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Online social functioning of students of Polish higher education institutions

100%
Walter N.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2020
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issue 28
PL
The paper was devoted to the issue of social functioning of Polish higher education institution students online. The internet is a social space, which offers opportunities for civic engagement, and online political activism; it can also be a place of interactions, such as social support, which lead to the improvement of individual mental well-being. The paper outlines some of the results of a study carried out as part of a State Agency for the Prevention of Alcohol-Related Problems project (40/3.4.3/19/DEA) in 2019 on a group of 4503 women and men, studying at Polish higher education institutions. The tool used to study the support was the Multidimensional Perceived Social Support Scale, complemented by statements concerning online support. In order to investigate the phenomenon of social and civic engagement, the study used a scale of 14 statements, developed by Mateusz Marciniak. The results showed that the majority of the respondents (ca. 70%) never engaged in online fundraising campaigns, did not engage in political disputes online (more than 75%) and did not seek social support on the internet.
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Obraz rodzicielstwa w polskim internecie, czyli co czytają i o czym dyskutują współczesne matki

100%
Walter N.
Biuletyn Edukacji Medialnej
|
2012
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issue 1
16-26
EN
The paper analyzes Polish webpages, discussion fora and blogs presenting parents’ ideas and thoughts on little child up-bringing. We identify and describe most distinctive parenting schemas, starting from ‘ordered parenting’, through the ‘attachment’ one, ending at ‘accompanying parenting’. We also analyze the literature recommended by parents propagating different up-bringing and care schemas.
3
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Szkoła jako przestrzeń inkubacji aktywności cyfrowej nauczycieli edukacji wczesnoszkolnej

100%
Walter N.
|
2018
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vol. 41
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issue 2
20-27
EN
In the paper we argue that school is a space for growing and developing digital activity of early education teachers. Based on an observational study and a literature review, we identified factors affecting such activity, i.e., individual features of teachers (competences, motivation, attitude towards self-development, lowliness, and willingness for change), their competence in handling electronic devices, technical equipment available at school, support from the school community along with clearly stated expectations (that the use of digital media is a must, not an option) and availability of trainings and places for exchanging experience and good practices.
4
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Using audiobooks in elementary education: a study of teacher perspectives

100%
Walter N.
Studia z Teorii Wychowania
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2023
|
vol. XIV(4 (45))
199-215
EN
Artykuł przedstawia historię i wpływ audiobooków na edukację, ze szczególnym uwzględnieniem ich roli we wspieraniu rozwoju poznawczego dzieci i umiejętności czytania. Tekst zawiera kompleksowy przegląd pochodzenia audiobooków i ich ewolucji od wczesnych nagrań do współczesnych formatów cyfrowych. W artykule zaprezentowano wyniki metaanalizy 45 badań przeprowadzonych w latach 2000-2022, które potwierdzają pozytywne efekty audiobooków na kompetencje czytelnicze. Dodatkowo, artykuł raportuje wyniki badań sondażowych (ankiety) przeprowadzonej wśród 717 nauczycieli edukacji wczesnoszkolnej w Polsce, badających ich postawy i sposoby korzystania z audiobooków w pracy z uczniami. Wyniki wskazują, że większość nauczycieli uważa, że audiobooki wywierają korzystny wpływ na rozwój poznawczy dzieci, ale dostrzegalne są różnice zdań dotyczące ich wpływu na samodzielne umiejętności czytania. Analiza ujawnia również związki między zmiennymi demograficznymi, takimi jak wiek, staż pracy i płeć a postawami nauczycieli wobec korzystania z audiobooków. Artykuł kończy się podkreśleniem potrzeby dalszych badań nad wykorzystaniem audiobooków w edukacji. Ogólnie rzecz biorąc, tekst przyczynia się do zrozumienia roli audiobooków w edukacji dzieci i oferuje wgląd w perspektywy nauczycieli dotyczące ich wykorzystania w klasie.
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The Exposure of Polish Adolescents to Risky Online Content. Results of a European Longitudinal Study

