Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

SELF-CONSCIOUSNESS AND INTERNALIZING PROBLEMS IN ADOLESCENCE: MODERATING EFFECT OF FAMILY VARIABLES

100%
Šeboková G., Popelková M.
Studia Psychologica
|
2016
|
vol. 58
|
issue 2
105 - 121
EN
The aim of this study was to examine the association between self-consciousness and internalizing problems in adolescents, and to analyse moderating effects of family dimension. The research sample included 294 adolescents aged 14 – 21 years. Respondents completed the UCLA Loneliness Scale (Russel, 1996), the Scale of Social Anxiety and Stage-fright (Kondáš, 1978), The Self-Consciousness Scale (Fennigstein et al., 1975), The Family Adaptability and Cohesion Evaluation Scale (Olson, 2010) and Family Communication Scale (Olson & Barnes, 2010). A direct association between self-consciousness and internalizing symptoms was not found. However, results confirmed the moderating effect of family dimensions. Family cohesion moderates the relationship between private self-consciousness and loneliness; and public self-consciousness and social anxiety in boys. Family communication and adaptability moderates the relationship between public self-consciousness and social anxiety in girls. Findings indicate that family relations may serve either a risk or protective role in association with adolescent maladjustment, dependent on the family dimension and gender.
2
Publication available in full text mode
Content available

School Belonging in Online Instruction: Cross-Sectional and Prospective Relationships with Academic Adjustment in Higher Education Students During the COVID-19 Pandemic

100%
Šeboková G., Uhláriková J.
The New Educational Review
|
2023
|
vol. 71
13-23
EN
The study aimed to analyse changes in school belonging in higher education students during online instruction and to verify its cross-sectional and longitudinal relationships with academic adjustment in the first and higher years of study. The research sample consisted of 169 higher education students (90.5% women, M = 21.71; SD = 2.63) in the first measurement (end of the winter term), and 77 respondents (96% women, M = 21.38; SD = 2.03) in the second measurement (end of the summer term). Self-report methods were used. Results showed a decline in school belonging among first-year students. School belonging significantly predicted academic adjustment, and the relationship with internal motivation persisted even four months later. The findings support the key role and need for facilitating school belonging in higher education students in the online environment.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.