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Preferencje wobec wartości a poczucie jakości życia współczesnych rodziców

100%
Muchacka-Cymerman A.
Wychowanie w Rodzinie
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2016
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vol. XIII
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issue (1/2016)
129-141
EN
The issue of values in the education of children is still valid in pedagogy. Therefore, the theoretical part focuses on different explanations of the concept of values and their classifications. Attention was also paid to the multidimensionality of the concept of the quality of life and presented some results of studies related to the quality of life and theirs compounded with an education in values. In the article are shown the results of their research on the interdependence between the sense of quality of life and the preferences of today’s parents to values. In particular are shown the preferences to the values of parents with low and high sense of the quality of life.
PL
Problematyka wartości w procesie wychowania dzieci jest w pedagogice wciąż aktualna. Dlatego w części teoretycznej skoncentrowano się na różnych wyjaśnieniach istoty pojęcia wartości i ich klasyfikacjach. Zwrócono też uwagę na wielowymiarowość pojęcia jakość życia oraz przedstawiono niektóre wyniki badań związanych z jakością życia i ich związkiem z wychowaniem do wartości. W niniejszym tekście przedstawiono wyniki własnych badań nad współzależnością między poczuciem jakości życia a preferencjami współczesnych rodziców wobec wartości. W szczególności ukazano preferencje wobec wartości rodziców o niskim i o wysokim poczuciu jakości życia.
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Poczucie skuteczności w miejscu pracy a sens życia nauczycieli

100%
Muchacka-Cymerman A.
Wychowanie w Rodzinie
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2023
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vol. XXX
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issue (1/2023)
129-145
EN
Introduction. Self-efficacy is an important component of a teacher’s job performance. Reduced self-efficacy can have a negative impact on a teacher’s effectiveness in the workplace, but it also affects the teacher’s cognitive-emotional or social functioning outside of work. It is associated with many negative consequences, including a reduced sense of meaning in life, or burnout. Aim. The aim of this article is to show the differences between gender and seniority in the predictors of teachers’ self-efficacy and sense of life. Materials and methods. The research was conducted via the Internet using the Sense of Life (MLQ), the Test of Sense of Self-Efficacy (TPS), and a questionnaire. The sample group consisted of 283 teachers (90% female) with a mean age of M = 48.92 years, SD = 9.66 years. Results. The data obtained indicate that only in the group of female teachers a higher level of general sense of life is conditioned by the variables of the sense of efficacy. Statistically significant positive relationships between sense of life and sense of efficacy were confirmed. Sense of meaning correlated positively with teachers’ sense of efficacy. In a summary regression model including seniority as a moderator significantly predicts the level of sense of meaning in life, explaining 18% of the variance in this variable. Conclusion. Sense of life and self-efficacy interact. Furthermore, sense of life and self-efficacy have higher predictive power in the female group.
PL
Wprowadzenie. Poczucie własnej skuteczności jest ważnym elementem pracy nauczyciela. Obniżone poczucie skuteczności może mieć negatywny wpływ na efektywność nauczyciela w miejscu pracy oraz oddziaływać na jego funkcjonowanie poznawczo-emocjonalne czy społeczne poza pracą. Wiąże się to z wieloma negatywnymi konsekwencjami, w tym obniżeniem poczucia sensu życia czy wypaleniem zawodowym. Cel. Celem artykułu jest ukazanie różnic między płcią i stażem pracy w zakresie predyktorów poczucia własnej skuteczności a sensu życia nauczycieli. Materiały i metody. Badania były prowadzone za pośrednictwem Internetu przy użyciu Sensu Życia (MLQ), Testu Poczucia Skuteczności (TPS) oraz ankiety. Grupa osób badanych składała się z 283 nauczycieli (90% kobiet), wśród których średnia wieku wynosiła M = 48,92, SD = 9,66. Wyniki. Dane, jakie uzyskano, wskazują, że jedynie w grupie kobiet-nauczycieli większy poziom ogólnego sensu życia warunkowany jest przez zmienne poczucia skuteczności. Potwierdzono istotne statystycznie dodatnie związki między sensem życia a poczuciem skuteczności. Poczucie sensu pozytywnie korelowało z poczuciem skuteczności nauczycieli. W podsumowującym modelu regresji zawierającym staż pracy jako moderator istotnie przewiduje poziom poczucia sensu w życiu, wyjaśniając 18% wariancji tej zmiennej. Wnioski. Sens życia i poczucie własnej skuteczności oddziałują na siebie. Mają ponadto większą moc predykcyjną w grupie kobiet.
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Students’ burnout in the E-School Environment: Pilot study results of the validation of the E-learning Burnout Scale

