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1

Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

100%
Avshenyuk N., Kostina L.
Comparative Professional Pedagogy
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2014
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vol. 4
|
issue 2
33-39
EN
Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.
2

Jugendseelsorge in Deutschland: Ein Evergreen mit immer neuen Aspekten

100%
Kießig S.
Studia Pastoralne
|
2017
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vol. 13
109-128
EN
In Germany, the youth ministry is a thematic field that is reflected in various different ways since the time of the Second Vatican Council. This paper responds to these different types of reflections and develops a few pastoral-theological accesses. The German dioceses adopted on the Synod of Würzburg (1971 to 1975) a resolution about aims and assignments of the youth ministry of the Church. In 1991 the German Conference of Bishops publishes leading guidelines for the youth ministry. The aim of both papers of the Church is to lay the foundations of a theory of the youth ministry. This theory should be of good service to the practical pastoral service. Its theological foundations include anthropological (adolescents and young adults are the subject of the youth ministry), ecclesiological (the pastoral service is nourished by the act of being sent, i.e. its mission) and christological (God’s work is directly performed in the lives of young people). This paper reflects about this theology in an exemplary way by discussing three cases: First, it contemplates the service of altar servers in German parishes; second, it treats the theory of the school ministry and, third and finally, it deals with the pastoral activities of a spiritual community.
3
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Personality of Men and Women – Similarities and Differences. Temporal and Cultural Trends

100%
Mandal E.
The New Educational Review
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2006
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vol. 8
195-209
EN
The article discusses similarities and differences in the personality development of men and women in their life-span. The analyses of the developmental psychology research show that boys and girls develop their own personality from the early years of their life, thus adapting themselves to the gender stereotypes. The article also contains a survey of meta-analyses concerning the personality traits of men and women, conducted in different countries from 1958 to 2001 (Maccoby, Jacklin, 1974, Hall, 1984, Feingold, 1994, Costa, Terraciano, McCrae, 2001). The metaanalyses show a coherent image of gender differences in personality traits concerning greater tender-mindedness in women and greater assertiveness in men. At the same time, they indicate temporal changes and trends connected with a tendency for differences to disappear. They also emphasize cultural distinctness.
4

[wyw.] Szkoła z perspektywy mistrzów – rozmowa o teatrze i kształceniu aktorów Z prof. Barbarą Osterloff (Akademia Teatralna im. Aleksandra Zelwerowicza w Warszawie) rozmawia prof. Barbara Mróz (Uniwersytet Wrocławski)

88%
Mróz B.
Biuletyn Edukacji Medialnej
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2014
|
issue 2
166-173
EN
Theater education is based on the rules developed through years of experience by prominent Polish actors and educators. Today’s theater school, by recruiting outstanding actors, influences the development of the personality of students. Teachers show formal changes that have occurred in practicing the profession of an actor, and are an inspiration to young people. The authors of the interview point to the role of knowledge and attitudes of teachers in the transfer of values to the students. This stable foundation can bring support to the young generation of arts school graduates both on stage and in life.
5
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The Impact of Preschool Education Experience on Multidimensional Non-Cognitive Abilities and Personality Development of Adolescents

88%
Zhang G., Chayanuvata A.
The New Educational Review
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2023
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vol. 71
101-113
EN
The topic’s relevance is based on solving the problems of the influence of preschool education experience on the multidimensional non-cognitive abilities and personality development of adolescents. The purpose of the article was to analyse the problems of the formation of multidimensional non-cognitive processes, substantiating and determining the non-cognitive abilities of preschool children: highly developed personality, giftedness, intelligence, soft skills and conducting an experiment using the basic survey of the 2013-2014 school years conducted by the Chinese Expert Research on Education (CEPS) at Renmin University (China). The methodological approach of the research was based on the methods of analysis, synthesis, comparison, generalisation of literary sources on the problem of researching the formation of multidimensional non-cognitive abilities, graphic methods for visual illustration and comparison of the results of the ascertaining and formative stages of the research. The content of the main concepts of “abilities” and “non-cognitive abilities” is determined, and their features and features are revealed. The identified non-cognitive abilities and their indicators, as well as the methods of their formation, can be used as methodical material for universities and for the personal development of individual preschool education specialists in near and far foreign countries.
6
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Motivation Behind the Preference of Distance Education of Higher Education Students

