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1

Płeć psychologiczna a gotowość do agresji interpersonalnej u kobiet i mężczyzn

100%

Basińska B. A.

Polskie Forum Psychologiczne

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2013

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vol. 18

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issue 1

81-92

EN

Psychosocial threats at work are one of the big challenges for the management of occupational health (WHO, 2008). The aim of this study was to assess the emotional balance and positivity ratio in the work of uniformed officers and identify differences between these formations. The study involved 218 policemen, firemen and probation personnel. Work-related Affective Well-being Scale was used (Van Katwyk, et al., 2000). Eustress and distress in the work context were relatively independent. Emotions of the opposite sign and low activity were moderately correlated. The officers usually experienced positive work-related emotional balance, with a predominance positive emotions of low activity. The positive ratio was low and reached 1,13. Positive affect was usually present in the work of firemen, while negative affect were often present in the work of policemen. It is probably due to different organization of working time and the emotional dissonance in the professional interpersonal relationships context.

2

Positive and negative emotions underlie motivation for L2 learning

100%

MacIntyre P. D., Vincze L.

Studies in Second Language Learning and Teaching

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2017

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vol. 7

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issue 1

61-88

EN

The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.

3

Positive and negative emotions underlie motivation for L2 learning

100%

MacIntyre P. D., Vincze L.

Studies in Second Language Learning and Teaching

|

2017

|

vol. 7

|

issue 1

61-88

EN

The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.

4

Emocje a wypalenie zawodowe urzędników administracji publicznej: testowanie kształtu relacji w modelach poprzecznych i podłużnych

58%

Basińska B. A., Gruszczyńska E.

Medycyna Pracy

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2019

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vol. 70

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issue 2

201-211

EN

Background The relationship between positivity, i.e., the proportion of positive and negative emotions, and job burnout may be of a curvilinear shape. From a theoretical point of view, it is a causal relationship, since positivity can be regarded as a proximal dimension of occupational well-being, and burnout as a distal one. However, previous studies have been mostly cross-sectional and have tested only linear relationships between these variables. Therefore, the aim of the study is to examine the shape of the relationship between positivity and burnout using both cross-sectional and longitudinal designs, on the example of civil servants. Material and Methods The study involved 238 civil servants (73.5% of whom were women). Positivity was assessed with the Job-related Affective Well-being Scale. Exhaustion and disengagement, 2 components of job burnout, were measured twice, at a 4-month interval, using the Oldenburg Burnout Inventory. Results The cross-sectional models assuming the curvilinear relationship between positivity and job burnout were better fitted to the data than models with the linear relationship only. Thus, positivity was curvilinearly related to both exhaustion and disengagement, with an inflection point around 2. In the longitudinal models, for exhaustion the curvilinear model was again better fitted to the data, while for disengagement it was the linear model. Conclusions The relationship between positivity and exhaustion was curvilinear among the civil servants. This may indicate personal costs of maintaining a high ratio of positive to negative emotions at work. Nevertheless, the role of positivity for disengagement seems more complex, with a possible long-term protective function. Med Pr. 2019;70(2):201–11

PL

Wstęp Związek pozytywności, czyli proporcji między pozytywnymi a negatywnymi emocjami, z wypaleniem zawodowym może przybierać kształt krzywoliniowy. Ponadto z perspektywy teoretycznej jest to relacja przyczynowo-skutkowa, w której pozytywność jest proksymalnym, a wypalenie – dystalnym wymiarem dobrostanu zawodowego. Dotychczasowe badania były jednak prowadzone najczęściej w planie poprzecznym i testowały relacje prostoliniowe. Celem pracy było zbadanie kształtu relacji między pozytywnością a wypaleniem zawodowym z uwzględnieniem planów poprzecznego i podłużnego na przykładzie grupy urzędników administracji publicznej. Materiał i metody W badaniu wzięło udział 238 urzędników (73,5% stanowiły kobiety). Pozytywność oceniano za pomocą Skali dobrostanu emocjonalnego w pracy (Job-related Affective Well-being Scale – JAWS-12). Wyczerpanie i zdystansowanie – 2 komponenty wypalenia zawodowego – mierzono dwukrotnie, w odstępie 4 miesięcy, za pomocą Oldenburskiego kwestionariusza wypalenia zawodowego (Oldenburg Burnout Inventory – OLBI). Wyniki W planie poprzecznym modele uwzględniające relacje krzywoliniowe między pozytywnością a wypaleniem zawodowym były lepiej dopasowane do danych niż modele zawierające relacje prostoliniowe. Relacje między pozytywnością a wyczerpaniem i zdystansowaniem były krzywoliniowe z punktem przegięcia funkcji około wartości 2 dla pozytywności. W planie podłużnym dla wyczerpania w dalszym ciągu lepiej dopasowany był natomiast model krzywoliniowy, podczas gdy dla zdystansowania – model prostoliniowy. Wnioski W grupie urzędników relacje między pozytywnością a wyczerpaniem były krzywoliniowe. Może to wskazywać na indywidualne koszty utrzymywania w pracy wyższego nasilenia emocji pozytywnych w porównaniu z negatywnymi. Z kolei rola pozytywności dla zdystansowania jest jednak bardziej złożona, z możliwą funkcją ochronną w dłuższej perspektywie czasowej. Med. Pr. 2019;70(2):201–211

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2 Studies in Second Language Learning and Teaching

1 Medycyna Pracy

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2 Basińska B. A.

2 MacIntyre P. D.

2 Vincze L.

1 Gruszczyńska E.

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Płeć psychologiczna a gotowość do agresji interpersonalnej u kobiet i mężczyzn

Positive and negative emotions underlie motivation for L2 learning

Positive and negative emotions underlie motivation for L2 learning

Emocje a wypalenie zawodowe urzędników administracji publicznej: testowanie kształtu relacji w modelach poprzecznych i podłużnych