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Student Time Perspective in the Context of Their Preferred Values

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Kałużna-Wielobób A.
Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica
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2013
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vol. 6
88-108
EN
The aim of the thesis is to research the connections between time perspective and values of university students. The following investigative methods were used: The Zimbardo Time Perspective Inventory (ZTPI) and Schwartz’s Portraits Value Questionnaire (PVQ-21). The group consisted of 127 students of Pedagogical University in Cracow. The results obtained show connections between temporal orientation and the values esteemed by the students. A positive correlation was found between Present-Hedonistic scale and following values: Hedonism, Stimulation and Self-direction, and negative correlation with Benevolence and Tradition. The Future perspective was positively associated with Conformity, Tradition, Achievements, Self-direction and Universalism, and negatively with Hedonism. Past-Positive is positively connected with Conformity and Tradition. Past-Negative – positively with Power and negatively with Stimulation and Self-direction.
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Psychologiczne koncepcje mądrości

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Kałużna-Wielobób A.
Teraźniejszość – Człowiek – Edukacja
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2014
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vol. 17
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issue 4(68)
63-79
EN
Psychological concepts of wisdom were reviewed in the article. C.G. Jung and E. Erikson’s concepts describe wisdom as the final stage of personality development, manifesting itself in integration and making life meaningful. Wisdom was also described as the highest stage of cognitive development: developing relativist and dialectic thinking (Riegel 1973; Kramer 2003; Labouvie-Vief 1982). According to the expert knowledge model of P.B. Baltes’ team (Baltes and Staudinger, 1995), wisdom encompasses rich declarative and procedural knowledge, the consciousness of their limitations, a reference to the sense of life, managing life and development taking into account personal and common good, relating to values, tolerance and virtues of character that manifest in actions (Baltes et al. 2004). R.J. Sternberg defines wisdom as the use of secret and explicit knowledge for common benefit by balancing personal, interpersonal and non-personal interest, both short and long-term, together with environment adaptation, modification and change (Sternberg, 2001). M. Straś-Romanowska (2011) draws our attention to the spiritual aspect of wisdom. We can talk about different ways, in which wisdom “exists”: 1) wisdom as perfection, 2) wisdom as a quality, that can be acquired by the man during development, 3) wisdom as a phenomenon present in common imagination.
PL
Dokonano przeglądu psychologicznych koncepcji mądrości. Koncepcje C.G. Junga i E. Eriksona ujmują mądrość jako finalne stadium rozwoju osobowości, przejawiające się integracją i nadaniem życiu sensu. Mądrość ujmowano również jako najwyższe stadium rozwoju poznawczego: rozwinięcie myślenia relatywistycznego i dialektycznego (Riegel 1973; Kramer 2003; Labouvie-Vief 1982). Według modelu wiedzy eksperckiej zespołu P.B. Baltesa (Baltes, Staudinger 1995) mądrość obejmuje bogatą wiedzę deklaratywną i proceduralną oraz świadomość ich ograniczoności, odniesienie do sensu życia, kierowanie życiem i rozwojem, uwzględniając dobro osobiste i powszechne, odniesienie do wartości i tolerancję oraz cnoty charakteru przejawiające się w działaniu (Baltes, Glück, Kunzmann 2004). R.J. Sternberg definiuje mądrość jako zastosowanie ukrytej oraz jawnej wiedzy dla wspólnego pożytku, przez: równoważenie interesów osobistych, interpersonalnych i pozaosobowych, w krótkim i długim okresie oraz adaptację, modyfikację i zmianę środowiska (Sternberg 2001). M. Straś-Romanowska (2011) zwraca uwagę na duchowy aspekt mądrości. Możemy mówić o różnych sposobach „istnienia” mądrości: 1) mądrość jako ideał, 2) mądrość jako jakość, którą człowiek może nabywać w rozwoju, 3) mądrość jako fenomen obecny w potocznych wyobrażeniach.
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Marzenia a cechy osobowości licealistek i studentek