88%
Pidbutska N., Knysh A., Chebakova Y., Shtuchenko I., Babchuk O.
Journal of Education Culture and Society
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2022
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vol. 13
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issue 1
201-210
EN
Aim. The aim of the study is to investigate into the motives of learning that are inherent in students with different attitudes to distance learning. The main objectives of the study are as follows: to analyze the attitude to different forms of distance learning of students of higher education institutions; to investigate the main forms of scientific motivation of students of higher education institutions; to compare how the scientific motivation of students with different attitudes to distance learning differs. Methods. The study involved 211 students majoring in science (physics, chemistry). The study uses the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different attitude towards organization of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models). Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning the best option of educational process organisation, and 21.8% are in favor of an exclusive face-to-face format. The most popular form among students is mixed form of education (55.45%). Students with a positive attitude to distance education are characterized by the highest scores on intrinsic motivation, self-efficacy and career motivation. Therefore, proponents of distance education are mostly students who have a good understanding of their own goals and learning needs, plan their career advancement, and are well-organized in terms of educational and professional development. Conclusions. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' sympathy for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times.
7
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INSTITUTIONAL CARE FOR INTELLECTUALLY GIFTED CHILDREN IN SLOVAK ELEMENTARY SCHOOLS WITH A FOCUS ON MUSICAL ACTIVITIES

88%
Hudáková J., Králová E.
Ars inter Culturas
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2016
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issue 5
171-184
EN
The contribution deals with the equal opportunity of education that shall be provided to the fullest potential of all children, including intellectually gifted children in Slovak ele-mentary schools. The authoresses believe that it is important to raise the potency of these children by focusing on their creative self-fulfilment and creating motivational conditions in educational process. They focus on musical activities as a tool that can encourage the development of intellectually gifted children by inducing pupils to express themselves in a creative way using musical activities in the main school subjects mathematics and Eng-lish language, with non-musical educational goals. Authoresses conclude their contribution by two examples of this possible pedagogical intervention.
8

ДИТЯЧЕ ЕКСПЕРИМЕНТУВАННЯ: РЕАЛІЇ ТА ПЕРСПЕКТИВИ

75%
Ірина К., Світлана Б.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 9(63)
39-49
EN
This article analyzes the peculiarities of the implementation of practice of making science experiments by children into the practical activity of pre-schools, providing update preschool education at present and promoting the harmonious development of the child’s personality. To achieve the purpose of the article, there has been used an analysis of psychological and pedagogical, and methodological literature on the issue, which showed that the establishing experimental activity has deep historical roots. Since, at various stages in the development of science psychologists, educators, physicians and physiologists have made invaluable contributions to the disclosure of the phenomenon of the experimental work. Thus, they considered the patterns of mastering it by children, its impact on the development of pupils and improving the quality of the educational process in the preschool establishment. It should be emphasized that the numerical amount of educational views, practical and methodological recommendations for making science experiments by children is relevant and appropriate for the present. The authors have analyzed the current scientific works containing the interpretation of the terms “carrying out experiments by children”, “educational technology”, “research activities”. The article highlights the theoretical and methodological aspects of the organization of carrying out experiments by children as educational technology in preschool education. The authors reveal the meaning, content and structure of conducting, methods and forms of research and experimental activities of preschool children, in nature in particular; they also show that specially organized research activities allow children to obtain information about objects or phenomena studied, and the teacher to make learning maximum efficient, satisfying the natural curiosity of preschoolers and developing their cognitive activity. It’s been determined that in terms of accessibility and rational use carrying out an experiment by children should be considered as sensible and practical activities, and a set of relationships between a child and the material world. In addition, practical transformation of nature, its objects and certain phenomena largely assumes the character of experimenting.
9
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The Objectively and Subjectively Measured Level of Managerial Competencies as the Basis for Andragogical Counselling

