Search results

1

Organizational Ambidexterity, Exploration, Exploitation and Firms Innovation Performance

100%

Popadić M., Černe M., Milohnić I.

Organizacija

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2015

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vol. 48

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issue 2

112-119

EN

Background and Purpose: The construct of organizational ambidexterity (OA) has attracted the growing attention in management research. Previous empirical research has investigated the effect of organisational ambidexterity on performance from various perspectives. This study aims to resolve the contradictory previous research findings on the relationship between organisational ambidexterity and innovation performance. We unpack this construct with combined dimension of ambidexterity, which relates to a combination of high levels of both exploration and exploitation (introduction of products or services that were new to the market and new to the firm). Methodology: We frame our ambidexterity hypothesis in terms of firm’s innovation orientation. The hypothesis is tested by using Community Innovation Survey (CIS) 2006 micro data at the organizational level in twelve countries. To operationalize an ambidexterity and firms innovation outcome, we used self-reported measures of innovativeness. Results: To test our hypothesis, we developed a set of models and tested them with multiple hierarchical linear regression analyses. The results indicate that exploration and exploitation are positively related to firm’s innovation performances which supports our assumption that both are complementary. Furthermore, we find that above and over their independent effects, through combining them into a single construct of organizational ambidexterity, this variable remains negatively and significantly related to innovation performance. Conclusion: These results provides the managers with an idea of when managing trade-offs between exploration and exploitation would be more favorable versus detrimental. For firms with lower organizational ambidexterity, the relationship between exploration-exploitation and the firm’s innovation performance is a more positive one.

2

Techniki jakościowe w badaniu środowiska niszowego. Grupy trenujących capoeirę - brazylijską sztukę walki-tańca

100%

Kolbowska K.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2013

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vol. 14

305-321

EN

The article is focused on the description of the capacity and restrictions of qualitative research methods in inaccessible and tight communities. These types of communities have the tendency to isolate themselves and become challenge for a researcher. The goal in the investigation was the exploration and the creation of an elaborate picture of capoeira groups in Poland. In this leading research, the problem was how the primeval, symbolic substance transposed from its original source to another culture changes. Such substance becomes trivialised in the process of transposition, since it is deprived of its natural context. The first part of my doctoral dissertation describes the history and the social setting of the Brazilian martial art capoeira in which it has evolved. The second part presents the investigation into capoeira groups in Poland. The case of the Warsaw group which the researcher looked into, unveiled the process of adaptation of the culture of capoeira and group development based on the rules of this martial art's symbolic universe. The article deals with the problem through interpretation of this social phenomenon as an example of alternative culture and an aesthetic community. The text then goes on to consider “me as the researcher” who plays the double role as a participant and an observer. Thereafter the research shows the advantages of using the participant observation and casual interviews. Then the article includes an analysis of the stage of specification of research tools. It describes unforeseen situations during the investigation process and strategy of data analysis. At the end of the text the author deals with the problem of analytical categories, and presents conclusions.

3

Exploration and discovering in a heuristic play

100%

Pernal K.

Problemy Opiekuńczo-Wychowawcze

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2019

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vol. 578(3)

32-47

EN

The article presents the results of own research, which were aimed at verifying whether and to what extent children initiate a free and spontaneous research and discovery activity in contact with everyday objects and waste materials. Research problems were formulated regarding heuristic strategies manifested in the course of children's play with everyday objects, cognitive activities in heuristic play and typologies of creative attitudes revealed in this kind of play. The observation method was used in the studies. The obtained empirical data allowed for the identification and determination of cognitive activities and types of creative attitudes manifesting in the heuristic play taken by children. The conclusions from the research indicate that fun creates the possibility of not only researching or discovering new properties, functions, features or essence of objects, but also enables shaping various creative skills of children, which manifests itself in specific types of creative attitudes. The typologies chosen and the proposed solutions can be fair in the process of learning and diagnosing the child's development as well as his work in pre-school education.

4

The experience and exploration of worlds in single-player video games

88%

Wolf M. J. P.

