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Struktura motywacji osiągnięć a poczucie umiejscowienia kontroli u uczennic szkół ponadgimnazjalnych

100%
Połom M.
Kwartalnik Pedagogiczny
|
2018
|
vol. 63(1 (247))
163-178
PL
Attributing success to external influences, such as fate, luck or coincidence indicates the formation of external locus of control. Not recognising the link between effort and the effects of work may contribute to lower achievement motivation and, consequently, may lead to less involvement and poorer educational results. In this study a question was posed whether this correlation really exists and whether girls with a different level of locus of control (LOC) differ in terms of achievement motivation. The study, carried out on a sample of 172 girls (16 to 20 years of age), used a Delta questionnaire by Drwal to investigate the locus of control and the LMI Inventory to examine achievement motivation. The results of this study confirmed that there is a relationship between achievement motivation and the locus of control. In addition, the analysis included age variable. On this basis it was concluded that age can modify achievement motivation in terms of self-confidence, flexibility, status orientation and pride in productivity.
2
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Donald Trump and the American Literary Tradition

75%
Moseley M., Okuń-Jaśkowiak A., Głaz A., Kniaź-Hunek L., Bendrat A., Prażmo E., Terejko P., Szczypa P., Czemiel G., Antoszek E., Galant J., Komsta M., Frelik E., Waszkiewicz A., Oleszczuk A., Waszkiewicz A., Okuń-Jaśkowiak A.
New Horizons in English Studies
|
2018
|
issue 3
EN
Though in many ways the most unusual US president ever elected, both in experience and in character, Donald Trump is not entirely sui generis. This article strives to show that in some respects he is in the American tradition, as evidenced by his continuity with some classic American literary works. Characteristics which Trump shares with the American literary tradition include religiosity; egalitarianism, and its corollaries including anti-expertise, braggadocio, self-assurance and self-reliance; insularity and xenophobia; and American exceptionalism.
3

Features of University Students’ Self-attitude in the Context of Self-determination of Personal Development

45%
Iavorska-Vietrova I.
|
2019
|
vol. 66
|
issue 10: Nauki o rodzinie
191-202
PL
Artykuł poświęcony jest analizie cech samostanowienia studentów w kontekście samodeterminacji ich rozwoju osobistego. Samostanowienie jest definiowane jako wielomodalny system wartości emocjonalnej, który jest zbudowany na zasadzie dynamicznej hierarchii i działa jako jedna z jednostek strukturalnych jądra dyspozycyjnego osobowości i struktury jej samoświadomości, wyraża cechy stosunku osoby do siebie i zapewnia centrowanie jej wewnętrznej przestrzeni i kształtowanie wektora sensu jej drogi życiowej. Pozytywna samoocena osobowości wraz z jej osobistymi aspiracjami i perspektywami, autonomią, poczuciem własnej skuteczności uważane są za wskaźnik samookreślenia osobowości. Korzystanie z kwestionariusza autotestu W.W. Stolina, S.R. Pantilejewa pozwala zidentyfikować trzy poziomy samostanowienia według stopnia uogólnienia: samostanowienie globalne; samostanowienie zróżnicowane przez poczucie własnej wartości, autosympatię, własne zainteresowanie i oczekiwaną postawę innych; poziom konkretnych działań (gotowość na nie) w odniesieniu do swojego «Ja». Analiza badania samostanowienia studentów daje podstawy do twierdzenia, że badani charakteryzują się ogólnie wysokimi wskaźnikami integralnego samostanowienia oraz wysokimi i średnimi wskaźnikami zróżnicowanych skal i skali postaw. W grupach studentów o wysokiej i niskiej samodeterminacji struktura samostanowienia różni się pod względem wyrazistości jej składników.
EN
The article analyzes peculiarities of students’ self-attitudes in the context of self-determination of their personal development. Self-attitude is defined as a poly-modal emotional-estimative system based on the principle of a dynamic hierarchy and acting as one of the structural units of a person’s dispositional core and a component of the structure of self-consciousness. Self-attitude expresses peculiarities of an individual’s attitude to oneself and provides centring of one’s inner space and formation of the semantic vector of one’s life path. Positive self-attitude along with personal aspirations and prospects, personal autonomy, self-efficacy is an indicator of a self-determined individual. The used questionnaire on self-attitude developed by V.V. Stolin, S.R. Pantileev allowed us to identify three levels of self-attitude according to the degree of its generalization: general self-attitude; self-attitude differentiated by self-regard, auto-sympathy, self-interest and expected attitude of others; the level of concrete actions (readiness for them) regarding Self. The analyses of students’ self-attitude has shown that the respondents are characterized by high indicators of general self-attitude and high and average lower-level indicators. The students with high and low self-determination have different expressiveness of the self-attitude components.
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