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Wartości podstawowe a preferencje ideologiczne i decyzje wyborcze w wyborach do Sejmu 2011

100%
Pilch I.
Political Preferences
|
2012
|
issue 3
127-144
EN
Recently, researchers have shown an increased interest in examining the impact of individual characteristics of voters (personality traits, attitudes and personal values) on a political choice. The aim of this paper is to examine the relationships between voters› basic values, their political orientation and voting behavior in Polish national election in 2011. Personal values were treated as a cognitive representations of desirable, abstract goals. According to Schwartz's theory, there are 10 basic, universal values (power, achievement, hedonism, stimulation, selfdirection, universalism, benevolence, tradition, conformity, and security), organized into four higher-level types (conservation, openness to change, self-transcendence and self-enhancement). To assess the participants› basic values, the Schwartz's Portrait Value Questionnaire was used. Comparisons between the groups of voters were made using the ANOVA method and the Tukey's post-hoc tests. The results of the study indicate that right-wing voters scored higher in tradition, conformity and benevolence and lower in self-direction, achievement, stimulation and hedonism than left-wing and centre voters. Voters' political party preferences were associated with distinct value profiles. According to the results of the research, voters' personal values can be important for understanding and predicting voting behavior.
2
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Preferowane wartości podstawowe a zachowania wyborcze w elekcji parlamentarnej 2015 roku

100%
Turska-Kawa A.
Political Preferences
|
2016
|
issue 12
105-119
EN
The presented research is part of the pursuit of psychological determinants and factors differentiating between voting behaviors and ideological preferences of Polish voters. Many empirical studies prove the existence of significant relations between the values preferred by a person and the person’s behaviors, which also has its robust evidence in the area of studies on electoral behaviors. The aim of the article is to analyze the system of higher-order values (conceptualized by Shalom Schwartz) of the 2015 parliamentary election electorates and individuals with different ideological self-identifications. The obtained results point to several interesting issues, e.g. they show the weakest preference for strength ening oneself, common for all the electorates, and the most contrasting system of values represented by the voters of the Kukiz`15 group.
3
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Poczucie koherencji a wartości podstawowe u kobiet z anoreksją i bulimią psychiczną

63%
Wiatrowska A.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
|
2017
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vol. 30
|
issue 1
EN
The major purpose of the studies was to search for the relations between the sense of coherence and its dimensions on the one hand, and preferences of basic values in women with eating disorders on the other. The studies made use of the Portrait Values Questionnaire (PVQ-R2) by Schwartz and the Life Orientation Questionnaire (SOC-29) by Antonovsky. 40 women with anorexia nervosa and 40 with bulimia nervosa were included within the study, according to the criteria ICD-10. There were statistically significant differences in the sense of coherence and preference of basic values in women with anorexia and bulimia as well as in the structure of relations between them. The obtained results confirm the validity of the differentiation of the studied women due to the form of an eating disorder. The knowledge of the value system of women with eating disorders may have a significant importance in explaining the general immunity resources and adaptive possibilities.
PL
Zasadniczym celem podjętych badań było poszukiwanie zależności między poczuciem koherencji i jego wymiarami a wartościami podstawowymi u kobiet z zaburzeniami odżywiania. W badaniu wykorzystano Portretowy Kwestionariusz Wartości (PVQ-R2) Schwartza oraz Kwestionariusz Orientacji Życiowej (SOC-29) Antonovsky’ego. Badaniami objęto 40 kobiet z anorexia nervosa oraz 40 z bulimia nervosa według kryteriów badawczych ICD-10. Istotne statystycznie różnice wystąpiły w poczuciu koherencji i hierarchii wartości podstawowych u kobiet z anoreksją i bulimią oraz w strukturze powiązań między nimi. Uzyskane wyniki potwierdzają zasadność dokonanego zróżnicowania badanych kobiet ze względu na postać zaburzeń odżywiania. Znajomość hierarchii wartości u kobiet z zaburzeniami odżywiania może mieć istotne znaczenie w wyjaśnianiu ogólnych zasobów odpornościowych i możliwości adaptacyjnych.
4
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The tasks of basic education for adults 2017 in Finland in the light of basic values, assessment and support for learning

45%
Suwalska A.
Studia z Teorii Wychowania
|
2021
|
vol. XII(2 (35))
131-145
EN
Abstract: The article presents an overview of the tasks in National Core Curriculum for Basic Education for Adults 2017, introduced during period of Juha Sippila government, taking curriculum research into account and investigates basic values, assessment with support for learning. The article describes the conditions, the scope of active, curricular educational change and its anticipated social effects. Viewed from the perspective of curriculum, students are well prepared to function as active citizens and members of their communities. There is put an emphasis on the uniqueness of students and the right to good teaching in which adults as students have the right to self-development in schools which promote the understanding of the students’ identity, their philosophy of life and worldviews as a part of students’ continuous development. Adult students are prepared to perceive different viewpoints, answer for unexpected questions and support their own ideas and points of view.
PL
W artykule przedstawiono przegląd zadań zawartych w Krajowej Podstawie Programowej Kształcenia Podstawowego dla Dorosłych w 2017 r. wprowadzonej w okresie rządów Juha Sippili. Przewidziano skutki społeczne proponowanej zmiany edukacyjnej. Dokument analizuje podstawowe wartości demokratyczne charakterystyczne dla edukacji dorosłych, podkreśla ich wyjątkowość, prawo do samorozwoju i dobrego nauczania. Promuje kulturową różnorodność uczniów, ich filozofię życiową, doświadczenie i światopogląd, przygotowuje do uwzględniania różnych punktów widzenia, udzielania odpowiedzi na pytania oraz podawanie własnych pomysłów. Z perspektywy programu nauczania dojrzali uczniowie są wyposażeni w kompetencje kluczowe i dobrze przygotowani do aktywności obywatelskiej w swojej społeczności.
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