Images. The International Journal of European Film, Performing Arts and Audiovisual Communication

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2021

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vol. 29

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issue 38

223-230

EN

The author indicates a few of the most common experiences that are encountered, particularly in single-player open-world games where exploration of the world plays a large part of the enjoyment of a game. The experiences mentioned in the essay are: arrival in the world, the gaining of an objective, the revelation of the expansiveness of the world, the first contact with the world’s residents, world routines, travel to the world’s boundaries, and the completist’s exhaustion of the world when one has seen and experienced everything.

5

Poszukiwania soli w Polsce w drugiej połowie XVIII wieku

88%

Danowska E.

Kwartalnik Historii Nauki i Techniki

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2014

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vol. 59

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issue 3

105–117

EN

Following the First Partition in 1772, Poland lost the salt mines in Wieliczka, Bochnia and in the territory of Ruthenia to Austria. This was a serious blow to the economy, because since then, it became necessary to import salt, which was primarily taken advantage of by the Royal Prussian Maritime Trading Company (Pruska Kompania Morska) importing it from Austria. King Stanislaw August Poniatowski tried to initiate the exploration and exploitation of salt in the areas where it could be profitable. To this end, he ordered the exploration to Filip Carosi and Stanislaw Okraszewski, among other. The salt-works of the Castellan of Łuków, Jacek Jezierski in the town of Solec, in the Łęczyckie Region, active since 1780, was a private investment. Leopold von Beust's Joint Stock Company obtained salt from a brine near the town of Busko, and The Domestic Persons Company (Kompania z Osób Krajowych) - from a brine in the town of Rączki on Pilica river. In 1782, the King appointed The Ore Commission (Komisja Kruszcowa), consisted of twelve commissioners, in order to conduct the exploration for minerals, including salt, their extraction and further administration. The Crown Treasury Commission (Komisja Skarbu Koronnego), a magistracy dealing with, among others, the economy of the country in a broad sense, was also involved in the exploration and exploitation of salt. At its command, in the summer of 1788, Tadeusz Czacki made a tour of the Kielce region in search of traces of salt. In view of the important events of the Four-Year Sejm (Sejm Czteroletni) and the subsequent loss of independence, the subject of salt exploration had to be abandoned.

6

Wymiary tożsamości a satysfakcja z życia u studentów i pracujących

88%

Karaś D., Kłym M., Wasilewska Ż. M., Rusiak D., Cieciuch J.

Studia Psychologica

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2012

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issue 12/1

25-45

EN

The main aim of presented study was to examine the relationships between satisfaction with life (Diener, 1984) and five identity dimensions distinguished by Luyckx (Luyckx, Goosens, Soenens, & Beyers, 2006, Luyckx et al., 2008): commitment making, identification with commitment, exploration in breadth, exploration in depth and ruminative exploration. The participants were 417 students and workers aged 19–27. The results indicated significant relationships between identity dimensions and life satisfaction and also showed the differences between students and workers group: in student sub-sample significant appeared to be the connection between exploration in breadth and satisfaction with life, and in worker sub-sample the connections of life satisfaction and exploration in depth. Moreover, in both sub-samples the significant links between satisfaction with life and ruminative kind of exploration were reported. it was also found, that identification with commitment mediates the relationship of commitment making and life satisfaction.

7

Off-time higher education as a risk factor in identity formation

75%

Piotrowski K., Kaczan R., Rękosiewicz M.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

299-309

EN

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: (1) full-time university studies (BA or MA level), (2) part-time university studies (BA or MA level), and (3) full-time post-secondary school (certificate courses such as: medical rescue, massage therapy, cosmetology, occupational therapy). Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students.

