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Cechy osobowości, orientacja sprawcza i wspólnotowa a wypalenie w nauce zdalnej studentów różnych lat

100%
Goral A., Zdun-Ryżewska A.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2022
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vol. 35
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issue 2
69-87
EN
The coronavirus pandemic forced an immediate transition of education to remote. This affected the students significantly. The aim of this study is to examine the level of academic burnout in remote learning during the pandemic, taking into account personality differences (Big Five traits: conscientiousness, neuroticism; communal orientation) as predictors. The difference in the burnout level within two groups was also examined – people learning remotely from the beginning and those who previously studied stationary. A personal survey and three questionnaires were used: the Polish adaptation of the Ten Item Personality Inventory (TIPI-PL) by Sorokowska, Słowińska, Zbieg and Sorokowski measuring Big Five traits, the Scale Measuring Agency and Communion by Wojciszke and Szlendak, and the Polish adaptation of the Oldenburg Burnout Inventory (OLBI) by Chirkowska-Smolak measuring burnout. 587 students aged 18–48 participated in the study. A general hypothesis was that the mentioned individual differences stand as burnout level predictors. The results confirmed that a high level of neuroticism and communal orientation predict higher exhaustion – one of the burnout factors. Higher conscientiousness predicts lower burnout levels in both factors (exhaustion and disengagement). Results also showed that people who previously studied stationary had higher burnout levels than those studying remotely from the beginning – the difference is slight.
PL
Pandemia koronawirusa wymusiła natychmiastową modyfikację formy edukacji na zdalną. Grupą istotnie dotkniętą tą zmianą są studenci. Celem niniejszego opracowania jest zbadanie poziomu wypalenia akademickiego podczas edukacji zdalnej w dobie pandemii, przy uwzględnieniu różnic osobowościowych (cechy według modelu Wielkiej Piątki: sumienność, neurotyczność; orientacja wspólnotowa) jako predyktorów. Zbadano również różnicę poziomu wypalenia pomiędzy osobami studiującymi od początku zdalnie a studentami uczęszczającymi przedtem na zajęcia stacjonarne. W badaniu wykorzystano ankietę własną oraz trzy kwestionariusze: polską adaptację Ten Item Personality Inventory (TIPI-PL) Sorokowskiej, Słowińskiej, Zbieg i Sorokowskiego do pomiaru cech Wielkiej Piątki, Skalę do pomiaru orientacji sprawczej i wspólnotowej Wojciszke i Szlendak oraz polską adaptację Oldenburg Burnout Inventory (OLBI) Chirkowskiej-Smolak do pomiaru wypalenia. W badaniu udział wzięło 587 studentów w wieku 18–48 lat. Postawiono hipotezę ogólną, że wspomniane różnice indywidualne będą predyktorami poziomu wypalenia. Wyniki potwierdziły, że wysoki poziom neurotyczności i orientacji wspólnotowej przewidują wyższy poziom jednego z czynników wypalenia – wyczerpania, natomiast wyższa sumienność przewiduje niższy poziom wypalenia w zakresie obu jego czynników (wyczerpanie i brak zaangażowania). Wyniki wykazały również, że osoby, które studiowały wcześniej stacjonarnie, miały wyższy poziom wypalenia od osób studiujących zdalnie od początku, jednak różnica ta jest niewielka.
2
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A confirmatory factor analysis for an adapted and validated Polish version of the Chalder Fatigue Questionnaire

81%
Zdun-Ryżewska A., Basiński K., Michalik A.
International Journal of Occupational Medicine and Environmental Health
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2019
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vol. 33
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issue 1
67-76
EN
ObjectivesThe Chalder Fatigue Questionnaire (CFQ) was developed to measure fatigue in 2 dimensions: physical and mental. The aim of the study was to translate, adapt and evaluate the psychometric properties of the Polish version of the CFQ (CFQ-PL).Material and MethodsThe process of translation was conducted using a forward and backward translation procedure. After cultural adaptation, the psychometric properties of the CFQ-PL were evaluated. Participants of the study were healthy individuals: medical students (N = 304) and pregnant women (pregnancy without complications, N = 925). The reliability and validity were estimated using fatigue numerical rating scales, the Beck Depression Inventory and the State-Trait Anxiety Inventory. To examine the factor structure of the CFQ-PL, a confirmatory factor analysis was conducted.ResultsThe internal consistency of the CFQ-PL was similar to the original version (Cronbach’s α 0.85–0.91). Statistically significant correlations between the CFQ-PL and the current fatigue level, average fatigue and the sleepiness level (measured using numerical rating scales), as well as the intensity of depression and anxiety symptoms, all confirming the validity of the adapted scale. Using a confirmatory factor analysis, it was determined that a 1-factor model did not fit the data well. A 2-factor model with a correlation between mental and physical factors fitted better than the 1-factor model, yet fit indices revealed a poor fit. Using a 2-factor model with added covariance between items – 1 (problems with fatigue), 2 (resting more), 9 (slips of the tongue), 10 (finding the correct word) – resulted in acceptable fit indices in both groups of participants.ConclusionsAfter the process of translation, adaptation and validation of the CFQ-PL, it is now available for use under Polish conditions. This study provided evidence for structural validity of the 2-factor model of the 11-item version.
3
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Fatigue and the psychological characteristics of medical students

71%
Walkiewicz M., Zdun-Ryżewska A., Budziński W., Tartas M., Błażek M.
International Journal of Occupational Medicine and Environmental Health
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2023
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vol. 36
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issue 4
517-525
EN
Objectives: The present study examined the relationship between medical student fatigue with psychological variables: emotional intelligence (EI), sense of coherence (SoC) (comprehensibility, manageability, and meaningfulness), quality of life (QoL), stress, and satisfaction with studying medicine. Material and Methods: The sample consisted of 566 medical students from the Medical University of Gdańsk, Poland. The instruments used were the Chalder Fatigue Scale, Schutte Self Report Emotional Intelligence Test, Sense of Coherence Questionnaire, and a questionnaire designed by the authors, comprised questions relating to the quality of life, stress levels, and satisfaction with studying medicine. Results: The results show that fatigue was negatively related to the ability to use emotions effectively in the management of one’s activities (EI), 1 aspect of SoC – a level of comprehensibility, QoL, and satisfaction with studying medicine. Fatigue is positively related to the ability to recognize, understand, and control emotions (EI) and stress connected with studying medicine. Conclusions: The outcomes of the study afford a better understanding of the relationship between selected variables in the field of individual differences in the context of fatigue in the medical student population. It may help medical educators and authorities to have a better understanding of the phenomenon of building resilience and increasing abilities to cope with the negative effects of chronic stress such as fatigue in the population of medical students. Early recognition of specific psychological features in medical students, such as misunderstanding emotions and their perception of environments as unstructured, would make it possible to prepare early support and development programmes.
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