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Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem

100%
Chomczyńska-Rubacha M.
The New Educational Review
|
2014
|
vol. 37
150-160
EN
The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.
2
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Modele szkolnej edukacji moralnej wobec rozwoju kompetencji moralnych. Analiza porównawcza

63%
Chomczyńska-Rubacha M., Rubacha K.
Studia Edukacyjne
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2016
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issue 42
7-28
EN
The present text is a comparative analysis of models of school moral education due to the criteria of the moral competence development. We refer to the already described in the literature models: clarification of values, stimulate moral reasoning, formation of character and community justice. These models will be confronted with moral competence, which we understand as a system of knowledge of the values, skills, moral activities and taking responsibility for their actions. Results of the analysis showed that the model of community justice best meets with the criteria of moral competences.
3
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Wyznaczniki tożsamości młodych kobiet i mężczyzn w percepcji studentów i studentek

63%
Chomczyńska-Rubacha M., Pankowska D.
Teraźniejszość – Człowiek – Edukacja
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2014
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vol. 17
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issue 4(68)
133-146
EN
The idea of this study is based on the analysis and interpretation of the descriptions of adult men and women, submitted by students. We work on the assumption that the task of describing man and woman activates criteria used by people in the construction of both their identity and identity of others; as these criteria are not essential, but socially constructed, the acquired data may be an indicator of cultural pressures promoting specific patterns of femininity and masculinity among the students. Understanding just such patterns was our goal.
PL
Idea prezentowanego badania zasadza się na analizie i interpretacji opisów dorosłej kobiety i dorosłego mężczyzny, dokonanych przez studentów i studentki. Wychodzimy z założenia, że zadanie polegające na opisywaniu kobiety i mężczyzny aktywizuje kryteria, jakimi posługują się ludzie w konstruowaniu zarówno własnej tożsamości, jak i tożsamości innych. A ponieważ kryteria te nie mają charakteru esencjalnego, lecz są konstruowane społecznie, otrzymane dane mogą być wskaźnikiem aktualnie działających w środowisku studentów presji kulturowych na określone wzorce kobiecości i męskości. Ich poznanie było celem naszych badań.
4
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The Values Underlying Teachers’ and Employers’ Expectations

63%
Chomczyńska-Rubacha M., Rubacha K.
Kultura i Edukacja
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2013
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issue 5(98)
142-152
EN
The authors present a grounded theory concerning teachers’ expectations of students and employers’ expectations of graduates. The analysis is based on empirical research while the interpretation of the results is based on critical theory. Employers’ expectations turned out to be wide-ranging and impossible for candidates. Teachers’ expectations, however, reproduced that part of employers’ expectations that can be linked to conformity, devotion, and faithfulness. In light of the authors’ interpretation, education fails to perform an emancipatory function, i.e. it fails to equip students with the critical competence necessary for active involvement in civil society. The labor market, on the other hand, is a dominating force that blocks the development of a discursive, open version of society. Graduates find themselves in a double-sided trap sprung on them, firstly, by education and later by employers.
5
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Gender Schemas and Stress-Coping Styles

63%
Chomczyńska-Rubacha M., Rubacha K.
The New Educational Review
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2012
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vol. 29
319-327
EN
This article reports on the findings of a study on the empirical verification of the hypothesis regarding a stronger impact of gender over sex on coping with stressful situations. Gender has been operationalized into S. Bem’s gender schemas. Multiple regression analysis confirmed the hypothesis for the three measured styles of coping with stress.
6
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Educational Strategies of Teachers with Various Senses of Efficacy

63%
Chomczyńska-Rubacha M., Rubacha K.
The New Educational Review
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2013
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vol. 31
105-115
EN
The main objective of this study was to verify the hypothesis about the relationship between a sense of efficacy and educational strategies for teachers, conceptualized as a heteronomy – autonomy dimension. A move towards autonomous strategies should be linked to a strong sense of efficacy in teachers. The study, planned in this manner, was to verify the concept of education strategy discussed in this article, and the ability to predict educational strategies in schools based on the knowledge of the sense of efficacy in the teachers implementing them. The results positively verify these hypotheses, but also show the problematic ruling which of the strategies (heteronymous or autonomous) is more effective in the perception of teachers.
7
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Ethical Orientations and Sex in Teachers with Varied Educational Strategies

63%
Rubacha K., Chomczyńska-Rubacha M.
The New Educational Review
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2013
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vol. 33
237-246
EN
The authors present the results of empirical research that tested a hypothesis concerning the relationship between ethical orientations and teachers’ educational strategies. The study was planned as a quantitative strategy as theoretical-verified, in a quasi-experimental scheme with random sampling. Data was gathered with the help of tests, and the hypotheses were verified using two-way ANOVA.
8
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Educational self-efficacy in teachers of various ethical orientations. The slovak research

51%
Rubacha K., Sirotova M., Chomczyńska-Rubacha M.
The New Educational Review
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2016
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vol. 43
193-200
EN
The article provides an empirical analysis of a relationship between ethical orientations and educational self-efficacy. Ethical orientations are defined in the theoretical system of K. Gilligan, whereas self-efficacy is viewed through the social-cognitive theory. The results of the analysis of variance demonstrate the existence of statistically significant differences in self-efficacy between teachers who prefer the ethics of justice and those who prefer the ethics of care, in favour of the former. However, the Eta coefficient shows that the relationship strength is not very large. In conclusion of the result interpretation we explain what our research explicates and what lies beyond its capacity.
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