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Vzťah interakčného štýlu učiteľa a seba-vnímanej životnej zmysluplnosti v kontexte prosociálnosti

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Sádovská A., Kusý P.
Československá psychologie (Czechoslovak Psychology)
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2019
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vol. 63
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issue 4
476-490
EN
Objectives. The aim of present study is to investigate relation between self-perceived prosocial behaviour and teacher interaction style; and relation between pupils, self-perceived behaviour and pupils’ meaning in life. Sample and setting. The sample consisted of 429 Slovak lower secondary school pupils (male 55%, Mage 13.8 years) from 22 various schools in west Slovakia. The interaction style of twenty- two teachers was assessed. Methods of data collections: Slovak version of Questionnaire on Teacher Interaction Style – SK-QTI (Gavora, Mareš, den Brok, 2003; Vašíčková, 2015), Scale of Life Meaning – SLM (Halama, 2002) and Questionnaire on Prosocial Behaviour – PROS (modified version by Rajský, Podmanický et al., 2016). Research hypothesis. Authors supposed positive correlation between some dimensions of teacher interaction style (leadership, understanding, responsibility, understanding and admonishing) and pupils’ self-perceived prosocial behaviour; and positive correlation between self-perceived prosocial behaviour and meaning in life. Došlo: 6. 6. 2018; P. K., Katedra pedagogických štúdií, Pedagogická fakulta Trnavskej univerzity v Trnave, Priemyselná 4, 918 43 Trnava, Slovenská republika; e-mail: peterkusy7@gmail.com Príspevok vznikol za podpory grantového projektu VEGA č. 1/0557/16 Verifikácia základnej orientácie na koncept prosociálnosti v etickej výchove. Statistical analysis. The programme SPSS, simple correlation analysis and Pearson correlation coefficient (standardized coefficient r) were used to examine data. Results. The positive correlation was shown between self-perceived prosocial behaviour of pupils and teachers, higher score in dimensions of leadership, understanding and responsibility. In contrary, some dimensions of teacher interaction style (strict, uncertain, dissatisfied and admonishing) correlate negatively with self-perceived prosocial behaviour of pupils. Similarly, positive correlation were assumed between selfperceived prosocial behaviour and cognitive, motivation and affective dimensions of pupils, meaning in life. Study limitation. Intentional non-representative sample, simple correlation analysis.
SK
Ciele výskumu. Cieľom štúdie bolo zistiť, aký je vzťah medzi sebapercipovaným prosociálnym správaním žiakov na jednej strane a interakčným štýlom učiteľa etickej alebo náboženskej výchovy na strane druhej. Autori takisto zisťovali, aký je vzťah medzi sebapercipovaným prosociálnym správaním a životnou zmysluplnosťou u žiakov. Výskumný súbor a metódy. Výskumný súbor tvorili žiaci nižšieho sekundárneho vzdelávania v západoslovenskom regióne (N = 429, priemerný vek 13,8 rokov, 55 % chlapcov). Metódami zberu dát boli nástroje Dotazník interakčného štýlu učiteľa – ISU (Gavora, Mareš, den Brok, 2003), Škála životnej zmysluplnosti – ŠŽZ (Halama, 2002) a Dotazník prosociálneho správania – PROS (modifikovaná verzia podľa Rajský, Podmanický, 2016). Výskumné hypotézy. Autori predpokladali, že interakčný štýl učiteľa v dimenziách organizujúci/ napomáhajúci/chápajúci/vedúci k zodpovednosti/ karhajúci pozitívne koreluje so seba- -vnímaným prosociálnym správaním žiakov. Naopak – interakčný štýl učiteľa v dimenziách neistý/nespokojný/dominantný koreluje so seba- vnímaným prosociálnym správaním žiakov negatívne. Autori takisto predpokladali, že medzi seba-vnímaným prosociálnym správaním a životnou zmysluplnosťou žiakov existuje štatisticky významný vzťah. Štatistická analýza. Pre štatistické spracovanie bol využitý program SPSS a jednoduchá korelačná analýza s využitím Pearsonovej súčinovej korelácie (štandardizovaný koeficient r). Výsledky. Ukázalo sa, že organizujúca interakcia učiteľa, chápajúca interakcia učiteľa a jeho interakcia vedúca k zodpovednosti pozitívne korelujú so seba-vnímaným prosociálnym správaním žiakov. Naopak – interakčné štýly ako neistý, nespokojný, karhajúci a prísny, negatívne korelujú so sebapercipovaným prosociálnym správaním žiakov. Preukázali sa pozitívne vzťahy medzi seba-vnímaným prosociálnym správaním žiakov a kognitívnou, afektívnou a motivačnou dimenziu vnímanej životnej zmysluplnosti. Limity. Zámerný nereprezentatívny výber, výber metód na štatistické spracovanie dát.
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Terminal values and meaning in life among university students with varied levels of altruism in the present period of socio-cultural change

