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

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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.
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Wybrane uwarunkowania zadowolenia ze szkoły rodziców dzieci uczących się w szkołach podstawowych

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Kaczan R., Rycielski P., Wasilewska O.
Edukacja
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2012
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issue 4(120)
84-99
PL
Artykuł prezentuje wyniki przeprowadzonego w 2011 r. badania kwestionariuszowego dotyczącego opinii rodziców na temat edukacji przedszkolnej i wczesnoszkolnej. Przedmiotem analiz było zadowolenie z pracy szkoły rodziców, którzy mają przynajmniej jedno dziecko uczęszczające do szkoły podstawowej. Stworzono wskaźnik zadowolenia obejmujący aspekty edukacyjne, opiekuńcze oraz pracę nauczycieli. Następnie na podstawie analiz różnych sposobów organizacji pracy z dziećmi w szkole, wyłoniono pięć czynników opisujących te sposoby: (1) motywacja do nauki; (2) aktywne formy zajęć; (3) dydaktyka; (4) relacje z rówieśnikami; (5) zajęcia dodatkowe. W analizach regresji sprawdzano związki wyłonionych czynników z ogólnym poziomem zadowolenia rodziców ze szkoły. Okazało się, że najsilniejszymi predyktorami zadowolenia są: motywacja dziecka do nauki (czynnik 1) i organizowanie atrakcyjnych, aktywnych form zajęć (czynnik 2). Stwierdzono także istnienie istotnej, choć słabej, zależności pomiędzy zadowoleniem rodzica ze szkoły, a jego wykształceniem.
EN
The article presents the results from a questionnaire survey on the opinion of parents about pre-school and early school education conducted in 2011. This analysis focuses on school assessment by parents who have at least one child attending school. in analyses, five factors describing parental satisfaction emerged: child satisfaction with school, learning load attractiveness of classes, contact with peers, special classes. Regression analyses were used to examine relations between identified factors and a general assessment of satisfaction with the care and education of the child. The strongest predictors for satisfaction with care and the child’s education are child’s satisfaction with school (factor 1) and attractiveness of classes (factor 3).
3
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Factors influencing disabled people’s professional activity: personal characteristics

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Brzezińska A. I., Kaczan R., Piotrowski K., Rycielski P.
Nauka
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2008
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issue 3
EN
The following article is the third publication presenting the results of a study concerning the professional activity of handicapped people (see: „Nauka” 1/2008 and „Nauka” 2/2008). The purpose of this part of the research was to determine whether there is a relationship between professional status, life satisfaction, and various personal competencies among handicapped people. Apart from this, we also wanted to establish what conditions personal competencies by focusing on social-demographic factors and disability characteristics. The tested competencies were isolated from the administered questionnaire using a factor analysis. Seven factors were found: locus of control, level of aspiration, potential for development, effort invested in development, impulsiveness, stamina, and mood. Analysis of the results leads to the following conclusions: (1) personal competencies are significantly related to professional activity for handicapped people, as is level of life satisfaction, (2) personal competencies are related to external factors shaping the development of handicapped people, such as: dwelling, gender, level of disability, and type of disability.
4
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Social participation, identity style and identity dimensions in late adolescence among students of three types of vocational schools

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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.
5
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Factors influencing disabled people’s professional activity: personal and social capital

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Brzezińska A. I., Kaczan R., Piotrowski K., Rycielski P.
Nauka
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2008
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issue 2
EN
The following article is the second in a series (see „Nauka” 1/2008) presenting the results concerning the relationship between personal and social capital and level of life satisfaction among disabled people engaged in various professions. Personal capital is constructed on the basis of early socialization experiences within the family such as: number of responsibilities set by parents, degree of freedom, independent decision making, and parent-child relations. Social capital includes: respondent’s level of education (measured by years of studies), parent’s education, number of acquaintances, number of disabled people among acquaintances, family’s reaction to respondent’s needs and problems, and respondent’s perception of family support. Personal capital is an important predictor of life satisfaction among three subject groups – those engaged in employment activities (employed, formerly employed and searching for work, presently unemployed and not searching for work). Family support was isolated as an important predictor of life satisfaction among all five groups designated by professional status.
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Parental satisfaction with school – determining factors

