with the Double Cycle of Identity Formation model by Koen Luyckx and the corresponding DIDS questionnaire in Polish adaptation by Konrad Piotrowski. Method: Referring to the Identity Development Dimensions Scale, hypotheses were put forward regarding birth order and the value of individual dimensions. 102 people took part in the study, in the form of an anonymous online questionnaire, declaring, among other things, their order of birth in the family. The obtained data were subjected to statistical analysis, where the intensity of each of the five dimensions of DIDS was compared: exploration in breadth, commitment making, ruminative exploration, exploration in depth, and identification with commitment. Results: Results of the study indicate that middle children undertake significantly less exploration in both breadth and depth, compared to the youngest and oldest children. Conclusions: A review of research dealing with the issue of birth order suggests that middle children are a very diverse and ill-defined group as a result of many intervening variables. Therefore, this group may have exceptional difficulty in exploring and finding their own space. The lack of specific identity characteristics or roles is not compensated here. Other factors pivotal for a person's identity formation are also considered in the postulates for further research, e.g. the matter of taking up a job.
{"title":"The birth order and identity formation during emerging adulthood","authors":"Weronika Anna Rządzka","doi":"10.5604/01.3001.0054.4403","DOIUrl":"https://doi.org/10.5604/01.3001.0054.4403","url":null,"abstract":"Introduction: The aim of the study was to analyse the relationship between birth order and identity development during emerging adulthood. Identity formation was defined in accordance with the Double Cycle of Identity Formation model by Koen Luyckx and the corresponding DIDS questionnaire in Polish adaptation by Konrad Piotrowski. Method: Referring to the Identity Development Dimensions Scale, hypotheses were put forward regarding birth order and the value of individual dimensions. 102 people took part in the study, in the form of an anonymous online questionnaire, declaring, among other things, their order of birth in the family. The obtained data were subjected to statistical analysis, where the intensity of each of the five dimensions of DIDS was compared: exploration in breadth, commitment making, ruminative exploration, exploration in depth, and identification with commitment. Results: Results of the study indicate that middle children undertake significantly less exploration in both breadth and depth, compared to the youngest and oldest children. Conclusions: A review of research dealing with the issue of birth order suggests that middle children are a very diverse and ill-defined group as a result of many intervening variables. Therefore, this group may have exceptional difficulty in exploring and finding their own space. The lack of specific identity characteristics or roles is not compensated here. Other factors pivotal for a person's identity formation are also considered in the postulates for further research, e.g. the matter of taking up a job.","PeriodicalId":507146,"journal":{"name":"Educational Psychology","volume":"298 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140233198","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 : 2024-02-12DOI: 10.1080/01443410.2024.2311672
Yovanna Chacon Valdez, Olivier Gaudet, Jérémie Verner-Filion, M. Véronneau
{"title":"Perceptions of the teacher–student relationship climate and the development of academic motivation in high school: a transactional analysis","authors":"Yovanna Chacon Valdez, Olivier Gaudet, Jérémie Verner-Filion, M. Véronneau","doi":"10.1080/01443410.2024.2311672","DOIUrl":"https://doi.org/10.1080/01443410.2024.2311672","url":null,"abstract":"","PeriodicalId":507146,"journal":{"name":"Educational Psychology","volume":"17 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782988","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 : 2024-02-12DOI: 10.1080/01443410.2024.2311672
Yovanna Chacon Valdez, Olivier Gaudet, Jérémie Verner-Filion, M. Véronneau
{"title":"Perceptions of the teacher–student relationship climate and the development of academic motivation in high school: a transactional analysis","authors":"Yovanna Chacon Valdez, Olivier Gaudet, Jérémie Verner-Filion, M. Véronneau","doi":"10.1080/01443410.2024.2311672","DOIUrl":"https://doi.org/10.1080/01443410.2024.2311672","url":null,"abstract":"","PeriodicalId":507146,"journal":{"name":"Educational Psychology","volume":"134 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842985","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 : 2024-02-05DOI: 10.1080/01443410.2023.2300688
Jing Fang, Ru-Yue Xie, Wanyi Ding, Jiayi Li, Die Wang, Weijian Li
{"title":"Teacher’s invisible hands—the association between teacher-student relationship and subjective happiness among left-behind children: the chain mediating roles of resilience and learning engagement","authors":"Jing Fang, Ru-Yue Xie, Wanyi Ding, Jiayi Li, Die Wang, Weijian Li","doi":"10.1080/01443410.2023.2300688","DOIUrl":"https://doi.org/10.1080/01443410.2023.2300688","url":null,"abstract":"","PeriodicalId":507146,"journal":{"name":"Educational Psychology","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139864814","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 : 2024-02-05DOI: 10.1080/01443410.2023.2300688
Jing Fang, Ru-Yue Xie, Wanyi Ding, Jiayi Li, Die Wang, Weijian Li
{"title":"Teacher’s invisible hands—the association between teacher-student relationship and subjective happiness among left-behind children: the chain mediating roles of resilience and learning engagement","authors":"Jing Fang, Ru-Yue Xie, Wanyi Ding, Jiayi Li, Die Wang, Weijian Li","doi":"10.1080/01443410.2023.2300688","DOIUrl":"https://doi.org/10.1080/01443410.2023.2300688","url":null,"abstract":"","PeriodicalId":507146,"journal":{"name":"Educational Psychology","volume":"29 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139804766","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 : 2023-10-01DOI: 10.1080/01443410.2023.2282947
Xin Chen, Frederick K. S. Leung
Abstract This cross-sectional study looks into how students’ perceived teacher support is linked to achievement emotions in mathematics via academic control and value. The data was gathered from 602 secondary students (13-16-year-olds) in 16 mathematics classrooms from three public schools in Jiangsu province, China. Participants were asked to respond to the paper-pencil questionnaire assessing students’ perceived teacher support, cognitive appraisals, and achievement emotions in mathematics. Findings showed that cognitive appraisals played complete mediation roles in teacher support and achievement emotions. Intrinsic value and mathematics self-concept were shown to serve a positive role in teacher support and achievement emotions, whereas extrinsic value was found to play a negative one. Besides, teacher support showed the greatest indirect effect on achievement emotions through mathematics self-concept. Lastly, findings indicated the great relevance of teacher support to students’ anger, boredom, enjoyment and relaxation in mathematics classrooms.
{"title":"A closer look at teacher support and achievement emotions in Chinese mathematics classrooms: mediating roles of academic control and intrinsic/extrinsic value","authors":"Xin Chen, Frederick K. S. Leung","doi":"10.1080/01443410.2023.2282947","DOIUrl":"https://doi.org/10.1080/01443410.2023.2282947","url":null,"abstract":"Abstract This cross-sectional study looks into how students’ perceived teacher support is linked to achievement emotions in mathematics via academic control and value. The data was gathered from 602 secondary students (13-16-year-olds) in 16 mathematics classrooms from three public schools in Jiangsu province, China. Participants were asked to respond to the paper-pencil questionnaire assessing students’ perceived teacher support, cognitive appraisals, and achievement emotions in mathematics. Findings showed that cognitive appraisals played complete mediation roles in teacher support and achievement emotions. Intrinsic value and mathematics self-concept were shown to serve a positive role in teacher support and achievement emotions, whereas extrinsic value was found to play a negative one. Besides, teacher support showed the greatest indirect effect on achievement emotions through mathematics self-concept. Lastly, findings indicated the great relevance of teacher support to students’ anger, boredom, enjoyment and relaxation in mathematics classrooms.","PeriodicalId":507146,"journal":{"name":"Educational Psychology","volume":"42 1","pages":"1084 - 1101"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139328339","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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