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ZALEŻNOŚCI MIĘDZY STYLEM PRZYWIĄZANIA A ZAANGAŻOWANIEM W NAUKĘ U MŁODZIEŻY LICEALNEJ

100%
Szpitalak M.
Ruch Pedagogiczny
|
2012
|
issue 1
55-63
PL
Badanie miało na celu sprawdzenie zależności pomiędzy stylem przywiązania a zaangażowaniem w naukę u młodzieży licealnej. Streszczona została teoria przywiązania, zjawisko uzależnienia od zajęcia oraz związki poszczególnych stylów przywiązania z uzależnieniem od pracy i nauki, opisywane w literaturze przedmiotu. W badaniach własnych przebadano 239 uczniów liceum ogólnokształcącego. Spodziewano się, że najsilniejszym zaangażowaniem w naukę będą charakteryzować się osoby przywiązane unikająco oraz osoby przywiązane lękowo-ambiwalentnie. Potwierdzono, że osoby przywiązane unikająco najsilniej angażowały się w naukę. Nie stwierdzono jednak różnic między osobami przywiązanymi bezpiecznie oraz lękowo-ambiwalentnie.
EN
The main purpose of the study was to verify the relationship between attachment style and engagement in learning among high-schoolers. The attachment theory was presented, as well as workaholism, and possible relationships between attachment and work engagement described in the literature. Two hundred thirty nine high school students took part in the presented study. It was expected that the strongest engagement in learning would occur among persons who were avoidant and resistant attached. The strongest engagement in learning was noted among avoidant attached persons. There were, however, no significant differences between securely attached and resistant attached subjects.
2

FATIGUE OR WARM-UP? HOW THE COGNITIVE LOAD INFLUENCES IMPLICIT AND EXPLICIT MEMORY

63%
Szpitalak M., Wierzchon M.
Psychological Studies
|
2008
|
vol. 46
|
issue 2
81-95
EN
The cognitive load is believed to cause mental fatigue, moreover recent studies suggest that it could also results in better performance of the following task. The purpose of two presented studies was to examine the cognitive load influence on controlled (C) and automatic (U) influences of memory in word-stem completion task. After memorization of words list participants were asked to complete stems under process dissociation procedure conditions. To examine the time effects of cognitive load participants performed the arithmetic task for 5, 10, 15 or 30 min before word-stem completion task. The results of the experiments indicate that the cognitive load for 10 - 15 min results in more accurate completion in C influence. The results of U influence stays intact in E1, but E2 indicate lower U influence for grups performed the arithmetic task for 10 -15 min.The conclusions about the mental fatigue and warm-up effects on implicit and explicit memory were presented. The results are also analyzed regarding the implicit and explicit memory dissotiation .
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