75%
Pavlík R.
The New Educational Review
|
2021
|
vol. 65
110-121
EN
The study is a part of the research on the couching method as a tool for adult personality development related to the managerial potential development. The aim was to find out differences between subjectively and objectively measured levels of managerial potential in a research sample and to compare differences in their positions as managers and non-managers. The study was based on the conception of managerial potential development. The article gives results of the Hogan Personality Inventory (HPI) where the managerial potential was measured in seven competencies. The results were compared with the research sample’s self-assessment in a questionnaire of own design. The finding was that managers achieved better results in objectively measured competencies than in subjectively measured competencies. They scored highest in the objectively measured managerial competence Inquisitive and lowest in the objectively measured managerial competence Adjustment. Candidates achieved better results in objectively measured competencies than in subjectively measured competencies. They scored highest in the objectively measured managerial competence Interpersonal Sensitivity and lowest in the objectively measured managerial competence Adjustment. In subjective self-assessment, managers achieved higher mean scores than candidates in the competence Ambition. Managers, again, scored higher than candidates in subjective assessment of the competence Inquisitive. In subjective assessment, candidates scored highest in the managerial competence Interpersonal Sensitivity and lowest in the managerial competence Learning Approach. There were no statistically significant differences between managers and candidates for managerial positions in the managerial potential.
10

СПЕЦИФІКА АМЕРИКАНСЬКОЇ ПЕДАГОГІЧНОЇ ДУМКИ КІНЦЯ ХІХ – ПОЧАТКУ ХХ СТ.

63%
Куліченко А.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 8(42)
24-33
EN
The article deals with the peculiarities of the American pedagogical ideas at the end of the ХІХth – the beginning of the ХХth centuries, considering ideas of pragmatic pedagogy by such representatives as W. James, F. Parker, E. Thorndike, F. McMurry, P. Monroe. There are the following theoretical methods that are used in the article: analysis, synthesis, generalization, classification, interpretation of historical and pedagogical sources with the purpose to decide the status of the problem and its correlation with important scientific researches of our time. The author points out that the end of the XIXth century in the US has marked a turning point for the pragmatic pedagogy, which principles differ from the traditional educational paradigm. Besides, the article proposes the number of the brightest pragmatic pedagogy representatives. Among them there are W. James (the main aims of the new pedagogy are: to provoke interest – to foresee – to prepare – to impart knowledge – to fix a result – to promote further development; the best method of teaching is a comprehensive information review with the help of multiple repetition that, as a result, turns into a habit; the interest is a continuation of unconditioned instincts); E. Thorndike (education is an organization of stimulus and response; three laws of learning: the law of readiness, the law of exercise and the law of effect); F. McMurry (the factors that influence the educational process: achievement of certain goals, extrapolation of ideas, formulation and usage of ideas, evaluation of the statement correctness and importance, memorizing, providing with a positive attitude to knowledge, stimulation of personality development); P. Monroe (modification of the school curriculum according to the social development needs) and others. As for the prospects for further research, they are connected with the comparison of the American pragmatic pedagogy and Ukrainian pedagogy at the end of the ХІХth – the beginning of the ХХth centuries. We could distinguish similarities and differences, trace the implementation of the American educational ideas into the educational process of the Ukrainian schools during the named period.
11
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Contemporary Parenthood. The Meaning of Mother and Father in the Child’s Life