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Kałużna-Wielobób A.
Studia Psychologica
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2012
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issue 12/1
101-124
EN
The aim of the thesis is to research the connections between “Big Five” personality factors and dreams of female secondary school and university students. The following investigative methods were used: a questionnaire concerning the issue of dreams and NEO Five-Factor Inventory (NEO-FFI) by Costa and McCrae. The group consisted of 397 women. The research resulted in confirmation of hypotheses about the connections between the content of dreams with four out of five personality factors: neuroticism, openness, agreeableness and conscientiousness.
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Marzenia współczesnych kobiet w różnych okresach rozwojowych

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Kałużna-Wielobób A.
Teraźniejszość – Człowiek – Edukacja
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2013
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issue 1(61)
109-136
EN
The objective of the research was to present the image of women’s dreams in different age groups. Research questions were asked on the content and form of female dreams in individual developmental stages and inter-group differences. 509 women participated in the research, representing three age groups: 16–18, 20–24 and 35–50 year old. The following research methods were used: a structured interview and a questionnaire concerning the issue of dreams. The following results were obtained: university students’ dreams (in comparison to high school students) are more frequently split, long-term, complex and refined. In case of high school and university students split dreams are the more common kind, whereas in middle age single dreams are more common. In the period of university studies, more women have long-term dreams, whereas in the middle age, only short-term. In the relation-connected dream group, the dreams concern mostly the future of children. In the middle age personal dreams (concerning travel, wishes, hobby, interest, personal development) are more numerous than the relation-connected ones or professional ones. With high school and university students the most frequent are the professional dreams, then relation-connected and finally personal dreams. Modern students of secondary schools and modern students of universities dream about carrier and a high material status more often than women in the past. Preliminary suggestions about the use of the knowledge about women’s dream in education and pedagogical practice were also presented in the article.
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Funkcje marzeń według uczennic liceum, studentek i kobiet w wieku średnim

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Kałużna-Wielobób A.
Rocznik Komisji Nauk Pedagogicznych
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2011
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issue LXIV
159-174
EN
The aim of the research was to learn what functions are given to dreams by women in different periods of life (secondary schools students, university students and middle-aged women). Also functions of dreams enumerated in literature were analysed (Adler, Levinson, Singer, Obuchowski, Łukaszewski). The following investigative methods were used: a structured interview concerning dreams and a questionnaire. 509 women participated in the research: 158 students of secondary schools (aged 16–18), 239 students of universities and 112 women aged 35–50 with the secondary education and higher. Preliminary suggestions about the use of knowledge concerning functions of dreams in pedagogical practice were presented in the article.
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Typy „marzycielek” wśród kobiet w wieku średnim

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Kałużna-Wielobób A.
Roczniki Psychologiczne
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2009
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vol. 12
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issue 2
55-82
EN
The article describes results of research, whose aim was to distinguish different types of women day-dreamers, taking into consideration the changes in day-dreaming occurring over the development from adolescence to middle age. For the purpose of defining precisely the meaning of the “day-dream” concept, the definitions of this term proposed by various authors were analyzed. To situate day-dreaming within the life span, the conception of Levinson was used. To analyze the results of research, an eclectic categorization as used. The mid-life crisis and its connections with day-dreaming were also described. One-hundred-twelve women, aged 35-50 with the secondary education and higher, participated in research. The following research methods were used: the structured interview concerning dreams and The Midlife Crisis Questionnaire (version for women by Ole  and Baranowska, 2003). Cluster analysis was used as a statistical method. Five types of day-dreamers were distinguished, taking into consideration the following criteria: the contents of youthful dreams, origin, a degree of concreteness and the feeling of fulfillment of youthful dreams, the boldness of current dreams and the faith into their fulfillment. Types of dreamers: 1) stable traditional, 2) mutable traditional – autonomic, 3) stable autonomic, 4) mutable autonomic, 5) moderate stable traditional – autonomic. The associations of the particular types of dreamers with dimensions of mid-life crisis were also analyzed and the typology was found to be related to the scores on the Negative Changes Awareness scale.
PL
Artykuł przedstawia wyniki badania, którego celem było wyróżnienie typów „marzycielek”, uwzględniające zmianę marzeń w rozwoju od okresu adolescencji do wieku średniego. Znaczenie terminu „marzenie” ustalono na podstawie analizy rozumienia tego u różnych autorów. Dla usytuowania marzeń w biegu życia posłużono się koncepcją D. Levinsona. W analizie wyników przyjęto eklektyczną kategoryzację marzeń. Omówiono kryzys połowy życia i jego związki z marzeniami. W badaniach uczestniczyły kobiety w wieku 35-50 lat z wykształceniem średnim i wyższym. Grupa liczyła 112 osób. Zastosowano następujące metody badania: wywiad strukturyzowany, Kwestionariusz Kryzysu Połowy Życia dla Kobiet P. Olesia i M. Baranowskiej (2003), metoda analizy skupień. Biorąc pod uwagę takie kryteria, jak treść marzeń młodzieńczych oraz aktualnych, poczucie realizacji marzenia młodzieńczego, źródło i stopień konkretyzacji marzeń młodzieńczych, śmiałość (rozmach) marzeń aktualnych i wiarę w to, że uda się je zrealizować, wyróżniono pięć typów marzycielek: stabilne tradycyjne, ewoluujące tradycyjno-autonomiczne, stabilne autonomiczne, ewoluujące autonomiczne, umiarkowanie stabilne tradycyjno-autonomiczne. Przeanalizowano również związki wyodrębnionych typów z wymiarami Kwestionariusza Kryzysu Połowy Życia dla Kobiet.
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Obraz marzeń a kryzys połowy życia u kobiet

