The needs of individual to find meaning in his own life and to build own future conception are considered as important regulators of youth activity. This is a thesis accepted in psychological literature (Tyszkowa, 1990). Their realization is not only provided a positive transition of a youth to adulthood but also sets the framework for their further development. The article presents the results of research on the relation between sense of meaning in life and personal future conceptions built by modern young people. The results indicate that a relatively strong sense of meaning in life is characteristic for these adolescents, which created the conceptions of life with a high level of structuration.
Artykuł przedstawia wyniki badań nad rodzinnymi uwarunkowaniami zachowań agresywnych młodzieży. Analizie poddano między innymi adekwatność zachowań agresywnych przejawianych przez młodzież, natężenie jej wrogości, a także kontrolę nad przejawianymi reakcjami agresywnymi. Poszukiwano związków przejawów agresywności dorastających z percypowanymi przez nich postawami rodzicielskimi. W badaniu wykorzystano Skalę Postaw Rodzicielskich opracowaną przez M.Plopę (1987) oraz zmodyfikowaną wersję Kwestionariusza do Badania Poziomu Agresywności autorstwa D.Wójcik (1977). Badaniami objęto 80 dorastających (40 dziewcząt i 40 chłopców) w wieku od 17 do 18 lat. W wyniku przeprowadzonych badań stwierdzono między innymi istotne różnice związków między postawami rodzicielskimi postrzeganymi przez dorastających i przejawami ich agresji zależne od płci dorastającego dziecka i płci rodzica.
EN
The paper presents the results of research on family determinants of aggressive behaviours of the youth. The analysis included, among others, the adequacy of aggressive behaviours showed by the youth, the intensity of its hostility and the control over manifested aggressive reactions. The authors searched for the relations between manifestations of aggressiveness of the youth and the way they perceive parental attitudes. The study used the Scale of Parental Attitudes developed by M. Plopa (1987) and a modified version of the Questionnaire for Examining the Level of Aggressiveness by D. Wojcik (1977). It involved 80 adolescents (40 girls and 40 boys) between the age of 17 and 18. As a result of the conducted research the authors concluded, among others, that there are significant differences of relations between parental attitudes perceived by adolescents and manifestations of their aggressiveness which depend on the sex of an adolescent and the sex of a parent.
Attachment style and partner relationships in early adulthood Attachment is the basis for the creation of close interpersonal relationships. The destination of the analysis was to identify whether there is a link between attachment style and partner relationships and to determine whether factors such as: a form of relationship, gender, length of relationship, education, having children, number of previous relationships are important to the quality of relationships and the attachment partners’s style.The study involved 120 people (marriage, engagement, cohabitation). Used “The Intimacy, Passion, Commitment Questionnaire” by Acker and Davis (1992, Wojciszke, 2005) expanded by an additional scale of “satisfaction from the relationship,” Partner Relations Questionnaire” by Kurt Hahlweg and “The Attatchment Style Questionnaire” for Mieczysław Plopa.The results showed that the attachment style of partners is important for their relationship. It was found that the form and length of relationship, number of previous partners, children, education and gender are important for some relationship partners. The form of relationship and number of previous partners are also important for the secure attachment style. The obtained data showed that the attachment styles affect the quality of relationships.
Rituals have been a part of our reality for a long time. As an individual subject of research they have been functioning since the second half of the nineteenth century. Contemporary studies concern the problem of changes connected with rituals, their importance, form and presence in the world today. The presented research is a part of this trend pointing to the need to create ritual experiences for people at junior high school age, as the elements controlling the overwhelming chaos which resulted from internal processes (creating identity) and the processes connected with the change of the environment ( leaving primary school and entering junior high school).
PL
Rytuały od dawna są częścią naszej rzeczywistości. Jako samodzielny przedmiot badań funkcjonują antropologii od drugiej połowy dziewiętnastego wieku. Współczesne opracowania dotyczą problemu przemian związanych z rytuałami, ich znaczeniem, formą oraz obecnością w dzisiejszym świecie. Przedstawione badanie wpisuje się w ten nurt wskazując konieczność stwarzania rytualnych doświadczeń osobom w wieku gimnazjalnym, jako elementów opanowujących wszechogarniający chaos wynikły zarówno z procesów wewnętrznych (budowanie tożsamości) jak i związanych ze zmianą środowiska funkcjonowania (zmiana szkoły podstawowej na gimnazjum).
In some periods of development (transition from late childhood to adolescence and from early to late adolescence), apart from individual changes, an individual experiences additional developmental pressure connected with graduating from primary and starting a middle school which requires adaptation to the new educational and school friend environment and sometimes psychical processes and functioning restructuring. Due to that, the research model and the discussed changes occurring in that period may not only help to better understand the phenomenon of readiness for aggression, acting like and maintaining the role of a victim or a perpetrator of the aggressive behaviors, but also indicate other processes connected with the forming identity (volitional processes, satisfaction of own needs, activating reflexivity, etc.).
