Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Child-rearing practices in Slovakia - a comparative study

100%
Rubacha K., Sirotova M.
The New Educational Review
|
2015
|
vol. 40
17-25
EN
The article reports on empirical research into the differences in child-rearing practices between present-day families and families living at the turn of the 21st century. The concept of child-rearing practices is addressed from the point of view of social theories of learning and socio-cognitive theories which constituted the basis for the research discussed. Results show that a portion of practices significantly differs in each group, and a portion remains unchanged. The biggest difference concerns ‘deferment of gratification’ as a factor for the development of many social skills. In the present-day family group this child-rearing effect has largely disappeared.
2
Publication available in full text mode
Content available

The Sense of Didactic Self-efficacy in Mathematics Teachers with Various Personal Theories Regarding Gender Differences and Mathematical Giftedness

100%
Rubacha K., Sirotova M.
The New Educational Review
|
2018
|
vol. 53
261-270
EN
The paper presents a quasi-experimental study clarifying the variability of maths teachers’ sense of self-efficacy based on their personal theories regarding differences in mathematical giftedness between girls and boys. Didactic self-efficacy is understood as a judgment of the possibility of teaching all learners. A ‘personal theory’ is understood as a verbalized group of judgments regarding the source of mathematical giftedness among girls and boys. The two variables, i.e. ‘personal theories’ and ‘biological sex’, were introduced in a two-factor NOVA model. A strong main effect for ‘personal theories’ was noted, while there was no statistically significant effect for biological sex. The result shows that gender stereotypes can weaken teachers’ sense of didactic self-efficacy, and consequently block pupils’ opportunity for development.
3
Publication available in full text mode
Content available

Educational self-efficacy in teachers of various ethical orientations. The slovak research

81%
Rubacha K., Sirotova M., Chomczyńska-Rubacha M.
The New Educational Review
|
2016
|
vol. 43
193-200
EN
The article provides an empirical analysis of a relationship between ethical orientations and educational self-efficacy. Ethical orientations are defined in the theoretical system of K. Gilligan, whereas self-efficacy is viewed through the social-cognitive theory. The results of the analysis of variance demonstrate the existence of statistically significant differences in self-efficacy between teachers who prefer the ethics of justice and those who prefer the ethics of care, in favour of the former. However, the Eta coefficient shows that the relationship strength is not very large. In conclusion of the result interpretation we explain what our research explicates and what lies beyond its capacity.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.