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Kaczan R., Rycielski P., Wasilewska O.
Edukacja
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2014
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issue 6(131)
39–52
EN
The article presents the results from a questionnaire survey on the opinion of parents about pre-school and early school education conducted in 2011. This analysis focuses on school assessment by parents who have at least one child attending school. in analyses, five factors describing parental satisfaction emerged: child satisfaction with school, learning load attractiveness of classes, contact with peers, special classes. Regression analyses were used to examine relations between identified factors and a general assessment of satisfaction with the care and education of the child. The strongest predictors for satisfaction with care and the child’s education are child’s satisfaction with school (factor 1) and attractiveness of classes (factor 3).
7
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Factors influencing disabled people’s professional activity: the success and risk factors

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Brzezińska A. I., Kaczan R., Piotrowski K., Rycielski P.
Nauka
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2008
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issue 4
EN
The article is the forth one prepared by our team in the series of research on life quality and occupational activity among people with ability limitations („Nauka” 1/2008, „Nauka” 2/2008, „Nauka” 3/2008). The aim of the presented analysis was to create the complex model of determinants for occupational activities of people with disabilities that takes into account the broadest possible look-out. That is why we used the variables from all the fields analyzed in the previous papers in this series i.e. (1) SES; (2) characteristics of disabilities (the type, the degree, the age of acquiring disability); (3) upbringing characteristics in childhood; (4) social network; (5) personal capacities. In order to discover the significant determinants of occupational activities and quality of life among people with different disabilities – which could be both risk and success factors – we have divided the subjects into four groups according to two variables: (1) occupationally active or inactive patients and (2) patients satisfied/dissatisfied with their own income.The group with the largest observed number of risk factors has consisted of the subjects that have been inactive (non-looking for a job) and unsatisfied with their own income. Gender, city size, education, received support, social relations, disability characteristics, upbringing characteristics and personality traits have turned out to be significant risk/success factors. Moreover the results show that in different groups of people with disabilities we find different settings of risk and success factors.
8
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Socio-demographic factors influencing disabled people’s professional activity

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Brzezińska A. I., Kaczan R., Piotrowski K., Sijko K., Rycielski P., Wiszejko-Wierzbicka D.
Nauka
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2008
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issue 1
EN
The following article presents the goals and assumptions contained in the project entitled “Psychosocial influences concerning disabled people’s professional activity”. The study was conducted in four stages: (1) document analysis and literature review presenting research concerning how disabled people function on the job market; (2) expert opinions, including disabled people; (3) qualitative studies employing Maxqda2 to analyze information gathered from 311 interviews; and (4) quantitative research on a sample of 1498 participants with various types of disabilities (hearing, sight, physical, somatic, and psychological) conducted in 2007. The following article presents the first set of results obtained, referring to connections on a socio-demographic level (place of residence, gender, age, education, and marital status) as well as those isolating disability characteristics (type, level, and genesis) against degree of life satisfaction. Comparisons were executed for five groups with various employment statuses: employed, those looking for employment who had worked before, those looking for employment who had no previous employment experience, previously employed but had no intention of returning to the workforce and those who had never worked and had no intention of becoming employed. Lowest feelings of life satisfaction were among those not looking for employment whereas highest levels of life satisfaction occurred amongst employed participants. Important risk factors: gender (female), age (elderly), low education, marital status (single), place of residence (non-city dwellers), disability (innate and level).
9
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Odroczona dorosłość: fakt czy artefakt?

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Brzezińska A. I., Kaczan R., Piotrowski K., Rękosiewicz M.
Nauka
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2011
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issue 4
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