The paper presents the results of a study aimed at the identification of selected subjective and situational determinants of the well-being of children and their adaptation to the environment of an elementary school. The study was conducted on a group of pupils from grades II to V (N = 173) and was based on an analysis of the questionnaires: SPAS (Boersma Chapman 1979), SUSPO (Mikšik 2004) and own tool QSL. The results indicated the determinants of changes in well-being in time related to the sense of exclusion and level of sadness. An analysis of the data pointed to the spheres of the educational environment changes in which could increase the level of child satisfaction from schooling and learning.
The present study includes selected conditions of adaptation to the school. The research question focused on different predictors of sense of acceptanceand self-esteem and a sense of exclusion. The study involved 270 children aged 8-12. Data were collected twice using two tools: a questionnaire SUSPO and QSL. The results showed dynamic processes and differences occurring in the first and the second period of primary education and the opportunity to create conditions for a successful learning environment by the teacher.
The article concerns the necessity of changing the model of learning. It indicates sensitive issues in the teacher – student relationship and refers to modern educational models (e.g. Brunner, Cultural Relevant Pedagogy). The article focuses on finding sensitive issues and proposes courses of action which could enable new and adequate functioning of teaching organizations. The proposed solution is systemic taking responsibility by post-modern institutions for developmentally oriented system of education. The conclusions based on the analysis concentrate on the concept of learning, the content of what ought to be taught and factors impeding and supporting implementation of changes.
PL
W artykule poruszono kwestię konieczności zmiany modelu uczenia się. W odwołaniu do współczesnych modeli edukacji wskazano czynniki sprzyjające i hamujące proces uczenia się. W opracowaniu skupiono się na poszukiwaniu obszarów sensytywnych oraz wskazano kierunki i sposoby działania umożliwiające nowe, adekwatne funkcjonowanie organizacji skoncentrowanych na uczeniu się. Rozwiązanie przedstawiono w systemowym przejęciu przez ponowoczesne instytucje odpowiedzialności za powszechny, skoncentrowany na rozwoju system edukacji. Wnioski przeprowadzonego wywodu koncentrują się wokół samego ujęcia uczenia się, treści tego, co ma być uczone, a także czynników hamujących oraz wspierających wdrażanie zmian.
Specialist literature presents different models of educational systems which put emphasis on various aspects of students’ development and indicate different benchmarks for the evaluation of the effects of education. Some systems stress students’ submission to teachers, some – attach great importance to students’ activity and development of students’ individuality, whereas others promote external evaluation of the effects of education, to which students’ work at school is subordinated. The Polish education reform of 1999 was based on the assumption that education should be adjusted to the conditions of the present time, i.e. flexible functioning of individuals and groups, mobility and capability to change fast. In general, the key goal of the reform was to develop the ability to adapt to new flexible conditions of the modern era. It means that the objective of the 21st century school is not so much to provide students with knowledge as to develop their ability to cooperate with other students and to work in groups. Accordingly, students need to trust themselves and others, as well as identify their own potential, i.e. their strengths and weaknesses. Different research on various aspects of the effectiveness of the reform in the last ten years has revealed that present-day school does not develop students’ (and teachers’) individual activity enough, and in some cases disapproves of it. The analysis of the research into the functioning of the educational system has led the authors to the conclusion that there are distinct deficiencies in the implementation of the reform. Contrary to expectations, changes in the educational system have not resulted in faster and full actualization of the developmental potential of individuals. Therefore the change of the manner of functioning of the education system seems to be essential in preparing the society for the challenges of the 21th century.
Results of some research performed in Poland have evidenced a relation between the aggressive behaviour of adolescents and the parental attitude perceived by them as improper. According to the results of the earlier studies of authors, significant differences were observed between the levels of aggression manifested by girls and boys and in certain dimensions the aggression of adolescent girls was higher than that of boys. Recently study was undertaken to check the stability of differences related to the sex and aggressive behaviour of adolescents. The research was conducted twice. First in the year 2002 (stage I) and again after 10 years in 2013 (stage II). The data for analysis were collected in the Questionnaire of Perception of Parental Attitudes composed by Plopa and the Questionnaire on Aggressive Behaviour prepared by Wójcik. At the stage I the subjects were 86 young people (56 girls and 30 boys) aged 17 – 19, and in stage II, in 2013, the subjects of the study were 80 adolescents (40 girls and 40 boys) aged 17 – 19. The comparative analysis of the results from 2002 and 2013 has shown a limited stability of relation between the perception of parental attitudes as improper and aggressive behavior of adolescents as well as sexual differentiations of aggressive behavior.
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