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1

Subjectivity in a therapeutic process as a predictor of psychotherapeutic success

100%

Dzierżanowska-Peszko J., Artymiak M.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2014

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vol. 4

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issue 1

PL

Reflections on the uniquely human dimensions of behavior over the last few decades have become a meeting space connecting different sciences. The holistic health model emphasizes the subjectivity of man. Humans are open and active, and remain in relationships with others; they relate to the world they live in and seek meaning. Subjectivity in the psychological perspective can be described in three ways: subjectivity as identity, individuality, specific experience of self; subjectivity as the ability to initiate, regulate, direct, and realize goal-oriented and autonomous activity; subjectivity as the application of one’s own system of values. Subjectivity or causality (core features agency) expresses itself in the ability to make choices and planning, but also to directing actions and the realization of plans. The motivation to begin psychotherapy is influenced by numerous motives and conditions. Internal motivation is the main subjective resource in therapy. People internally motivated function better in better areas of life. They are characterized by greater involvement, activity, trust in their own abilities, persistence, creativity, a feeling of self-worth and general well-being. They experience engagement and immersion in the activities they undertake. The experience of causality – understood as the experience of being the author of events, the experience of having influence over events – is the fundamental cause without which the feeling of self-causality will not appear during development. As noted by R. White, it is a fundamental experience for good functioning and coping with the challenges of life, including illness.

2

Early Foreign Language Learning from the Children’s Perspective

94%

Jazbec S., Čagran B.

The New Educational Review

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2016

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vol. 45

124-136

EN

Many European children begin to learn a (foreign) language at a very early age, and early foreign language learning has thus evolved into a paradigm that seems to have settled as a steady companion of everyday school life. The aim of this contribution, which addresses the topic of early foreign language learning from the participant’s, i.e. the student’s, point-of-view, is to determine students’ reasons for learning a foreign language, as articulated by the students themselves. The research analysis will investigate the motivational aspects that influence learning, and will also illustrate and interpret the research results of a study in which approx. 300 students aged 6-10 years from 9 different countries participated. The analysis will not be country specific, but will highlight common motivational features that recur in all the students’ replies and reveal – as expected-not a linguistic, but a decisively pragmatic focus in the process of language learning.

3

Koncepcja JCM Hackmana i Oldhama w praktyce zarządzania zasobami ludzkimi

60%

Hauk M.

Zarządzanie Zasobami Ludzkimi

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2012

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issue 3-4(86-87)

25-40

EN

The Job Characteristic Model by Hackman and Oldham is one of the best–known concepts for worker intrinsic satisfaction and motivation. This article presents the basic tenets of the theory. It takes into account verification studies as well as alternate concepts that make reference to or supplement the Hackman–Oldham model. The author also touches upon questions of change taking place on the labor market. Although the JCM concept, in its original version, continues to be the basis for numerous practical actions in many businesses, a detailed analysis of literature is reason for expanding and modifying the original concept.

PL

Model JCM (Job Characteristics Model) stworzony przez Hackmana i Oldhama jest jedną z najbardziej znanych koncepcji zadowolenia i motywacji wewnętrznej pracowników. W niniejszym artykule zaprezentowane zostały podstawowe twierdzenia teorii z uwzględnieniem badań weryfikacyjnych, a także inne, alternatywne koncepcje, które nawiązują bądź uzupełniają model Hackmana i Oldhama. Autor porusza również kwestię zmian zachodzących na rynku pracy. Choć model JCM (w swej oryginalnej wersji) jest nadal podstawą licznych działań praktycznych w wielu przedsiębiorstwach, dokładna analiza literatury przedmiotu skłania do poszerzenia i modyfikacji oryginalnej wersji koncepcji.

4

Motivational Factors in Learning Ukrainian as a Foreign Language

60%

Ulishchenko A.