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Kałużna-Wielobób A.
Polskie Forum Psychologiczne
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2009
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vol. XIV
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issue 2
233-248
EN
Results of research, which will be referred in the article, refers to the picture of youthful and current dreams of middle-aged women and relationships between: the sense of fulfillment of dreams from the 16-24 age period, possession of current dreams and intensification of mid-life crisis. The research problem was formulated based on the Levinson theory (Levinson et al., 1978, 1996). In research, on the ground of literature, were formulated hypotheses of connections between the picture of dreams with the intensification of the midlife crisis. The following methods were used: the structured interview concerning dreams (Kałużna, 2005), The Midlife Crisis Questionnaire (version for women by Oleś and Baranowska, 2003). In research participated women aged 35-50 with the secondary education and higher. Results: realizing youthful dreams by middle-aged women correlates negatively with the result of Midlifecrisis Questionnaire. This means, that the women, who have the feeling of having realized their youthful dreams experience a lesser intensification of mid-life crisis, and specifically a lesser intensification of its negative components. Women, whose youth dreams had autonomic source, in mid-life have lesser intensification of mid-life crisis. That women, whose actual dreams are limited to satisfying basic needs, have biggest tendency to negative estimation of life.
8
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Do individual wisdom concepts depend on value?

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Kałużna-Wielobób A.
Polish Psychological Bulletin
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2014
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vol. 45
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issue 2
112-127
EN
Psychological wisdom concepts were reviewed. 304 people aged 18-85 were tested with use of a questionnaire aimed at learning individual (popular) wisdom concepts. Popular wisdom concepts take into account broad declarative and procedural knowledge, life experience of a person and the features of his/her character. Explicitly, under a half of respondents take the following wisdom criteria into account (also acknowledged by the psychological concepts): balancing own profits with concern for others and relation to existential problems, such as sense and direction of life. The respondents lack the consciousness that wisdom is associated with: acting for common (global) good, deep and conscious reflection of value system (consciousness of subjective value system relativity, reflecting on the issue of objective values), the consciousness of limited nature of knowledge and logical thinking and developing relativistic and dialectic thinking. 5 clusters were differentiated, representing popular wisdom concept types. In order to verify the hypothesis about the connection between popular wisdom concepts and the value system of the research participants, value questionnaires were used: Scheler’s (SWS) and Schwarz’s Portrait Value Questionnaire (PVQ). The hypothesis was confirmed. Popular wisdom concepts (what people consider to be wisdom) are connected with values appreciated by them.
9
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Do individual wisdom concepts depend on value?

