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Work engagement and occupational burnout among teachers: the mediating role of positive orientation

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Grala K., Woś J., Kałowski P.
Psychologia Wychowawcza
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2020
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issue Special issue
EN
The purpose of the research was: (1) to establish the relationship between work engagement, occupational burnout, and positive orientation; (2) to examine whether positive orientation mediates the relationship between work engagement and occupational burnout. The study involved teachers (N = 106) of grades 1–6 of primary school and grades 1–3 of middle school. As expected, work engagement correlated negatively with burnout, and positive orientation correlated positively with work engagement and negatively with burnout, also mediating the relationship between these variables.
2
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Love on the school corridor – characteristics of adolescent romantic relationships from the perspective of teachers and students

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Kaczuba A., Zwardoń-Kuchciak O., Woś J., Kałowski P.
Psychologia Wychowawcza
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2020
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issue Special issue
142-153
EN
The current study aimed to examine how students and teachers perceive romantic relationships formed by adolescents. To this end, a measure was constructed based on Osgood’s semantic differential and comprising 11 dimensions. One hundred and thirty-five participants – 74 students and 61 teachers – took part in the study. The results showed that both students as well as teacher rated adolescent romantic relationships rather positively, and their perceptions are similar. However, statistically significant differences were noted for four out of 11 dimensions. The greatest differences concerned the ratings of the length of adolescent romantic relationships.
3
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Feeling of loneliness in adolescents with autism spectrum disorders

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Siedler A., Waligórska A., Woś J., Kałowski P.
Psychologia Wychowawcza
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2020
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issue Special issue
46-54
EN
A key characteristic of autism spectrum disorder (ASD) are the difficulties in social interaction, comprising deficits in communication, reflecting of emotional states, and social competences. Difficulties in establishing and maintaining social relationships and functioning in peer groups are also frequent, which can lead to intense feelings of loneliness. The aim of the current study was to examine the relationships between the sense of loneliness, the intensity of autism spectrum traits, and cognitive functioning – especially verbal fluency. Fifty adolescents with ASD, aged between 13 and 19 years, together with 50 typically developing adolescents took part in the study. The study had a questionnaire character and used the Polish versions of the De Jong Gierveld Sense of Loneliness Scale and the adolescent version of Simon Baron-Cohen’s Autism Quotient Questionnaire. The participants’ cognitive functioning was tested during individual in-person meetings. The results showed that the sense of loneliness is related both to the presence of ASD as well as the intensity of its expression. Some relationships between the sense of loneliness and cognitive functioning test results were also revealed in the group of adolescents with ASD. Based on the obtained results, it can be concluded that the perception of loneliness by ASD adolescents might be moderated by their level of cognitive functioning. However, these conclusions require further studies, which should include additional measures of cognitive functioning.
4
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Mothers’ individual characteristics and the maternal-fetal attachment in healthy pregnancies, pregnancies with congenital malformations, and pregnancies with other risks

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Kucharska M., Woś J., Kałowski P.
Psychologia Wychowawcza
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2020
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issue Special issue
28-45
EN
The aim of the current study was to analyze the predictive value of women’s individual differences such as age, attachment style, self-esteem, and anxiety levels in the context of emotional attachment to the prenatal child in various situations of risk. The study involved women in the second and third trimesters of healthy and high-risk pregnancies – fetal malformation or other complications and obstetric risks. The study used the Maternal-Fetal Attachment Scale (MFAS), the Attachment Styles Questionnaire (Kwestionariusz Stylów Przywiązaniowych, KSP), the Self- Esteem Scale (SES), and the State and Trait Anxiety Inventory (STAI) Regression analysis showed that maternal age was significantly related to attachment to the child when diagnosed with a congenital malformation. In situations of pregnancies with other risks, the intensity of the maternal-fetal attachment and its components was significantly related to the mother’s self-esteem and attachment style. However, in healthy pregnancies, the secure style was related to the intensification of select aspects of prenatal attachment. Trait and state anxiety were revealed to not be statistically significant for the maternal-fetal attachment. As women age, they have increasing difficulties accepting the autonomy of a child with a diagnosed congenital defect. Low self-esteem of the mother and insecure attachment styles may be detrimental to MFA in situations where the risks during pregnancy are due, for example, to the mother’s health. The secure attachment style allows for predicting a greater intensity of various aspects of the prenatal attachment when the pregnancy is not at risk.
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