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Głaz S.
Journal for Perspectives of Economic Political and Social Integration
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2012
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vol. 18
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issue 1-2
215-237
EN
Abstract The author of this paper, interested in the issues of values preference, meaning in life and altruism among university students has attempted to show a relation between them in the present period of clearly noticeable socio-cultural change. The study was conducted in 2009-2010 in Kraków among university students. The age of the respondents ranged from 21 to 25. 200 sets of correctly completed questionnaires were used for the results analysis. In order to show values preference among university students Rokeach’s ValueSurvey (RVS) was used. The level of a sense of meaning in life was measured by means of Crumbaugh and Maholick’s Purpose in Life Test (PLT). Moreover, Śliwak’s Questionnaire of Altruism (A-N) was applied to measure the level of altruism. It was found that students with a high level of altruism are accompanied by a higher level of meaning in life than students with a low level thereof. Terminal values significantly correlate with meaning in life in groups of students with a high and low level of altruism. Among terminal values, values personal in character appear to be more strongly related to meaning in life than values social in character.
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INDIVIDUAL AND PARENTAL FACTORS RELATED TO MEANING IN LIFE IN ADOLESCENCE

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Brassai L., Pikó B.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2012
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vol. 67
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issue 2
317-336
EN
Despite the fact that meaning in life has been portrayed as a highlighted developmental goal in psychology, yet little research has examined its influencing factors in adolescence. In the present study we examined potential individual and parental correlates of meaning in life in a sample of 1944 adolescents (aged between 15–19 years; 47.8 percent males) from secondary schools of Transylvania. While self-efficacy, self-regulation, perceived social support from parents and mother’s responsiveness were positively related to meaning in life, father’s demandingness was negatively related to this variable in the whole sample. However, social comparison was related to meaning in life only among boys, while father’s responsiveness was associated with it only among girls. These findings draw our attention to those socio-cultural influences that may be prevailing in meaning in life through role socialization during adolescence, providing bases for preventive and promoting interventions.
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A Polish Adaptation of the Multidimensional Existential Meaning Scale: Internal Structure, Reliability, and Validity

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Gerymski R., Krok D.
Roczniki Psychologiczne
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2020
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vol. 23
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issue 2
173-190
EN
The aim of this article was to present a Polish adaptation of the Multidimensional Existential Meaning Scale (MEMS) developed by George and Park (2017). The scale proposes a tripartite view of meaning in life, measuring it in three different dimensions: Comprehension, Purpose, and Mattering, which is a new interesting approach to the conceptualization of this factor from a broader, existential perspective. The scale testing procedure involved a research sample consisting of 401 participants. In addition to the MEMS scale, the Meaning in Life Questionnaire (MLQ) and the Purpose in Life Test (PIL) were used. The results obtained with the Polish version confirmed its reliability and validity, and the three-factor structure. The Cronbach’s α coefficient was .91 for the entire scale and oscillated between .72 and .89 for the subscales. The Polish MEMS contains 9 items; therefore, it is a short tool which can be successfully used in research on meaning in life.
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Affect and psychological well-being in spouses of cancer patients: the mediating role of meaning in life and self-efficacy

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Krok D., Gerymski R.
Family Forum
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2021
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vol. 11
267-286
EN
The examination of the psychological functioning of cancer patients’ spouses implies that affect and personal resources play an important role in their psychological well-being. This is a consequence of the severe stress caused by the medical conditions of a spouse and of responsibilities related to caregiving. This study aimed to examine the role of affect and purpose-oriented personal resources (meaning in life and self-efficacy) in shaping psychological well-being in the spouses of cancer patients. The participants were 214 spouses of gastrointestinal patients who were either undergoing medical treatment in hospital units or attending scheduled clinic appointments at outpatient medical clinics. The Positive and Negative Affect Schedule (PANAS-X), Psychological Well-Being Scale (PWB), Meaning in Life Questionnaire (MLQ), and General Self-Efficacy Scale (GSES) were used. The results indicated that positive affect was positively correlated with meaning in life, self-efficacy, and psychological well-being. In contrast, negative affect was negatively correlated with positive affect, meaning in life, self-efficacy, and psychological well-being. The mediation analyses demonstrated that meaning in life and self-efficacy were mediators between positive and negative affect and psychological well-being. The mediating function of meaning in life and self-efficacy revealed the significant role of personal resources based on purpose and self-motivation in the relationship between affect and psychological well-being. Positive and negative affect can influence motivational processes that enable patients and their families to constructively deal with challenging and illness-related situations. Caregivers and medical staff could take into account the important role of purpose-oriented resources as they affect the functioning of both patients and their families.
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Do Adult Learners Who Engage in Torah Study as a Leisure Activity Report Higher Levels of Meaning in Life than Learners of General Enrichment Studies?