100%
Kałużna-Wielobób A.
|
2014
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vol. 45
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issue 2
112-127
EN
Psychological wisdom concepts were reviewed. 304 people aged 18-85 were tested with use of a questionnaire aimed at learning individual (popular) wisdom concepts. Popular wisdom concepts take into account broad declarative and procedural knowledge, life experience of a person and the features of his/her character. Explicitly, under a half of respondents take the following wisdom criteria into account (also acknowledged by the psychological concepts): balancing own profits with concern for others and relation to existential problems, such as sense and direction of life. The respondents lack the consciousness that wisdom is associated with: acting for common (global) good, deep and conscious reflection of value system (consciousness of subjective value system relativity, reflecting on the issue of objective values), the consciousness of limited nature of knowledge and logical thinking and developing relativistic and dialectic thinking. 5 clusters were differentiated, representing popular wisdom concept types. In order to verify the hypothesis about the connection between popular wisdom concepts and the value system of the research participants, value questionnaires were used: Scheler’s (SWS) and Schwarz’s Portrait Value Questionnaire (PVQ). The hypothesis was confirmed. Popular wisdom concepts (what people consider to be wisdom) are connected with values appreciated by them.
10
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The community feeling versus anxiety, self-esteem and well-being – introductory research

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Kałużna-Wielobób A.
Polish Psychological Bulletin
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2017
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issue 2
167-174
EN
In accordance with the concept of A. Adler (1933/1986) – the community feeling is an individual characteristic which is relatively stable throughout life. It refers to an inner relationship of one person with other people: a feeling of unity with others or separation from others. People with high community feeling are motivated in their actions by striving towards the common good, whereas people with low community feeling intend to exhibit their superiority over others in their actions, which would allow them to compensate for their inner feeling of inferiority. On the basis of the Adler concept the following hypotheses were formulated: There is a negative connection between the community feeling and anxiety. The community feeling is positively connected with self-esteem and psychological well-being. A slight increase in the community feeling can be observed with age. The community feeling increases in the age of middle adulthood. 585 people between 20 to 65 years of age were examined. Methods: Community Feeling Questionnaire, State-Trait Anxiety Inventory, Rosenberg Self-Esteem Scale, Ryff Scales of Psychological Well-Being. The hypotheses assumed were verified.
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Indywidualne koncepcje studentów na temat właściwego wykorzystywania czasu

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Kałużna-Wielobób A., Wielobób J. K.
Kultura i Edukacja
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2014
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issue 3(103)
94-110
EN
One of the basic conditions of human life (and the ways of experiencing it) is that it is temporal and the our lifetime is limited. Today we observe fast technological changes, access to a lot of information and frequent necessity to execute tasks quickly, which is why many people experience limits of time necessary to perform their action. Conscious of their own mortality, people also experience the limits of their own lifetime. In this context, the question, what would it mean for a given individual “to make proper use of time” seems to be quite important. Research was conducted on a group of 127 students. The objective of the research was to obtain answers to exploratory questions: What are the individual concepts of that, what does “proper time use” mean for students (both in short-term perspective and lifetime perspective). In order to discover the individual concepts of “proper time use”, a questionnaire containing open questions was constructed. Th e questions were connected with three time use perspectives: a week of study, a week of holidays and the whole life. It corresponds with the division made by Popiołek (2010) into two perspectives, in which time is captured by the man: every day time and lifetime. Answers were categorized. The most frequent criteria of “proper time use” were: attaining objectives (74%), pleasure and seeking sensations (61%), relations with other people (49%), personal development (34%) and life satisfaction (30%). Definite majority of the answers were general and pointed to a lack of deeper reflection on their lives, on “how I would like to make use of my lifetime”. The results obtained may have application value – based on them, initial postulates were proposed for work on increasing self-consciousness of students in the respect of time management.
12
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Zaburzenia BFRB u młodzieży

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Kałużna-Wielobób A., Prochwicz K.
Rocznik Komisji Nauk Pedagogicznych
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2012
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issue LXV
175-189
EN
This article focuses on three syndromes that belong to the BFRB group of disorders - body focused repetitive behaviours that might lead to body injuries as well as cause negative consequences of psychological nature. 1) Trichotillomania is a disorder distinguished by recurrent hair pulling resulting in hair loss. 2) Dermatillomania or pathological skin picking is defined as a repetitive, ritualistic picking of the skin which results in the tissue damage. 3) Onychophagia, is habitual nail biting. All three types of BFRB disorders are found among secondary school students as well as university students. The syndromes then are put into a context of emotional development during the adolescence period. Preliminary suggestions how teachers can play a role in the prevention of the BFRB disorders were presented in the article.
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