63%
PIOTROWSKA M.
Wychowanie w Rodzinie
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2014
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vol. X (2/2014)
385-398
PL
Współcześnie coraz częściej wskazuje się, iż rola obojga rodziców w prawidłowym rozwoju osobowości dziecka jest istotna i ważna. Bliskość, serdeczność, bezpośredniość i intymność wzajemnych relacji rodzice – dziecko, pozwala na ukształtowanie prawidłowej osobowości jednostki, zdolnej kochać i nawiązywać serdeczne oraz trwałe kontakty z innymi ludźmi. Rodzina jest jakby „kolebką” rozwoju osobowości każdego przychodzącego na świat dziecka. To na jej gruncie kształtuje ono mowę, język, uczucia i postawy wobec najbliższych i otaczającego świata. Na tej też drodze rodzina wprowadza dziecko w świat kultury i przygotowuje do udziału w życiu społecznym. Rodzicielstwo dzisiaj ma charakter coraz bardziej świadomy. Dzieci coraz rzadziej traktuje się jako „dar od Boga”, a raczej są postrzegane jako „dzieci chciane”, „zaplanowane”. Ponowoczesność stawia przed współczesnymi matkami i ojcami wiele wyzwań i zadań na drodze do urzeczywistnienia swojego rodzicielstwa. W artykule autorka podejmuje refleksję nad niektórymi z nich, stara się wskazać zarówno szanse, jak i zagrożenia wpisane we współczesne bycie rodzicem. Odpowiedzialne rodzicielstwo oznacza nabycie przez rodziców umiejętności poważnego przeorientowania swojego życia; chodzi też o zdobycie się na wysiłek samokontroli i czuwania nad tym, by towarzyszyć dziecku w jego dorastaniu. Aktywna obecność rodziców na każdym etapie rozwojowym dziecka, pozwala mu na sprostanie stawianym wymaganiom/ zadaniom oraz osiąganie coraz wyższego poziomu dojrzałości.
EN
The role of both parents is essential in the proper development of the child’s personality. Closeness, warmth, directness and the intimacy of parents-children relationship, enable the proper formation of the child’s personality; an individual who is able to love and make warm and permanent contacts with other people. The family is the cradle of personality development of each child born to this world. It is on the basis of family that enables the child to form speech, language, emotions and attitudes towards the people closest to it and to the surrounding world. The family introduces the child to the world of culture and prepares him for participation in social life. Parenthood is of more importance in today's consciousness. Children are perceived not as “a gift from God”, but rather as “planned or expected children”. Responsible parenthood means acquiring the skills for the reorienting of the parents’ life, and the effort of self-control and to be on the alert in accompanying the child in his growing up. Active parental presence at every stage of the child’s development enables it to complete the required tasks and gain the upper level of maturity. Parents are obliged to do a lot more than just to welcome the child to this world. Mature parenthood demands patience, engagement and attention but most importantly immense love and devotion which are missing when it comes to contemporary parents “embedded” in “Fast culture”.
12

Studia w doświadczeniu biograficznym absolwentów pedagogiki

63%
Urbaniak-Zając D.
Teraźniejszość – Człowiek – Edukacja
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2014
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vol. 66
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issue 2
91-106
PL
Autorka przedstawia interpretację fragmentów wywiadu przeprowadzonego z absolwentką studiów pedagogicznych. W interpretacji przyjęte zostały główne założenia metody obiektywnej hermeneutyki. Celem analizy jest rekonstrukcja doświadczania minionego procesu studiowania, przy czym przyjmuje się, iż w biograficznym doświadczeniu odzwierciedla się praktyka akademicka, dzięki czemu możliwe jest – co najmniej częściowe – odsłanianie warunków uczenia się studentów. Doświadczenia związane ze studiowaniem były raczej powierzchowne (tendencja do „scalania”, a nie do różnicowania wspomnień, co wskazuje na niewielkie znaczenie biograficzne), a tym samym studia pedagogiczne nie mają charakteru formacyjnego, nie kształtują u absolwentów specyficznego habitusu. Są okresem uczenia się, zasadniczo nie różniącym się od wcześniejszych etapów nauki szkolnej. Należy wkuwać, a rozwój osobowości studentów dokonuje się przez „zarażanie się” od wykładowców ich pasjami, bez wysiłku własnego. Podczas opowiadania o studiach osobie, będącej nauczycielem akademickim, absolwentka reprodukuje styl komunikacji, którego nauczyła się na studiach – cechuje go ogólnikowość. Za dużą ogólnością sformułowania może kryć się pustka. Dzieje się tak wówczas, gdy owe sformułowania nie wiążą się z doświadczeniami studenta (m.in. intelektualnymi), co miało miejsce w analizowanym przypadku. Czynnikiem dynamizującym aktywność oraz wybory podejmowane podczas studiów i po ich zakończeniu były doświadczenia z życia prywatnego.
EN
The author presents the interpretation of the fragments of the interview conducted with a graduate of pedagogical studies. The assumptions used in the interpretation were the main assumptions of the method of the objective hermeneutics. The aim of the analysis is the reconstruction of experiencing the past study process, with the assumption that the biographic experience reflects the academic practice, thanks to which it is possible – at least partially – to disclose students’ learning conditions. Experiences connected with studying were rather superficial (tendency of “merging” memories and not their differentiation, which indicates insignificant biographic experience), and at the same time they do not have a formation character and do not shape a specific habitus among the graduates. They are a period of learning, which is not significantly different from the earlier stages of the school learning. What should be done is swotting and the students’ personality development is made by “getting infected” with professors’ passions, without making their own effort. A graduate talking about their studies to an academic teacher, reproduces the communication styles that they have learnt at university – its main characteristic is generalization. What can be hidden behind big generalization can be emptiness. It happens when the analysed experiences are not connected with students’ experiences (amongst others intellectual ones), which took place in this case. The factor that dynamises activity and choices made during studies and afterwards were the experiences from private life.
13

cloud technology, educational project, research project, information and communication project, mathematical statistics, modern information technologies, Google Apps, future psychologists