Intercultural Communication

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2019

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issue 6

87-102

EN

The article deals with the problem of increasing the internal motivation of foreign students to learn Ukrainian language. Taking into account motivational factors is an important condition for the successful formation of a secondary linguistic personality, which has a sufficient degree of communicative competence and is able to adapt to a new cultural environments. Purpose. Basing on the practical experience of working with Indian medical students in learning Ukrainian language, as well as on the studies of domestic and foreign scientists, the purpose of the article is to consider the motivational factors contributing to successful formation of the secondary linguistic personality, that is, the person who is involved in the culture of people whose native language is taught; to find out the conditions for increasing the effectiveness of educational activities, focusing on methodical techniques aimed at creating positive communication atmosphere. Methods: method of empirical research with the aim of learning pedagogical experience (observation, comparison, generalization); method of theoretical research with the aim of studying theoretical foundations that should be taken into account when solving practical problems (analysis, synthesis, modeling). Conclusions. Thus, the development of motivation in process of learning of Ukrainian as a foreign language entirely depends on the activity of the teacher, his flexibility and creativity. The educational process should be organized as efficiently as possible, using the most diverse pedagogical conditions – the use of interactive learning techniques, digital technologies, the use of linguistic and culturological materials, the creation of a supportive communicative atmosphere favorable for experiencing a situation of success. Only based on systematic and complex use of these conditions is it possible to predictably increase the level of motivation to study Ukrainian as a foreign language. Good language proficiency is a long-lasting, difficult process where the teacher uses different techniques, and the best result in the formation of the secondary linguistic personality will be achieved when a motivated student is well aware of his purpose and perceives creatively the implementation of communicative tasks.

UK

У статті розглядається проблема підвищення внутрішньої мотивації студентів-іноземців під час навчання української мови. Урахування мотиваційних чинників є важливою умовою успішного формування вторинної мовної особистості, яка достатньою мірою володіє комунікативною компетенцією і здатна адаптуватися до нового культурного середовища. Мета дослідження. Ґрунтуючись на практичному досвіді роботи з індійськими студентами-медиками на заняттях з української мови, а також на дослідженнях вітчизняних та зарубіжних учених, розглянути мотиваційні чинники, що сприяють успішному формуванню вторинної мовної особистості, тобто тієї особистості, яка долучена до культури народу, мову якого вивчає; з’ясувати умови підвищення результативності навчальної діяльності, акцентуючи увагу на методичних прийомах, орієнтованих на створення позитивної комунікаційної атмосфери. Методи: емпіричного дослідження з метою пізнання педагогічного досвіду (спостереження, порівняння, узагальнення); теоретичного дослідження з метою вивчення теоретичних основ, які доцільно враховувати при розвʼязанні практичних проблем (аналіз, синтез, моделювання). Висновки. Розвиток мотивації на заняттях з української мови як іноземної цілком залежить від діяльності викладача, його гнучкості, креативності. Навчальний процес слід організовувати якомога ефективніше, використовуючи найрізноманітніші педагогічні умови – застосування прийомів інтерактивного навчання, цифрових технологій, залучення лінгвокраїнознавчого матеріалу, створення сприятливої комунікативної атмосфери, сприятливої для переживання ситуації успіху. Лише при систематичному і комплексному використанні цих умов можна прогнозовано підвищити рівень мотивованості до вивчення української мови як іноземної.

5

Motywacja w pracy nauczyciela

60%

Marek A.

Roczniki Nauk Społecznych

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2006

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vol. 34

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issue 3

335-346

EN

The paper present the Polish teacher and factors that motivate him or her to work in the school. A proper motivation to teach is a condition for a better quality of teaching the youth, a fact that raises qualifications of the future workers. Our considerations are based on, among other things, the results of the author’s research which concerned the work of teachers in Lublin region.

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1 Intercultural Communication

1 Roczniki Nauk Społecznych

1 The New Educational Review

1 The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

1 Zarządzanie Zasobami Ludzkimi

1 Artymiak M.

1 Dzierżanowska-Peszko J.

1 Hauk M.

1 Jazbec S.

1 Marek A.

1 Ulishchenko A.

1 Čagran B.

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Subjectivity in a therapeutic process as a predictor of psychotherapeutic success

Early Foreign Language Learning from the Children’s Perspective

Koncepcja JCM Hackmana i Oldhama w praktyce zarządzania zasobami ludzkimi

Motivational Factors in Learning Ukrainian as a Foreign Language

Motywacja w pracy nauczyciela