8

Social participation, identity style and identity dimensions in late adolescence among students of three types of vocational schools

75%

Kaczan R., Brzezińska A. I., Wojciechowska J.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

310-321

EN

Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al. (2008), the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools (n=271), technical upper secondary schools (n=448), and specialized upper secondary schools (n=253). Three questionnaires were used: The Dimensions of Identity Development Scale (DIDS/PL), which measures five identity dimensions according to the concept of Luyckx, Schwarz, Berzonsky et al. (2008), Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski (see Rękosiewicz, 2013b), enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 (ISI-4) authored by A. Senejko (2010), to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative.

9

The Impact of Entrepreneurial Orientation on the Performance and Speed of Internationalization

75%

Freiling J., Lütke Schelhowe C.

Journal of Entrepreneurship, Management and Innovation

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2014

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vol. 10

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issue 4

169- 199

EN

Entrepreneurial orientation has emerged as a major construct in entrepreneurship literature. However, existing definitions of entrepreneurial orientation mainly focus on explorative behavior like innovativeness, proactiveness and risk-taking. Based on the long tradition of research on entrepreneurial functions, we argue that exploitative activities are no less an entrepreneurial endeavor than explorative activities. Following this understanding, we elaborate a broader conceptualization of the entrepreneurial orientation construct. In an empirical study with 346 established companies, we explore its effect on the performance of internationalization. Entrepreneurial orientation in its broader conceptualization positively influences the international performance and the effect is by far stronger than the one observed in existing studies. The reason for this is that both explorative and exploitative dimensions matter and equally drive the international performance. Entrepreneurial orientation positively influences the growth of the international activities as well. However, its effect is much lower. Whereas the explorative dimensions tend to foster the international growth, the exploitative dimensions do not show any effect.

10

Identity and markers of adulthood: the relationship between two constructs

75%

Brzezińska A. I., Piotrowski K.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

254-265

EN

The article presents both the classical and contemporary approaches to the analysis of identity formation. Special emphasis has been placed on the processual approach, in which identity is regarded as a dynamic construct that remains in constant, mutual relations with personal and contextual factors. Since research on identity has been predominantly based on studies conducted on individuals in adolescence and early adulthood, i.e. in the time of transition to adulthood, the article focuses on adulthood markers that may be found in this particular phase of human development. The authors have distinguished different markers of adulthood (transitions to adult roles, psychosocial maturity, sense of adulthood) and have described their links to identity. In the conclusion of the present paper, it has been stressed that future research on identity should to a large extent include factors originating from these different categories of conditions, and that researchers ought to consider the interactions of these factors as predictors of identity formation.

11

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

75%

Piotrowski K.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

266-276

EN

In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

12

Sur les traces du vagabond dans les textes beauvoiriens : exploration du monde et découverte de l’autre

71%

Ledwina A.

Quêtes littéraires

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2014

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issue 4

85-93

EN

Simone de Beauvoir – a writer, journalist, and philosopher, a pioneer of modern feminism, a collaborator and life partner of Jean-Paul Sartre, was also a tireless traveller, who embarked on numerous journeys described in her autobiographical accounts and correspondence. The author of The Second Sex invariably seeks new sensations and is attracted to other people. Memories of visits to foreign countries are characterized by detailed descriptions and exploration of the world. Each destination is presented from the viewpoint of aesthetics, avoiding interactions with the local population. Over time, under the influence of her trips, Beauvoir becomes aware of the complexity of "the Other" and the need to support people and reject own isolation. Her writing becomes involved, subjective, and empathetic, reflecting growing interest in the problems of other people and sensitivity to social injustice and ideological issues. The shrewd observer searches for the meaning of life and her own "self". The universal dimension of the human condition appears to be far more important than individual experiences of the previously egocentric woman.

13

Zabawy i zabawki wieku wczesnodziecięcego we współczesnym świecie

63%

Sadowska K.