51%
Любов П.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 9(63)
137-150
EN
The article reveals the essence of training Ukrainian education managers as a significant social group, which has not only special managerial knowledge, technology and intuition, but is also able to define the culture of the organization of the educational system by means of important components of personal culture, has a national management style and behaviour, and considers his education institution as a specific pedagogical system, operating on the market of educational services. The process of education manager training requires rethinking of the nature of their preparation, the use of philosophy, pedagogy, psychology, age physiology, genetics, molecular biology, religion, art. Taking into consideration the universal for the entire system of knowledge about the man and society in pedagogy there have been formed such scientific approaches in the preparation of the education manager: personal, personal-social, activity, relative. The identity of the manager is the main determinant of an effective innovative development of educational institution. It forms the organization objectives, provides resources, plans and implements a stable and successful development. The modern pace of life requires a change of leadership training from the position of state personnel policy on the principles of innovative development. We believe that the modernization of management training in Ukraine should be based on scientific research, innovative management models, structures, modern achievements of the leaders and practitioners around the world. In order to become and to be a professional manager he/she should have the ability and desire for continuous improvement to achieve the highest level of professional competence, the ability of self-development, self-education, self-improvement based on the awareness of the image of I-professional and professional identity. It is concluded that managers training should be based on programmes, taking into account the future needs of economy and enterprises; directed at the mastery of professional knowledge on management organization, finance, marketing, psychology, pedagogy, mathematics and logic; prepare future manager to work on international labor market; ensure the full development of the personality of a future manager and mastering the knowledge and skills necessary for effective professional activity.
14
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Гносеологический аспект коммуникативного моделирования личностных конструктов в формате методологического синтеза

51%
Tokareva N.
Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy
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2016
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issue 3(20)
EN
The article is dedicated to urgent problem of reconsideration of methodological content of possibilities of variative modelling of personality development in the existing social space. Perspective of approval of system-and-integrated paradigm of interpretation of psychic phenomena, which allow to comprehend specificity of non-linear modelling of modern human being’s personal profile in terms of multifactor and diverse social and cultural influences, as postnonclassical basis of investigations of personality development was proved. Principles of existential and humanitarian anthropology, methodological settings of structuralism and social constructivism, methodological measurements of postmodernism have been chosen as implicated determinants of the concept of modeling personality constructs. The author regards personality constructs modelling as an act of continuous formation and transformation of subjective psychic reality – unique model (image, concept) of personal measurements of social and cultural space
PL
Artykuł poświęcony jest rzeczywistym problemom przemyślenia metodologicznej zmiennej wartości, możliwości modelowania jednostki w zmieniającym się środowisku społecznym. Udowodniono prognozujące potwierdzenie jako podstawę postklasycznego badania rozwoju osobistego systemu – integracyjnego paradygmatu interpretacji zjawisk psychicznych, co pozwala zrozumieć specyfikę modelowania nieliniowego profilu osobowości współczesnego człowieka w wieloczynnikowym i wielokierunkowym wpływie społeczno-kulturowym. Proces modelowania autorskiego konstruktu osobistego występuje jako akt tworzenia transformacji subiektywnej rzeczywistości psychicznej. Jest on unikalnym modelem osobowego wymiaru przestrzeni społeczno-kulturowej
15
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Młodzież a wirtualna osobowość naszych czasów – nowy wymiar „stawania się” czy destrukcja tożsamości? Refleksja na kanwie wybranych źródeł

