Wyniki wyszukiwania - Biblioteka Nauki

1

Self-concept and self-esteem: How the content of the self-concept reveals sources and functions of self-esteem

100%

Lachowicz-Tabaczek K. , Śniecińska J.

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nr 1

24-35

EN

The relations of content of self-concept to self-esteem may reflect the role of different factors in developing self-esteem. On the basis of theories describing sources of self-esteem, we distinguished four domains of self-beliefs: agency, morality, strength and energy to act, and acceptance by others, which we hypothesized to be related to self-esteem. In two studies, involving 411 university students, the relationship between self-esteem and self-concept was examined. The results confirmed relative independence of these four domains. Self-evaluation of agency was the strongest predictor of selfesteem, followed by self-evaluation of strength and energy to act, and self-evaluation of acceptance by others. Selfevaluation regarding morality turned out to have either no or negative relationship with self-esteem. The results supported the theories assuming that either perception of one’s own agency or acceptance by others are sources of self-esteem.

2

Relationship between self-concept and resistance in terms of “hardiness” in university students

100%

Miškolciová L. , Ďuricová L.

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tom 39

96-106

EN

The contribution presents new findings concerning the relationship between self-concept and resistance in terms of “hardiness” in university students. It points to the influence of self-concept on coping with stress in life.

3

Formative Assessment of Physical Education Teachers and Self-Concept Level of Primary School Children

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Carrillo-López P. J.

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tom 41

35-47

EN

This study aimed to analyse the relationship between the formative assessment (FA) of Physical Education teachers and the level of self-concept of primary school students. In this descriptive cross-sectional study of 122 schoolchildren, self-concept was assessed using the Piers-Harris Self-Concept Scale and the teacher's formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. The analysis of bivariate correlations showed that higher values in proactive FA correlated with lower values in physical self-concept and higher values in behavioural, intellectual, and social self-concept (p < .05, for all) and interactive FA with higher values in social self-concept (p < .05). The simple analysis of variance detected statistically significant differences in proactive and interactive FA (p < .05, for all) in favour of those who had a higher level of self-concept. In turn, the linear regression test indicated that higher values in retroactive FA are associated with higher values in social self-concept (p < .039) and, that higher values in proactive FA are associated with lower values in physical self-concept (p < .023). It can be concluded that the FA of the Physical Education teacher can be a differentiating element in the development of self-concept.

4

Sarah Mercer and Marion Williams, Multiple Perspectives on the Self in the SLA

100%

Derenowski M.

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tom 6

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nr 1

185-188

5

Self-Concept in the United States: History and Definitional Models

89%

Pierson M. R.

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nr 4

107-116

PL

Self-concept has been an important theoretical construct for children and especially for children with mild/moderate disabilities in the history of special education. This chapter will review the role that self-concept has played in the field of special education and how it has impacted children in the history of schooling in the United States. Definitional models of self-concept will be presented and analyzed in light of the impact of the social outcomes on academic/cognitive progress.

6

Student Agency in Translator Training: Setting a Framework for Good Practices

88%

González Davies M.

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nr 2

117-133

EN

Both teacher and student agency have been discussed and researched for quite some time in different learning contexts. Here, I will present a general framework for pedagogical practices that enhance translator education by promoting student agency defined as the process through which learners become capable of strategic actions which form the basis for autonomy and confidence in their own proficiency and effectiveness. I will suggest how student agency and collaborative and situated learning can interact to provide students with professional and relational skills that set the basis for the development of autonomous strategic learning. This combined approach involves the acceptance and use of planned and spontaneous learning opportunities embedded in contextualised activities, tasks, and projects. Some practical examples will illustrate the main points.

7

Comparison of Self-Concept and Self-Perceived School Success of Children with Foster Home or Family Upbringing

75%

Tirpák J. , Uhrinová M.

