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Career adaptability – preliminary verification of the concept and measurement method

100%
Paszkowska-Rogacz A., Butowska E.
Psychologia Wychowawcza
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2020
|
issue Special issue
4-27
EN
The aim of the article is to present the assumptions behind the concept of Career Adaptability proposed by Mark Savickas and to present the psychometric properties of the Polish version of the Career Adapt-Ability Scale. It consists of five dimensions: concern, control, curiosity, confidence and cooperation. The analyses were carried out with the participation of young adults (N = 664; 63% female, 37% male) aged 18–34 (M = 24.4, SD = 2.9). The reliability of the instrument was assessed using the internal consistency method. Evidence for the construct validity was obtained through confirmatory analysis and correlation with other, conceptually related variables, such as social participation and ambiguity tolerance in a career-related decision situation, measured using four indexes – preference, tolerance, confidence and aversion. The results obtained indicate very good psychometric properties of the questionnaire. High levels of career adaptability are characteristic of two types of social participation – integration and assimilation. Higher levels of all five components of the Career Adapt-Ability Scale are also accompanied by greater acceptance of unknown, complex, inconsistent and unpredictable information when taking professional decisions.
2
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Occupational themes and ambiguity tolerance level in career decision-making

100%
Wągrowska J.
Psychologia Wychowawcza
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2020
|
issue Special issue
128-141
EN
The process of adaptation to professional career remains an important issue, especially in the domain of professional consultancy. This article aims at the analysis of the relationships between the occupational themes, the ambiguity tolerance level in career decisions and the style of coping with career decision-making difficulties. The study covered 227 students. The participants were assigned occupational themes according to the results obtained from a Multifaceted Occupational Preferences Assessment questionnaire. They have been analysed for the diversity in terms of ambiguity tolerance in career decision-making (Career Decisions Ambiguity Tolerance questionnaire) and the styles of coping with difficulties in career decisions (Coping with Career Decisionmaking Difficulties questionnaire). It has been established that sex is not related to the aforesaid personality dispositions. Persons with the social occupational theme seek social support more often than persons categorised as other types; the artistic theme is most closely connected with the unproductive coping style, while persons categorised as enterprising exhibit the opposite tendency. Furthermore, a correlation between the ambiguity tolerance and the productive coping style in career decisions has been noted.
3
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Intervention in teaching reading in a foreign language:

88%
Gadušová Z., Pavlíková M., Havettová R.
Journal of Education Culture and Society
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2021
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vol. 12
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issue 1
297-313
EN
Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
4
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The Relationship between Ambiguity Tolerance and Success in Reading Comprehension in a Foreign Language

75%
Osiecki M.
Anglica Wratislaviensia
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2014
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issue 52
115 - 128
EN
Reading comprehension in a foreign language appears to be a highly complex process for the majority of learners. This receptive skill requires taking risks and anticipating the meaning of unfamiliar words and grammatical structures. The fact of the matter is that a significant number of individuals have difficulty in tackling the number of confusing elements of language which appear in a written text. Tolerance of ambiguity is undoubtedly a cognitive and learning style which can either facilitate or disturb the reading process. Although ambiguity tolerance affects various aspects of human life, its role in foreign language learning seems to be indispensable. On the one hand, ambiguity tolerant students, who easily cope with new information found in a text, are bound to achieve success in reading. On the other hand, ambiguity intolerance is extremely helpful in paying attention to details and it makes individuals careful while answering different intricate questions included in a reading test (Brown 1991). This study aims to check the relationship between the level of ambiguity tolerance and success in reading comprehension in a foreign language on the basis of the results of scientific research done by the author of the article. The first three sections present the theoretical issues concerning proficiency in reading and ambiguity tolerance. The fourth section constitutes a report on the investigation. In the last parts of the article conclusions are drawn from the study, as well as possibilities for further research are suggested.
5

Konzeptionelle und funktionale Ebene der interkulturellen Kompetenz

63%
Fus A., Kopacz Ł., Wawrzyniak Z.
Germanica Wratislaviensia
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2013
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vol. 138
69 - 81
EN
This paper aims to present clearly and differentiate between intercultural learning, intercultural teaching and intercultural competence – terms, which are of great importance for Foreign Language Teaching. Additionally, the components of intercultural competence will be analysed on a comparative basis which is to enable a complementing viewing and determining of its results for Foreign Language Teaching.
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