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THE STUDY OF THE AWARENESS AND BACKGROUND OF ECONOMIC KNOWLEDGE (Badanie swiadomosci i podstaw wiedzy ekonomicznej wsród uczestników programów edukacyjnych skierowanych do najmlodszych)

100%
Majewski B.
e-mentor
|
2010
|
issue 2(34)
22-29
EN
The article describes the results of the study of the awareness and economic maturity conducted in the group of 432 participants of educational programs directed to pupils from the highest grades of primary school and initial grades of gymnasium. The research enabled to classify particular categories of economic concepts regarding the level of learners' familiarity with them and the range of their acquisition. It allowed as well to diagnose the students' background knowledge and to point to the areas of ignorance, which are particularly important as they may become in future the source of myths, arising in the awareness of many people, concerning economic issues and may also lead to stereotypical perception of economic phenomena. Therefore, they impede the understanding of real economic mechanisms and processes as well as increase the susceptibility for populist solutions of every kind.
2
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Władysława Tatarkiewicza wizja Innego

100%
Kuczyńska A.
Filo-Sofija
|
2011
|
vol. 11
|
issue 2-3(13-14)
451-458
EN
The author locates her memoirs about Tatarkiewicz in the context of dialogical philosophy of Levinas and the Georg Steiner’s category: master – pupil.
3

EXPLORING THE MODERATING EFFECT OF THE FIELD DEPENDENCE-INDEPENDENCE ON RELATIONSHIP BETWEEN PUPIL’S SCHOOL SATISFACTION AND SOCIAL CLASSROOM ATMOSPHERE

63%
Papšová M., Valihorová M., Nábělková E.
Studia Psychologica
|
2012
|
vol. 54
|
issue 2
125 – 136
EN
The research was aimed at exploring the relationships between pupil’s school satisfaction and social classroom atmosphere, and also between school satisfaction and cognitive style field dependence-independence. The main intention of the presented study was to detect possible moderating influence of the field independence level on the relationship between school satisfaction and social classroom atmosphere. The perceived social atmosphere was assessed by the Social Classroom Atmosphere Scale (Kollárik, 1999). The field independence was assessed by the Embedded Figures Test (Oltman, Raskin, Witkin, 1962). Pupil’s school satisfaction was assessed by a school satisfaction subscale from the Life Satisfaction Scale for Children (Huebner, 1994) and emotional relation towards school was assessed by the Semantic Choice Test (Smékal, 1990). The research sample consisted of 208 pupils of older school age attending the 6th and 7th school grade (i.e., 11-12 year olds). The findings indicate that the field dependence-independence is not the moderator variable influencing relationship between social classroom atmosphere and pupil’s school satisfaction. Pupil’s school satisfaction significantly correlates with social classroom atmosphere. A significant relationship between field independence level and pupil’s school satisfaction was not proven.
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