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2021

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tom 12

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nr 2(32)

51-60

EN

This study is concerned with comparing the self-concept and self-perceived school success of children aged 10–15 years growing up in foster homes or in family environments. The research was carried out using the standardized Studentʼs Perception of Ability Scale (SPAS) questionnaire (Matějček, Vágnerová, 1992), applied to a sample cohort of 178 selected respondents. The article reflects key aspects relating to this research.

8

Bridging Means-End Chain theory and self-concept through hybrid elicitation technique

63%

Borgardt E. , Sagan A.

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nr 10

3-16

PL

Celem artykułu jest zbadanie związku pomiędzy teorią łańcuchów środków-celów a koncepcją self opartą na typologii wartości konsumenckiej za pomocą hybrydowej techniki gromadzenia danych. W badaniu wykorzystano sekwencyjne, eksploracyjne podejście badań mieszanych. Dane uzyskano w drodze zastosowania zogniskowanego wywiadu grupowego od osiemnastu zaangażowanych użytkowników smartfonów. W pierwszym etapie wyodrębniono przy użyciu oprogramowania LadderUX hierarchiczną mapę wartości konsumenckich. W drugim etapie zebrane wyniki zostały poddane analizie ilościowej z wykorzystaniem oprogramowania RStudio. W efekcie przeprowadzonych analiz uzyskano macierz zależności między wymiarami obrazu siebie a strukturą łańcuchów środków-celów. Wyniki badania pozwalają na wskazanie zależności pomiędzy łańcuchami środków-celów a obrazem self konsumenta oraz umożliwiają rozszerzenie dotychczasowej koncepcji środków-celów o aspekty indywidualne i symboliczne wynikające z autowizerunku konsumenta.

EN

This paper aims to examine the relationship between the Means-End Chain (MEC) theory and self-concept based on the Typology of Consumer Value through a hybrid elicitation technique. The contribution of this study is its sequential exploratory strategy of mixed-method design. The data were obtained from eighteen highly involved participants in Focus-Group (FG) discussions through the hybrid elicitation technique. First, a hierarchical value map is constructed using LadderUX software based on the responses. Second, a quantitative analysis with the help of RStudio software is conducted. Finally, an agglomerated matrix revealing the interconnections between self-concept and MEC is presented. The study provides evidence for a relationship between MEC and self-concept and redesigns the existing MEC approach's interpretation. This paper's originality lies in enlarging MEC theory's latitude by integrating self concept as a micro-component. Thus, the MEC model becomes enhanced with individualism, symbolism, and experiential aspects. This approach provides a new consumer-centric perspective on existing MEC and opens new avenues for further research.

9

Osobowościowe korelaty wyznaczników kompetencji temporalnych – interpretacja wyników analizy kanonicznej

63%

Tucholska K.

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tom 10

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nr 1

27-57

EN

The objective of research was to establish the range of interdependence between temporal competence (as measured by Temporal Competence Inventory developed by Uchnast and Tucholska) and selected psychological variables measured by Questionnaire of the Sense of Coherence (SOC-29) developed by Antonovsky, Adjective Check List (ACL) by H. G. Gough and A. B. Heilbrun, Revised NEO Personality Inventory developed by P T. Costa and R. R. McCrae. The procedure of canonical analysis was used to analyze the data collected during the study from a group of 239 students. It follows from the presented analyses that the way of experiencing time and the person’s attitude to time in its three dimensions remain in evident linkage to intrapsychic and interpersonal functioning. Therefore, temporal competences can be treated as predictors of efficient and adequate functioning.

PL

W prezentowanym projekcie badawczym poszukiwano odpowiedzi na pytanie o zakres i stopień współzależności pomiędzy kompetencjami temporalnymi (ujmowanymi Kwestionariuszem Kompetencji Temporalnych Z. Uchnasta i K. Tucholskiej) a wybranymi wymiarami osobowości, mierzonymi: Kwestionariuszem Poczucia Koherencji SOC-29 A. Antonovsky’ego, Testem Przymiotnikowym ACL H. G. Gougha i A. B. Heilbruna oraz Inwentarzem Osobowości NEO-PI-R P. T. Costy i R. R. McCrae. Zgromadzone w toku badań wyniki 239-osobowej grupy studentów poddano analizie korelacji kanonicznej. Przeprowadzone analizy dały postawy do dokładnego określenia osobowościowych korelatów kompetencji w przeżywaniu czasu. W świetle prezentowanych badań kompetencje temporalne okazują się zmienną istotną dla diagnozowania adekwatności funkcjonowania i skuteczności działania jednostki.