Edukacja Elementarna w Teorii i Praktyce

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2018

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vol. 13

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issue 3(49)

139-155

PL

Przedmiotem opracowania są zabawy oraz zabawki wieku wczesnodziecięcego we współczesnym świecie. Celem autorki jest ukazanie wybranych problemów związanych z tendencją do wczesnej inicjacji technologicznej dziecka. Obecnie dzieciństwo w dużej mierze rozgrywa się w cyberprzestrzeni, a świat małego dziecka jest w coraz większym stopniu wirtualny. Współczesne dziecko, w przestrzeni fizycznej i społecznej bez udziału technologii, bawi się wtedy, gdy ma rozważnego rodzica, gdy jest pod opieką żłobka lub przedszkola – gdy znajduje się w przestrzeni instytucji, bowiem poza cyberprzestrzenią dzieciństwo osadzone jest współcześnie w środowisku instytucjonalnym. Ponadto w artykule poruszono problem nadmiernej dydaktyzacji dzieciństwa, która doprowadziła do tego, że zabawa jest przywilejem dzieci w wieku wczesnodziecięcym oraz przedszkolnym. W okresie późnego dzieciństwa dzieci są w dużej mierze pozbawiane przywileju bawienia się, bowiem cywilizacja przyspieszenia bardzo wcześnie „uciemięża” dziecko zbieraniem punktów, myśleniem o przyszłej karierze zawodowej czy też szkolną rywalizacją. W opracowaniu przedstawiono także prorozwojowy aspekt zabawy dziecka w wieku do 3. roku życia oraz scharakteryzowano koncepcje pedagogiczne i psychologiczne akcentujące znaczenie eksploracji i swobodnej zabawy w życiu dziecka. Podjęto tu też refleksję nad instrumentalizacją współczesnej zabawy poprzez wprowadzanie dziecka w świat zabawek elektronicznych.

EN

Plays and toys of the early childhood age in contemporary world are the subject of this study. Portraying chosen problems associated with tendencies of the early technological initiation of the child is a purpose of the author, since “the childhood largely is taking place in the cyberspace – the world of the small child is increasingly virtual (…)”. A contemporary child, in the physical and social space without the participation of technology, plays when the parent is prudent, when the child is in the preschool or nursery school - when he/she is in the space of an institution, because - apart from the cyberspace - today childhood is settled in the institutional environment. The author also discusses the exaggerated use of didactic activities in early childhood, reaching the conclusion that play should be a privilege of children in the early childhood and preschool age. Older children, in general, are deprived of the privilege of playing, because our fast-developing civilization oppresses children, making them “collect points” and think about rivalry at school and their future professional career. The study also considers the meaning of the play in the child’s development until the agre of three, and the pedagogical and psychological concepts concerning the meaning of the exploration and free play in the life of the child. Moreover, the author is reflecting on the instrumentalization of the contemporary play by leading the child into world of electronic toys.

14

Type of social participation and identity formation in adolescence and emerging adulthood

63%

Rękosiewicz M.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

277-287

EN

This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.

15

Shame as a self-conscious emotion and its role in identity formation

63%

Czub T.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

245-253

EN

The paper presents a draft model of the relationship between shame, treated as one of the self-conscious emotions, and the identity formation process. Two main concepts of shame have been discussed here: shame as an adaptive emotion, in line with the evolutionary approach, and as a maladaptive emotion (in contrast to guilt), according to cognitive attribution theory. The main thesis of this paper states that shame has an essential, both constructive and maladaptive, importance for identity development and that its effect is indirect as it works through the mechanisms of emotion regulation. The destructive and disrupting influence of shame is not an immanent feature of this emotion, but it is a consequence of malfunctioning mechanisms of shame regulation. The association of shame with identity formation relates to the exploration dimensions – exploration in breadth, exploration in depth and ruminative exploration, as well as to commitment making and identification with commitment.

16

Průzkum v oblasti využívání multimédií v hodinách literární výchovy na 2. stupni ZŠ

63%

DOBEŠOVÁ P., SZOTKOWSKĐ R.

Edukacja-Technika-Informatyka

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2014

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vol. 5

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issue 2

218-223

CS

Článek prezentuje výsledky průzkumu, který byl orientován na zjištění současného stavu využívání multimédií ve výuce literární výchovy na 2. Stupni základní školy, například na odhalení toho, která multimédia, za jakých podmínek a jakým způsobem jsou učiteli při přípravě na výuku literární výchovy a ve výuce samotné využívána.