51%
Wysocka E.
Dydaktyka informatyki
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2021
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vol. 16
11-20
PL
W artykule przedstawiono główne problemy związane z kształtowaniem się tożsamości/osobowości młodzieży. Autorka stawia tezę o ścisłym powiązaniu osobowości online i offline, wskazując jednocześnie, że nowe media stanowią samoistne źródło zagrożenia dla rozwoju młodego pokolenia. Wskazuje, że wynika to zarówno z mrocznej strony osobowości wirtualnej, jak i jej dominacji w procesie stawania się osoby. Przywołuje wybrane badania (E. Aboujaoude, M. Spitzer, G. Small, G. Vorgan) argumentujące tezę o różnym znaczeniu (pozytywnym lub negatywnym) Internetu/nowych mediów dla rozwoju osobowości. Stawia tezę o konieczności refleksyjnego kontrolowania ich wpływu na rozwój osobowości młodych ludzi.
EN
The article presents the main problems related to the formation of the identity/personality of young people. The author puts forward a thesis about the close connection between on-line and off-line personalities, while pointing out that the new media constitute an autonomous source of threat to the development of the young generation. She indicates that this is due to both: the dark side of the virtual personality and its domination in the proces of becoming a person. She recalls several studies (E. Aboujaoude, M. Spitzer, G. Small, G. Vorgan) confirming thesis about the different significance (positive or negative) of the Internet/new media for the personality development. In the final conclusion, she points to the need to reflectively control their influence on the development of young people’s personality.
16
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Metacechy osobowości Stabilność i Plastyczność rodziców, a obierane przez nich cele wychowawcze wobec ich dzieci w wieku przedszkolnym

38%
Borkowska M.
Studia z Teorii Wychowania
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2018
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issue 4 (25)
195-235
EN
The aim of the research presented in the paper was to determine the co-occurrence of the personality metatraits of the Stability and Plasticity of parents described in the Circumplex Personality Model CPM of Włodzimierz Strus, Jan Cieciuch and Tomasz Rowiński with the parental goals they set for pre-school age children. The study sought to answer the following questions: What parental goals are most often chosen by parents of pre-school children, depending on the level of parents' Alfa-plus (Stability) personality metatrait? What parental goals are most often chosen by parents of pre-school children, depending on the level of metatraits of the Beta-plus personality (Plasticity)? The research sample was 128 adults, parents of preschool children (3-6 years). The research was conducted via the Internet, using the University System of On-line Research, operating at the Cardinal Stefan Wyszyński University in Warsaw. The algorithms used for the analysis were: a) text-mining, b) cluster analysis and c) decision trees. The relationship between the parents' personality traits of the Alfa-plus (Stability) and Beta-plus (Plasticity) was revealed, and the positive and negative parental goals they choose. The main result of the study was that parents promote the development in children personality traits similar to theirs, and counteract the development of opposite personality traits. The effect was observed in both groups of parents (having the highest results in the Alfa-plus traits, and having the highest scores in terms of Beta-plus traits).
PL
Celem zaprezentowanych w pracy badań było określenie współwystępowania metacech osobowości rodziców Stabilności i Plastyczności opisanych w Kołowym Modelu Metacech Osobowości CPM autorstwa Włodzimierza Strusa, Jana Cieciucha i Tomasza Rowińskiego, z celami wychowawczymi obieranymi przez nich wobec dzieci przedszkolnych. W pracy poszukiwano odpowiedzi na następujące pytania: Jakie cele wychowawcze obierane są najczęściej przez rodziców dzieci w wieku przedszkolnym, w zależności od poziomu metacechy osobowości Alfa-plus (Stabilności)? Jakie cele wychowawcze obierane są najczęściej przez rodziców dzieci w wieku przedszkolnym, w zależności od poziomu metacechy osobowości Beta-plus (Plastyczności)? Badana próba to 128 osób dorosłych, rodziców dzieci w wieku przedszkolnym (3-6 lat). Badanie zostało przeprowadzone przez Internet, przy użyciu Uniwersyteckiego Systemu Badań On-line, działającego na Uniwersytecie Kardynała Stefana Wyszyńskiego w Warszawie. Do analizy wykorzystano algorytmy: a) text-mining, b) analizę skupień oraz c) drzewa decyzyjne. Ujawniono związek pomiędzy cechami osobowości rodziców Alfa-plus (Stabilnością) i Beta-plus (Plastycznością), a obieranymi przez nich celami wychowawczymi pozytywnymi i negatywnymi. Głównym wynikiem badania było wykazanie, iż rodzice promują wystąpienie u dzieci cech osobowości podobnych do swoich, a przeciwdziałają pojawieniu się cech osobowości przeciwnych, co zaobserwowano u obu grup rodziców (posiadających najwyższe wyniki w zakresie cechy Alfa-plus, oraz posiadających najwyższe wyniki w zakresie cechy Beta-plus).
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