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1
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Jacek Raciborski (red.) – „Studia nad wyborami. Polska 2005-2006”

100%
Żółtak T.
Decyzje
|
2009
|
issue 12
2

Does guessing matter? Differences between ability estimates from 2PL and 3PL IRT models in case of guessing

63%
Żółtak T., Golonka G.
Edukacja
|
2015
|
issue 3(134)
63–76
EN
Modern approaches to measuring cognitive ability and testing knowledge frequently use multiple-choice items. These can be simply and rapidly scored without problems associated with rater subjectivity. Nevertheless, multiple-choice tests are often criticized owing to their vulnerability to guessing. In this paper the impact of guessing was examined using simulation. Ability estimates were obtained from the two IRT models commonly used for binary-scored items: the two-parameter logistic model and the three-parameter logistic model. The latter approach explicitly models guessing, whilst the former does not. Rather counter-intuitively, little difference was identified for point estimates of ability from the 2PLM and 3PLM. Nevertheless, it should be noted that difficulty and discrimination parameters are severely downwardly biased if a 2PLM is used to calibrate data generated by processes involving guessing. Estimated standard errors for ability estimates also differ considerably between these models.
3

Trait-anxiety’s moderating role in predicting academic performance improvement in PISA

51%
Rajchert J., Żółtak T., Smulczyk M.
Polish Journal of Applied Psychology
|
2013
|
vol. 11
|
issue 3
73-92
XX
In our research we explored the moderating effect of trait-anxiety on improving academic performance during one year. A large sample of 3457 adolescents (1695 girls and 1762 boys) aged from 16 to 17 years took part in the Polish extension in 2009 of the OECD (Organisation for Economic Co-operation and Development) Program for International Student Assessment (PISA) measuring mathematics, reading and science skills. After 12 months they completed the academic performance test once again, and trait and state-anxiety was measured using STAI (State-Trait Anxiety Inventory). Trait-anxiety moderated the change in performance in mathematics but not in science or reading. A high level of trait-anxiety impaired mathematics skills development. Additionally three models for mathematics, reading and science were tested in which state-anxiety predicted 2010 academic performance in these domains.
4
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O związku partycypacji wyborczej i stabilności poparcia dla partii. Lokalne efekty frekwencyjne w wyborach parlamentarnych w Polsce w latach 2005–2011

51%
Gendźwiłł A., Żółtak T., Rutkowski J.
Studia Socjologiczne
|
2014
|
issue 3(214)
107–126
PL
W analizach prezentowanych w artykule autorzy sprawdzają, czy zróżnicowanie przestrzenne zmian w poziomie partycypacji wyborczej jest systematycznie powiązane ze zróżnicowaniem przestrzennym zmian poparcia największych polskich partii politycznych. Analizując oficjalne wyniki wyborów parlamentarnych z lat 2005–2011, zagregowane na poziomie gmin, badają relację pomiędzy zmiennym poziomem uczestnictwa wyborczego a stabilnością systemu partyjnego w większej rozdzielczości przestrzennej. Z analiz wynika, że lokalne zmiany frekwencji wyborczej wpływają na lokalne zmiany poparcia partii, choć w sposób niesystematyczny. Autorzy szacują lokalne efekty frekwencyjne dla najważniejszych polskich partii, aby pokazać, jaki wpływ na ich wyborczy wynik ma mobilizacja i demobilizacja lokalnych elektoratów.
EN
In the article the authors verify whether the spatial distribution of electoral participation is systematically related to the spatial distribution of changes in electoral support for the main Polish political parties. The analyses are based on the official results of parliamentary elections 2005–2011 aggregated at the municipal level, thus the relation between changing level of electoral participation and volatility is studied in the finer spatial resolution. The results suggest that local changes in turnout impact the local changes of support for main parties, but not systematically. The authors estimated local “turnout effects” for the main Polish parties in order to demonstrate how mobilization and demobilization of local electorates influences their electoral performance.
5
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Empiryczny test hipotezy o słabnącej krystalizacji systemów partyjnych

51%
Domański H., Pokropek A., Żółtak T.
Studia Socjologiczne
|
2013
|
issue 2(209)
71-95
EN
There are many arguments for the thesis according to which political views become “separated” from social structure, but there is also substantial evidence that the relation between them continues to exist and is not changing significantly over time. We refer to certain aspects of this process, using European Social Survey data of the years 2002-2010. The subject of our analysis is strength of the relation between voters’ preferences and electoral participation on the one hand and age, religion, immigration status and position in social hierarchy on the other in several countries in the indicated period. Our analysis results in the conclusion that political systems have a rather stable footing in social structure. In particular, there is no indication that in the years 2002-2010 the impact of social class on voters’ preferences was diminishing. Although class position is a relatively weak indicator of voters’ attitude, but the influence of religion, immigration and age is weaker still, even though these are taken to be the indicators of “new” social divisions, which supposedly blur traditional voting identities.
6
Content available remote

From School to Work: Individual and Institutional Determinants of Educational and Occupational Career Trajectories of Young Poles