EN

The paper presents the results of a survey that was focused on the current state of the use of multimedia in literary education at secondary school, for example, the disclosure of which multimedia, under what conditions and how the teachers in preparation for the teaching of literary education and teaching alone used.

17

Wybór ,,make or buy” na przykładzie zarządzania geologicznymi projektami poszukiwawczymi

63%

Dmowska J.

Zeszyty Naukowe Dolnośląskiej Wyższej Szkoły Przedsiębiorczości i Techniki w Polkowicach. Studia z nauk społecznych

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2015

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issue 8

131-140

PL

Artykuł opisuje podstawowe zagadnienia związane z dokonywaniem wyboru: „make or buy”. Wybór ten jest typowym wyborem w zarządzaniu projektami, w tym projektami poszukiwań geologicznych. Artykuł opisuje główne zasoby, które biorą udział w realizacji projektu, a następnie podstawowe kryteria dokonywania wyboru, takie jak: spełnienie wymagań, koszty i czas realizacji. W dalszej części opisano fazy projektu oraz przedstawiono główne powody dokonywania wyboru „make or buy” w poszczególnych jego fazach. Mamy z nim do czynienia praktycznie na każdym etapie projektu. Szczególnie korzysta się z umiejętności i kompetencji podmiotów zewnętrznych (wybór „buy”) w fazie inicjowania projektu i jego wykonywania. Zlecenie usług specjalistycznej firmie zewnętrznej w fazie inicjowania pozwoli uniknąć problemów z realizacją projektu, gdyż nie zawsze przedsiębiorstwo potrafi przewidzieć wszystkie działania oraz związane z nimi czas i koszty. Zaangażowanie firmy zewnętrznej w wybrane zadania dotyczące wykonawstwa projektu wynika najczęściej z faktu, że przedsiębiorstwo nie posiada „na stałe” zasobów, które potrzebne mu są do wykonania projektu. Zwykle prowadzi ono działalność podstawową, do której zasoby są ściśle zdefiniowane. Realizacja projektu, który nie mieści się w ramach tej działalności wymaga dodatkowych zasobów, które trzeba pozyskać. Fazy planowania i organizowania projektu oraz jego zakończenia zwykle realizowane są przy użyciu zasobów własnych głównie z uwagi na to, że wymagają ogólnej wiedzy, zwykle dostępnej w przedsiębiorstwie. Reasumując, wybór ,,make or buy” jest nieodłącznym elementem podczas zarządzania projektami, w tym geologicznymi projektami poszukiwawczymi.

EN

The Article describes the basic issues connected with making choice: ,,make or buy”. This choice is typical in the project management, among others in geological exploration projects. The article describes also essential resources, that participate in the project realisation, and then basic criteria of the choice making, such as: performance, cost and time. Hereinafter the project phases were described and main reasons of the choice making in particular project phases were shown. We have with it to recon on every stage of the project. Especially the skills and competences of external companies (choice “buy”) are used in the initial phase of the project and its carrying out. Outsourcing the services to the specialist external company in the initial project phase could avoid problems with its realisation, because not always the enterprise can foresee all activities and its time and costs. Engagement of the external company in chosen tasks of the carrying project phase is a result of the fact, that it doesn’t possess “continuously” resources, which are used for project realisation. Usually it realises the basic activity for which it has directly defined resources. Carrying out the project, excluded from this activity, requires additional resources, which the enterprise has to acquire. Planning organisation project phases as well as closing phase usually are carried out with the use of internal resources mainly because they require general knowledge, usually available in the enterprise. In conclusion, the choice „make or buy” is the inseparable element during project management process, among others geological exploration project.

18

Aktualne problemy międzynarodowego prawa kosmicznego – wybrane zagadnienia

51%

laski m.