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Alkan O., Davidovitch N., Kushnir T.
Journal of Education Culture and Society
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2023
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vol. 14
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issue 1
85-105
EN
Aim. The aim of the research is to assess whether adult learners engaged in Torah/Bible studies report higher levels of psycho-social resources, specifically spirituality, meaning in life, hope, and social support, than learners who attend general enrichment courses, and whether psycho-social resources contribute to their meaning in life. Methods. Participants were 234 men and women over age 55 who study regularly in their leisure time: 56 Torah students in the hevruta (communal learning) method, 50 Torah students who participated in frontal Torah lectures, and 128 adults who attended lectures on various enrichment subjects. Participants completed self-report questionnaires that included demographic information and characteristics of the course, evaluations of the learning experience, the Spiritual Health and Life-Orientation Measure, the Snyder Hope Questionnaire, the Multidimensional Scale of Perceived Social Support (MSPSS), and the PIL – Purpose in Life questionnaire. Results. Torah and enrichment learners did not differ in meaning of life and hope. Torah learners reported a stronger learning experience, higher levels of transcendentality (an aspect of spirituality), and more social support from their peer group. For all learners, social support from the family was the strongest contributor to meaning in life, followed by hope and finally the communality aspect of spirituality. Conclusions. Findings confirm the importance of the human need for relatedness in determining meaning and suggest that the social milieu in which the leisure activity is held may be more important for cultivating meaning in life than the discipline studied. 
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Pupils’ prosociality and its relations to their meaning of life and teacher’s interaction style

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Sádovská A., Kusý P.
Forum Pedagogiczne
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2018
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vol. 8
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issue 2
193-209
PL
Badanie dotyczy samopostrzegania zachowań prospołecznych przez uczniów oraz ich związku z postrzeganiem sensu życia i stylem interakcji stosowanym przez nauczyciela.  Respondentami byli uczniowie ze szkoły ponadpodstawowej w wieku 13-15 lat. Celem badania było ustalenie jaki jest związek między samopostrzeganiem zachowań prospołecznych przez uczniów a stylem interakcji nauczyciela. Jednocześnie dokonano analizy związku między relacji postrzeganiem swoich zachowań prospołecznych przez uczniów a sensem życia. Okazało się, że nauczyciele i ich styl interakcji może pozytywnie wpływać na samopostrzeganie zachowań prospołecznych u uczniów, pod warunkiem, że dany nauczyciel jest oceniany wysoko pod względem swoich umiejętności przywódczych oraz jako osoba wyrozumiała i odpowiedzialna. Korelacja negatywna zachodzi gdy interakcję nauczyciela z uczniami cechuje surowość, niepewność, niezadowolenie oraz stosowanie kar.  
EN
The study deals with pupils´ self-perceived prosocial behaviour and its correlations to pupils´ meaning of life and teacher’s interaction style. The pupils (14-and-15-years old) from lower secondary school were respondents of this research. The objective was to find out what relation exists between self-perceived prosocial behaviour and teacher ‘s interaction style. At the same time, we analysed the relation between pupils´ self-perceived behaviour and pupils´ meaning of life. It was shown that a teacher may improve self-perceived prosocial behaviour of pupils if he/she is evaluated with a higher score in the areas such as leadership, understanding and responsibility. On the contrary, if a teacher’s interaction style is strict, uncertain, dissatisfied and admonishing, it correlates negatively with self-perceived prosocial behaviour of pupils.
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As with Parents, so with Others and so with God? Relationships among Humanistic Spirituality and Parental and Adult Attachment Styles

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Kontrimienė S.
Paedagogia Christiana
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2022
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vol. 2/50
83-108
EN
This study (N = 449) explores relationships among humanistic spirituality, which in our Humanistic Spirituality Model encompasses the components of self-actualisation, transcendence and ultimate meaning in life, as well as parental and adult attachment styles as lifelong factors in the origin of spirituality. The results indicate that for female participants, humanistic spirituality is predicted by age and secure adult attachment, whereas for male participants, secure attachment to the mother and secure adult attachment are significant positive predictors. Lastly, the effect of secure attachment to the mother on humanistic spirituality for male participants is direct, while for female participants, it is indirect and mediated by secure adult attachment.
PL
Niniejsze badania (N = 449) odnoszą się do relacji między duchowością humanistyczną, która w zaproponowanym Modelu Duchowości Humanistycznej obejmuje komponenty samorealizacji, transcendencji i ostatecznego sensu życia, a stylami przywiązania do rodziców i stylami przywiązania prezentowanymi w dorosłości jako całożyciowymi czynnikami znajdującymi się u źródeł duchowości. Wyniki wskazują, że według uczestniczek badania duchowość humanistyczna jest związana z wiekiem i bezpiecznym przywiązaniem w dorosłości, podczas gdy według uczestników istotnymi predyktorami pozytywnymi są bezpieczne przywiązanie do matki i bezpieczne przywiązanie w dorosłości. Ponadto według uczestników płci męskiej bezpieczne przywiązanie do matki wpływa bezpośrednio na duchowość humanistyczną, podczas gdy według uczestniczek płci żeńskiej wpływ ten jest pośredni i zapośredniczony przez bezpieczne przywiązanie w dorosłości.
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