39%
Domański H., Federowicz M., Pokropek A., Przybysz D., Sitek M., Smulczyk M., Żółtak T.
ASK. Research and Methods
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2012
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vol. 21
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issue 1
123-141
EN
The study is the first stage of a longitudinal project aimed at monitoring links between basic skills, educational qualifications and labor market outcomes in Poland. We focus on specific aspects concerning educational and occupational choices of young Poles and of broader issues of social stratification and mobility in post-industrial societies. In addition to theory, our research is also driven by social policy issues designed to deliver practical recommendations for educational and labor market policies. To accomplish these objectives we will carry out panel study based on representative sample of young Poles born in 1992–1993 who were surveyed for the first time in 2009. Our research would follow-up with them in 2013, and in 2014. Alongside social origin, questions concerning impact of basic skills on educational and occupational achievements (mediated by cultural, and social capital, and other variables) is of growing interest; our research will be a systematic approach to examine these associations in Poland, bearing in mind that only panel data can establish causal relations. We will conceptualize these links within three areas covered in the tradition of school-to-work transition research, namely: (i) relationships between educational and occupational achievements and meritocratic factors – relative to effects of social origin, social and cultural capital, and other individual variables; (ii) impact of institutional context on these associations as related to the educational system; and (iii) impact of institutional determinants embedded in the labour market. Given extensive transformation of political and economic institutions, paralleled by significant changes of the educational system, one can expect that in Poland different patterns have emerged regarding the role of education in allocating people to jobs. Societal idiosyncrasies might also emerge despite convergence in other aspects of social structure. Driven by hypotheses presented below we will attempt to establish the extent to which new institutional arrangements in the school-to-work transition overlap each other. Such a question may be: how far are new stratification patterns based on meritocracy in rewarding people for their skills and educational credentials? While principles of meritocracy may lead to economic effectiveness (and approved by most as meeting principles of distributive justice), meritocratic rules also bring inequality and social exclusion. We ask: to what extent are young people exposed to meritocratic selection? Do ascribed characteristics such as social origin continue to be important? Do distinctions between types of schools continue to influence their students’ chances on the labor market? Do employers rely on educational credentials when selecting individuals for specific jobs and – accordingly – do individuals invest in education in order to improve their competitive advantage on the labour market? As societies vary in the institutional arrangements that constrain the school-to-work transition, cross-national perspective matters. What may be regarded as an additional asset of our research is the opportunity to combine our data with PISA- Programme for International Student Assessment, a well-known international dataset of 60 countries. Harmonizing with PISA allows us to address questions on coordination mechanisms and linkages between Polish institutional subsystems of the market economy, and partially places us within the “varieties of capitalism” literature (Amable 2004; Hall and Soskice 2001).
7
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Ścieżki edukacyjne a zdolności i pozycja społeczna

39%
Domański H., Federowwicz M., Pokropek A., Przybysz D., Sitek M., Smulczyk M., Żółtak T.
Studia Socjologiczne
|
2016
|
issue 1(220)
67-98
PL
Z badań prowadzonych w niektórych krajach wynika, że wybór ścieżki kształcenia może być silniej związany ze zdolnościami uczniów niż z pochodzeniem społecznym. O szansach przechodzenia, czy to do zasadniczej szkoły zawodowej, czy do liceum ogólnokształcącego bardziej decydują wyniki testów psychologicznych niż to, kim byli rodzice. Celem naszej analizy jest ustalenie tego dla Polski. Posługując się danymi z badań panelowych postaramy się stwierdzić, w jakim stopniu zdolności uczniów oddziałują na szanse przechodzenia do szkół średnich i wyższych. Nasze ustalenia wskazują, że niezależnie od pochodzenia społecznego wyższe umiejętności zapewniają więcej szans dostępu do szkół licealnych, najwyżej lokowanych na pierwszym progu selekcji, w porównaniu z technikami i szkołami zawodowymi. Poziom umiejętności jest również istotnym wyznacznikiem szans przechodzenia na studia i różnicuje dostęp do różnych rodzajów uczelni, zapewniając największe szanse podjęcia studiów bezpłatnych w uczelniach państwowych, cieszących się najwyższym prestiżem. Równocześnie, występowanie różnych ścieżek kształcenia jest czynnikiem wzmacniającym bariery selekcji. Absolwenci liceów najczęściej podejmują naukę w uczelniach bezpłatnych, podczas gdy szkoły prowadzone w trybie niestacjonarnym, przyjmujące kandydatów ze słabszymi wynikami i pobierające opłaty, relatywnie częściej przyciągają absolwentów techników.
EN
Research on educational inequalities disclosed that educational choices may be more strongly affected by students’ abilities than by class membership of their fathers. The purpose of this analysis is to establish how these relationships look like in Poland. By using data from panel studies 2014 we attempt to establish to what extent the abilities affect chances of transition to secondary and tertiary schools. According to our findings, higher abilities increase chances of access to lyceums offering general education than to technical secondary and basic vocational schools. The cognitive skills also increase the chances of transition to tertiary education, differentiating access to public universities, which enjoy the highest prestige. Level of cognitive skills is an important determinant of transition to tertiary education and it affects entry to various types of universities, providing the greatest chances of enrolment in freeof-charge public universities. At the same time, our findings confirm that choosing different tracks maintains class divisions in educational career. Graduates of lyceums are more likely to enroll in free-of-charge public universities whereas institutions which offer part-time programs, accept candidates with poorer scores, and charge tuition, are more likely to attract graduates of technical secondary schools.
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