63%
Iwanicka A., Walter N.
The New Educational Review
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2024
|
vol. Special Issue
9-20
EN
One aspect of children and adolescents being in a digital space involves exposure to potentially dangerous behaviours. This paper contributes to the discussion on the exposure to such behaviours of Polish adolescents aged 12–19 in comparison to their peers in 5 other European countries. Based on the collected data (quantitative longitudinal study, using a questionnaire, conducted for ySkills project, Horizon 2020, data collected from three waves in Poland: N1 =1935; N2 =1216; N3 =687), it has been found as follows: 1) Polish adolescents are at high risk of exposure to cyberhate, harmful content, sexting and sexual content; 2) Polish adolescents’ exposure to cyberhate and harmful content is higher than of their European peers; 3) Non-binary individuals are more likely to receive sexual messages online than boys and girls; 4) Family support is associated with lower exposure to risky content and less frequent wrong health decisions online.
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Problematic Internet Use: Pre-Pandemic Scale of the Phenomenon Among Adolescents in the Three Visegrad Countries (Czech Republic, Poland, Slovakia)

51%
Pyżalski J., Walter N., Tomczyk Ł.
The New Educational Review
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2022
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vol. 69
65-81
EN
The increased time spent using the Internet and smartphones is prevalent primarily among adolescents. This group is currently of particular interest to media educators and psychologists studying the impact of ICTs on quality of life. An example of the negative changes associated with the intensive computerisation of various spaces is the uncontrolled and inadequate use of the Internet, referred to as problematic Internet use (PUI). This text contributes to the discussion on the extent of PUI among adolescents (12–16 years) in the Czech Republic (N=1555), Poland (N=501), and Slovakia (N=478). Based on the collected data, it was found that: 1) Polish and Czech adolescents are similar in terms of the intensity of PUI symptoms (adolescents from Slovakia are characterised by lower levels of PUI); 2) The vast majority of young people do not exceed PUI thresholds that could be considered alarming; 3) Lack of sleep or neglecting meals in favour of Internet use are the least frequent factors in the study group; 4) Most often adolescents declare that they are bored when they do not have access to the Internet; 5) Adolescents are a nonhomogeneous group in terms of the intensity of occurrence of PUI traits, but only 0.3% of adolescents in the Czech Republic and 0.4% in Poland had all 6 PUI factors present in maximum intensity.
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Understanding Age-Related Differences in the Development of Digital Communication and Information Skills in Polish Adolescents

51%
Pyżalski J., Walter N., Iwanicka A.
Multidisciplinary Journal of School Education
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2023
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vol. 12
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issue 2 (24)
145-164
EN
Research objectives: This study examines the role of digital skills in the personal and social development of young people. It aims to measure and understand these skills among the younger generation, while identifying ways to improve their development. Research methods: The data comes from the ySkills project under Horizon 2020, a longitudinal study conducted in six countries, including Estonia, Finland, Germany, Italy, Poland and Portugal. Specifically, we have analyzed data on Polish youth from 2021 and 2022. The sample includes 609 individuals aged 11 to 18, i.e. in the entire age range. Self-report scales assess digital skills, including technical abilities, information handling, interaction, communication and content creation. Results from the entire first wave in Poland (N=1161) are also included. Context: In today’s digital world, digital skills are essential for personal development and social engagement. This study focuses on Poland, where digital literacy is crucial for young people. It aims to shed light on the digital competences of Polish youth. Findings: The study found that teenagers use the Internet mainly for social interaction and are comfortable using digital communication tools, such as email, instant messaging and social media. However, it stresses the need for further education in evaluating information available on the Internet and identifying reliable sources. Gender differences were observed, with boys demonstrating greater skills in navigating and processing information, which highlights the need for additional research to address gender disparities in digital skills. Conclusions and Recommendations: This study highlights the importance of digital skills for young people’s development and integration into society. To bridge the digital literacy gap, we recommend targeted educational interventions that improve critical thinking and source evaluation skills. Further research and objective assessments are key to comprehensively eliminating the gender gap in digital skills. It is important to be aware of the limitations of the study, including the reliance on self-reporting and the potential impact of COVID-19 on the sample. Future efforts should aim for more robust and objective means of assessing digital skills among young people in Poland.
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