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Autonomy support, psychological control, basic psychological needs and the drive for thinness among early adolescents

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Barbierik L., Bačíková-Šléšková M., Orosová O., Benka J.
Československá psychologie (Czechoslovak Psychology)
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2022
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vol. 66
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issue 3
212-232
EN
Objectives. This study aims to expand previous research findings by focusing on the mechanism of the frustration and satisfaction of basic psy-chological needs that links parental psychologi-cal control and autonomy support to the drive for thinness as an indicator of disordered eating among early adolescent boys and girls in Slo-vakia. Participants and setting. 443 pupils (47.6% girls) reported on the explored variables in a cross-sectional data collection. Hypotheses. The drive for thinness was hypoth-esised to be (1) negatively associated with the satisfaction of basic psychological needs and (2) positively associated with the frustration of basic psychological needs. Autonomy support from the mother (3) and father (4) was hypoth-esised to be positively related to basic psycho-logical needs satisfaction. Psychological control from the mother (5) and father (6) was hypothe-sised to be positively linked to basic psychologi-cal needs frustration. Autonomy support from the mother (7) and father (8) and psychological control from the mother (9) and father (10) were also hypothesised to be indirectly associated with the drive for thinness. Statistical analysis. Structural equation model-ling was carried out and the model was found to be statistically equivalent for boys and girls.Results. The psychological control from the mother was significantly associated with the frustration of basic psychological needs, which was subsequently associated with the drive for thinness. Autonomy support from the mother and father significantly positively explained the satisfaction of basic psychological needs. Limitations. The mediation model was tested using a cross-sectional design. However, the temporal ordering of the examined variables is clear. Furthermore, while the used measures are standardized and widely used abroad, their vali-dation in the population of Slovak adolescents is needed. Other inaccuracies could have been caused by the exclusion of the part of the sample from the analyses and the self-reporting nature of the data.
2
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Career in the narratives of early adolescents

100%
Piorunek M.
Kultura-Społeczeństwo-Edukacja
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2017
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vol. 11
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issue 1
37-49
EN
IIn the paper “Career in the narratives of early adolescents” I set out to describe the selected aspects of constructing an identity during adolescence in the context of prospective professional development among young individuals, who seek to define their future selves. The paper also outlines the social and cultural context of constructing a career, which should potentially be addressed by young individuals long before they enter the labour market. The paper also describes the selected findings of my own concerning career narratives constructed by early adolescents, descriptions of selected career aspects provided by middle school students, and their personal predictions and plans on their prospective life as professionals.
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Program wychowawczo-profilaktyczny "Spójrz inaczej na agresję" jako propozycja wspomagania rozwoju kompetencji społeczno-emocjonalnych uczniów we wczesnym okresie dorastania

72%
Misiuk A.
Przegląd Pedagogiczny
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2023
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issue 1
141-158
EN
The prevention education programme Look differently at aggression is a proposal for students in the sixth, seventh and eighth years of primary school to create conditions for the development of socio-emotional attitudes and skills, facilitating constructive response to difficult social situations. The aim of the article is to present the results of the programme analysis carried out by the content analysis method. The analysis covers two main sources of change. The first is the programme assumptions presented in the manual, including understanding the basic cathegories, such as anger, aggression and violence, proposed working methods and ways of overcoming difficulties that may arise during the course of the classes. The second source consists of activities proposed by the authors of the programme to the class teacher in the lesson plans. For this purpose, each of them was analysed in turn, paying attention to the assumed goals and actions leading to their achievement. The result of the analysis is the conclusion that as a result of participation in classes, favorable changes can be expected. These include: attitudes towards anger, aggression and violence, empathy, coping skills, dealing with stress and expressing anger, and the classroom climate.
PL
Program zajęć wychowawczo-profilaktycznych Spójrz inaczej na agresję jest propozycją tworzenia uczniom w szóstym, siódmym i ósmym roku nauki w szkole podstawowej warunków do rozwoju kompetencji społeczno-emocjonalnych sprzyjających radzeniu sobie w trudnych sytuacjach społecznych. Celem artykułu jest prezentacja rezultatów analizy tego programu przeprowadzonej metodą analizy treści. W badaniu uwzględniono dwa główne źródła zmian. Pierwsze to przedstawione w podręczniku założenia programu, w tym rozumienie podstawowych dla programu kategorii, takich jak złość, agresja i przemoc, proponowane metody pracy oraz sposoby przezwyciężania trudności, które mogą się pojawić w trakcie realizacji zajęć. Drugie źródło zmian to działania proponowane wychowawcy klasy w scenariuszach zajęć. Przeanalizowano kolejno każdy z nich, zwracając uwagę na założone cele i działania mające prowadzić do ich osiągnięcia. Efektem tej analizy jest ustalenie, że na skutek uczestniczenia w zajęciach można oczekiwać korzystnych zmian w zakresie: postaw wobec złości, agresji i przemocy, empatii, umiejętności radzenia sobie w trudnych sytuacjach oraz klimatu klasy.
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