Rocznik Bezpieczeństwa Międzynarodowego

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2018

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vol. 12

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issue 2

140-149

EN

International space law, after years of stagnation, faces new challenges. Colonization of celestial bodies, moon mining and other human activities in outer space affect the problem of delimitation of this space. The participation of private sector in the conquest of space also requires attention.

PL

Międzynarodowe prawo kosmiczne, po latach stagnacji, staje przed nowymi wyzwaniami. Kolonizacja ciał niebieskich, górnictwo księżycowe i inna działalność ludzka w przestrzeni kosmicznej powodują zwrócenie uwagi na delimitację tejże przestrzeni. Uwagi wymaga również udział podmiotów sektora prywatnego w podboju kosmosu. Wymagać to będzie przygotowania ram prawnych dla osób fizycznych i prawnych w prawie ze swej natury przynależącego do działu publicznego a nie prywatnego.

19

Percepcja klimatu uczenia się w szkole i poczucie zaspokojenia potrzeb a tożsamość uczniów w okresie dorastania

51%

Kram A.

Edukacja

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2014

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issue 4(129)

50–61

PL

W artykule przedstawiono wyniki badania dotyczącego roli klimatu uczenia się i zaspokajania podstawowych potrzeb psychicznych, w ujęciu teorii autodeterminacji, w kontekście procesu formowania się tożsamości. Badaniu poddano 75 uczniów będących w okresie dorastania (13–20 lat), uczących się w gimnazjach i liceach ogólnokształcących, w których realizowany był tutoring. Posłużono się trzema kwestionariuszami: Kwestionariuszem klimatu uczenia się (LCQ), Skalą podstawowych potrzeb psychicznych (BPNS) oraz Skalą wymiarów rozwoju tożsamości (DIDS/PL). Wykazano, że spostrzeganie szkoły jako wspierającej autonomię ucznia oraz zaspokojenie potrzeby autonomii pozwala przewidywać większe natężenie podejmowania zobowiązań oraz identyfikacji z nimi, a niższe – eksploracji ruminacyjnej. Zaspokojenie potrzeby kompetencji okazało się natomiast istotne dla identyfikacji ze zobowiązaniami. Wykazano, że poczucie zaspokojenia potrzeb jest mediatorem pomiędzy klimatem uczenia się a wymiarami tożsamości.

XX

The paper presents the results of a study into the role of learning climate perception, satisfaction of basic psychological needs (both embedded within self-determination theory) for the process of identity development. The study group consisted of 75 adolescent students (age 13–20), who came from schools implementing the tutoring method. Three questionnaires were used: Learning Climate Questionnaire, Basic Psychological Needs Scale and Dimensions of Identity Development Scale. The results showed that perception of learning climate as autonomy supportive and satisfaction of need for autonomy results in higher level of commitment and identification with it and lower level of ruminative exploration. Satisfying the need for competence was important for identification with commitment. The sense of needs satisfaction plays a mediating role between learning climate perception and identity dimensions.

20

Regulacyjna wartość emocji wstydu w procesie kształtowania się tożsamości

51%

Czub T., Brzezińska A. I.

Psychologia Rozwojowa

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2013

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vol. 18

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issue 1

27–42

EN

In the paper we present a draft of a model capturing the relationship between shame and the identity development process. We discuss two main concepts of shame: shame as an adaptive emotion, according to the evolutionary approach, and as a maladaptive emotion, according to the cognitive attribution theory. Our main thesis states that shame has an essential, both constructive and maladaptive importance for identity development, and this effect is indirect, through the mechanisms of regulating emotions. The destructive and disrupting value of shame is not an immanent feature of this emotion, but a consequence of malfunctioning mechanisms of shame regulation. The association of shame with identity formation relates to the dimensions of exploration: in breadth, in depth and ruminative, as well as to commitment making and identification with commitment. People with a high level of shame proneness are more sensitive to information and assessment coming from signifi cant others from their nearest social environment and more self-critical. This may contribute to the increasing discrepancy or dissonance between the possessed and the desired or socially expected identity. This may also activate mechanisms of identity change and affect its relative stability.

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