63%
Tomaszek K., Muchacka-Cymerman A.
International Journal of Research in E-learning IJREL
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2022
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vol. 8
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issue 2
1-28
PL
Pandemia COVID-19 spowodowała powszechne zamknięcie szkół, co zmusiło uczniów do nauki w domu przez Internet. Jednak dla niektórych studentów nauka zdalna okazała się zbyt stresująca i stanowiła za duże wyzwanie (Bilal et al., 2022). Badania wykazały, że pomimo zalet zajęć w trybie online, istnieją liczne zagrożenia, np. niższe osiągnięcia naukowe, mniejsze zaangażowanie i cele powiązane z unikaniem pracy, większy poziom depresji i nerwowości (Daumiller et al., 2021; Srivastava et al., 2021) oraz wypalenie szkolne (Salmela-Aro et al., 2022). Ponieważ wcześniejsze badania dotyczące wypalenia szkolnego u uczniów dotyczyły głównie tradycyjnej nauki stacjonarnej, bardzo potrzebne jest opracowanie instrumentu umożliwiającego mierzenie symptomów wypalenia uczniów w przypadku nauki przez internet. Celem tego badania było przeanalizowanie zasadności stosowania skali wypalenia e-learningiem wśród populacji młodzieży. Skala wypalenia e‑learningiem (E-SBS) została zaprojektowana w szczególności do pomiaru wyczerpania i trudności w nauce spowodowanych przez zamknięcie szkół podczas pandemii COVID-19. Skala wypalenia e-learningiem, zdefiniowana jako konstrukcja pięciowymiarowa, obejmuje myśli, uczucia i zachowania związane z trudnościami w nauce, których doświadcza młodzież podczas lekcji online. Wyniki potwierdziły, że E-SBS jest racjonalna pod względem psychometrycznym w zakresie pięcio-czynnikowej struktury, trafności treściowej i trafności różnicowej. Zatem skala E- SBS wykazała się potencjałem do zastosowania w różnych obszarach edukacyjnych.
EN
The COVID-19 pandemic caused widespread school closures and therefore forced students to study outside of the classroom at home via the Internet. However, for some students remote education was found to be challenging and stressful (Bilal et al., 2022). Past research revealed that despite the advantages of online classes, there are several threats e .g. lower academic performance, lower engagement and work avoidance goals, higher depression and anxiety (Daumiller et al., 2021; Srivastava et al., 2021), and school burnout (Salmela-Aro et al., 2022). Because previous studies regarding the student burnout syndrome have used predominantly traditional school in-personal learning, there is a great need for developing an instrument with the potential to measure online student burnout symptoms. The aim of this research was to investigate the appropriateness of using an E-learning burnout scale with an adolescent population. The E-Learning Burnout Scale (E-SBS) was designed specifically for measuring exhaustion and learning difficulties caused by school closures during the COVID-19 pandemic. E-learning burnout syndrome, which is defined as the five-dimensional construct, captures thoughts, feelings, and behaviours related to educational difficulties experienced by adolescent students during online classes. The results confirmed the E-SBS to be psychometrically sound regarding the five-factor structure, content validity, and discriminative validity. Hence, the E-SBS scale has shown potential for use in a variety of educational areas.
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Radzenie sobie ze stresem i patogenny wzór zachowania A jako predyktory wypalenia szkolnego uczniów