10

Psychological internalization of marine self-concept during studies and on board

63%

Lileikis S.

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tom Vol. 17 No. 4

935--941

EN

A seafarer’s personality is based on three distinct stages in the psychological development of his/her marine self-concept, including self-esteem, i.e., before his/her maritime studies, during maritime studies, and at the time of professional practice on board. In order to be able to work safely on board, a seafarer should be a leader with the necessary marine self-concept, the formation of which is a didactic mission of the MET institutions. The psychological internalization of the marine self-concept of future seafarers, as a value, is analyzed in the pilot study on a cognitive, emotional, and behavioral level with regard to the stages mentioned. Before studying seafaring young people perceive the sea in the direction of recreation and spiritual knowledge. The self-esteem of those who do not raise questions of self-knowledge is not strong. During their studies, maritime students seek professional meaning for themselves in respect of the sea. Their academic feelings are positive, their activities are more mature, and their self-esteem improves. The marine self-concept of the future seafarers during their professional practice on board is dynamic, as they get to know themselves and their suitability for work, try out things and achieve their own professional goals. They feel contentment, pride, and self-worth, as well as safety-related aspirations. Their activities become more appropriate and reliable, and their self-esteem is improved.

11

Prywatność jako potrzeba w ramach koncepcji siebie

63%

Jędruszczak K.

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nr 2

111-135

EN

The article presents privacy as a multidimensional need “localized in” self-concept. The main purpose of the research was to find links between need for privacy and some other human needs. Two methods were used: ACL and Social Preferences Questionnaire. The results show that need for privacy is not merely the opposite of need for affiliation and cannot be reduced to a process of maintaining the individual’s autonomy. However, there are correlations between need of exhibition, need of heterosexual contacts, amount of revealing information (number of checked adjectives) and privacy. Additionally need for privacy is the same for women and men but associated with different elements of self-concept (for each sex).

PL

Potrzeba prywatności zyskuje coraz większe zainteresowanie badaczy, zwłaszcza w kontekście zmian (cywilizacyjnych i technologicznych) zachodzących we współczesnym świecie. Niniejszy artykuł odnosi się jedynie do wąskiego aspektu dziedziny psychologii prywatności. Próbowano ustalić powiązania potrzeby prywatności z wybranymi elementami składającymi się na koncepcję siebie. Wykorzystano w tym celu Test Przymiotnikowy ACL i Kwestionariusz Preferencji Społecznych (opracowanie własne metody operacjonalizacji potrzeby prywatności). Złożoność fenomenu prywatności (łączącego wymiary: samotności, odosobnienia, intymności w rodzinie, anonimowości, izolacji) zaowocowały równie złożonym, co i trudnym do interpretacji układem powiązań z elementami koncepcji siebie. Ten wątek badań wymaga kontynuacji. Badania wykazały niemniej, że nasilenie potrzeby prywatności wiąże się z ilością wyjawianych przez osobę informacji, natomiast nie uzyskano potwierdzenia dla hipotezy, że prywatność stanowi przeciwieństwo potrzeby afiliacji. Potrzeba prywatności nie wynikała z tego, w jakich warunkach mieszka dana osoba sama: czy dzieli z kimś pokój. Prywatność jednak wiązała się z preferencjami jednostki, co do spędzania czasu wolnego (sam/z innymi). Ciekawym wynikiem było, że potrzeba prywatności ma takie samo nasilenie u kobiet i mężczyzn, ale wiąże się z odmiennymi elementami obrazu siebie u obojga płci.