63%
Tomaszek K., Muchacka-Cymerman A.
Teraźniejszość – Człowiek – Edukacja
|
2018
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vol. 21
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issue 3(83)
67-76
EN
The purpose of the study was to evaluate the relationship between coping with stress, type A behaviourand school burnout in primary and secondary school. The study included 255 students aged between 11 to16 years (111 women and 114 men). Variables were measured by three scales: the ESSBS school-burnout,the TAB scale for type A behaviour and the How do you cope? scale and a personal questionnaire. The results indicate significant correlations between all subscales of TAB and a global level of school burnoutand the Burnout from School subscale. Inadequacy in School was not related to type A behaviour. In thelight of the obtained data, there is no relationship between school burnout and the ability to deal with stressin specific situations. The lower the level of school burnout experienced, the greater the ability to use activecoping style. A stepwise multiple regression analysis indicated that the most important predictor of school burnout is a subjective declaration about school performance. Other variables in the regression analysis are: two components of type A (time pressure and hostility), lack of active coping style and age. Those variablesexplain 42% of the variance in Global School Burnout level.
PL
W tekście podejmujemy zagadnienie relacji między radzeniem sobie ze stresem, wzorem zachowania typu A oraz wypaleniem szkolnym w grupie uczniów szkół podstawowych i gimnazjalnych. W badaniu wzięło w nich udział 225 uczniów w wieku od 11 do 16 r. ż., w tym 111 kobiet, oraz 114 mężczyzn. Zadaniem osób badanych była pisemna odpowiedź na otrzymane na arkuszu pytania. Gimnazjaliści wypełniali Skalę ESSBS do pomiaru poziomu wypalenia szkolnego, Skalę TAB dopomiaru WZA oraz skalę JSR Jak sobie radzisz do pomiaru stylów i strategii radzenia sobie ze stresem. Uczniowie wypełniali również ankietę personalną. Stwierdzono istotne korelacje między wszystkimi wskaźnikami WZA a globalnym poziomem wypalenia szkolnego i wyczerpaniem aktywnościami szkolnymi. Odnotowano brak związku między WZA a niedopasowaniem do wymo-gów szkolnych. Dane pokazują, że zasadniczo doświadczanie wypalenia nie wiąże się z sytuacyjnym radzeniem sobie ze stresem. Jednocześnie poziom wypalenia maleje w sytuacji wykorzystywania aktywnych sposobów radzenia sobie ze stresem. Wyniki wielokrotnej regresji liniowej wskazują, że największe znaczenie dla pojawienia się syndromu wypalenia szkolnego ma subiektywna ocena dotycząca wypełniania roli ucznia. Dopiero w dalszej kolejności istotne stają się wskaźniki WZA,tj. pośpiech i wrogość, niski poziom aktywnego radzenia sobie ze stresem oraz dłuższy czas działania stresorów (wiek osób badanych). Zmienne te wyjaśniają ok. 42% wariancji ogólnego poziom wypalenia szkolnego.
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‘I wonder why sometimes I feel so angry’ The associations between academic burnout, Facebook intrusion, phubbing, and aggressive behaviours during pandemic Covid 19

63%
Tomaszek K., Muchacka-Cymerman A.
Polish Psychological Bulletin
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2022
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vol. 53
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issue 4
302-314
EN
Several psychological factors are strongly related to aggressive behaviours in university students, such as educational issues and problematic digital activity, namely Smartphone and social media addiction. At the same time, little is known about the role of student burnout syndrome in predicting these mental and social problems. Moreover, although most researchers agree with the notion of sex differences in aggression, excessive digital activity , and burnout syndrome, only a few studies have examined the role of cultural differences. Thus, the present study sought to examine whether digital technology addictions mediate the relationship between student burnout and aggressive behaviours in European and Japanese university students. For this purpose, a cross-sectional, non-experimental and online study was developed with 291 participants (202 females, M = 22.66; SD = 4.35). The findings highlighted how academic burnout and phone snubbing increase, and problematic Facebook usedecrease the risk of aggressive behaviours. In addition, phone snubbing (known as phubbing) mediates the association between student burnout and aggression. Men tend to have more aggressive behaviours than women, and Japanese students were less addicted to FB and less aggressive as well as scoring higher in phubbing than European students. In conclusion, the results confirmed the importance of including cross-cultural differences in digital technology health programs in order to minimise the risk of aggressive behaviours.
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The relationship between parent’s mental health and professional functioning and students’ e-learning burnout and well-being during the COVID-19 pandemic

63%
Tomaszek K., Muchacka-Cymerman A.
Studia z Teorii Wychowania
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2024
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vol. XV(1(46))
231-253
EN
Student burnout is an issue rarely analysed in Polish literature, and even fewer studies take into account the knowledge of parents about such an educational problem. So far, only a few studies have focused on the psychological characteristics of parents related to school burnout, such as the quality of family relationships, attachment style, parental attitudes or upbringing style. However, there are no studies in the literature that take into account both the children’s and the parents’ psychological characteristics associated with school burnout. Therefore, the main aim of the current study was to test whether mental health and parental professional functioning characteristics are related to the student online school burnout syndrome during the COVID-19 pandemic. The analysis covered 29 parent-adolescent dyads. In the entire group of respondents, the significant relationship between the student burnout symptoms perceived by parents and the online school burnout from the students’ perspective was confirmed. Student burnout with distance learning correlated positively with the mental health problems of parents and negatively with the well-being of students. Student burnout from distance learning did not significantly correlate with work flow and online job burnout of parents. The findings indicated the importance of the simultaneous evaluation of the problem of educational burnout by the parent-adolescent dyad. In this context, the active involvement of parents in preventive interventions regarding the mental health of their children can be an important factor contributing to minimising the risk of developing school burnout symptoms.
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‘Just a few more minutes online - and I will release myself from tension’. The moderation mediating effect of problematic cyber-activities and Japanese vs. East European culture on the relationship between student burnout and cyber-aggression

63%
Tomaszek K., Muchacka-Cymerman A.
Studia z Teorii Wychowania
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2022
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vol. XIII(3 (40))
127-143
EN
Past studies indicate that a number of environmental and psychological factors positively predict the perpetration of cyber-aggression. The main purpose of the present study was to investigate the moderation mediating effect of problematic cyber-activities (FB addiction, phubbing) and culture (Japanese vs. West European) on the association between student burnout and cyber-aggression behaviours among the university student population. In the current studies 171 West European (83% Females, age M = 23.16, SD = 5.46) and 120 Japanese (50% Females, age M = 21.95, SD = 1.62) students. The highest levels of academic dissatisfaction, phubbing, and cyber–aggression in FB-addicted students were found. The phubbing mediated the association between student burnout and cyber-aggression behaviours, but the results for FB addiction in simple mediation analysis were insignificant. Furthermore, FB addiction and culture were significant moderators of phubbing and cyber-aggression behaviours.
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Face the Burnout! Link Between Academic Burnout, Facebook Use Motives and Importance, and Facebook Intrusion: A Longitudinal Study

63%
Tomaszek K., Muchacka-Cymerman A.
Roczniki Psychologiczne
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2022
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vol. 25
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issue 3
251-270
EN
The association between problematic internet use and school burnout among adolescents so far has not gained sufficient attention. Only a few studies have been conducted about social media overuse and burnout syndrome in an educational context. The main goals of the current study were (1) to examine the mediation role of Facebook (FB) motives on the relationship between academic burnout and FB intrusion, and (2) to test the validity of the cycle. A two-wave study was carried out (measurement at the beginning, Time 1, and at the end of the semester, Time 2) in a sample of 115 university students from Poland. The Maslach Burnout Inventory for Students, the Facebook Intrusion Scale, and the Facebook Motives and Importance Scale were used. The Time 1 burnout indicators did not significantly predict Time 2 FB intrusion, however Time 2 exhaustion and Time 2 Personal importance of FB explained 57% of the variances in Time 2 FB intrusion. Time 1 Personal importance explained 21% of the variances in Time 2 FB intrusion. The predictive capacity of academic burnout on FB intrusion appeared to exist only if we consider the motives and importance of FB. Moreover, the social motives and personal importance of FB appear to be critical to breaking the mutually reinforcing academic burnout–FB intrusion cycle.
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Adolescents’ Relational Resources and Health Risky Behaviours during the COVID-19 Pandemic: Online School Burnout and Psychological Well-Being as Mediators

63%
Tomaszek K., Muchacka-Cymerman A.
The New Educational Review
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2024
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vol. 75
13-24
EN
The study aimed to examine whether the students’ psychological well-being and online school burnout are mediators in the association between relational resources and engaging in risky behaviour by adolescents. 186 primary and secondary school students took part in an online survey. Students’ psychological well-being was a mediator in the association between relational resources and socially unacceptable stimulating behaviours, while e-learning burnout mediated the relationship between relational resources and health and life-threatening behaviours. The findings emphasise the critical role of strengthening the students’ potential and stress resilience and building a support social network.
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Polish High School Student’s Coping Strategies as Predictors of School Burnout Syndrome

51%
Tomaszek K., Muchacka-Cymerman A., Aypay A.
Psychologia Rozwojowa
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2023
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vol. 28
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issue 2
43-61
EN
Background: Numerous prior studies have been tested the associations between stress, coping and burnout. In fact, all three abovementioned constructs are inevitably connected with each other according to many psychological theories. Most of them, however, focused on job-stress related context and were conducted among university students or adults. Much less frequently the specific coping techniques and its relation to burnout symptoms among high school students were analyzed. Objective: The main purpose of the current study was to investigate the associations between coping strategies and burnout syndrome among late adolescents. Secondly we tested if student burnout is a function of gender and age. Additionally, we also tested the cross-cultural validity of student burnout scale (SSBS) by Aypay. Methods: 761 students (35.8% boys), aged 17–19 years participated in the study. Results: The results indicate that student burnout is associated positively with poor coping strategies and negatively with searching for support and active coping strategies. Regression models revealed that higher avoiding behaviors and helplessness, and lower active coping are significant predictors of school burnout, explaining 13% of its variance. The final model consisting of coping strategies and sociodemographic characteristics (age and gender) explained 20% of variance in the SSBS score. According to our studies girls are more prone to develop school burnout syndrome than boys, and older students are more burned out than younger ones. The findings also confirmed that the SSBS scale may be applied in the Polish context as it has good psychometric properties. Conclusion: The findings suggest that the avoiding behaviors as well as lack of active coping may play a pivotal role in school burnout among youth.
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