• Critical Thinking and Its Relationship with Social Tolerance among Students

    Author: Somayeh Najaf
    Author: Afsaneh Marziyeh
    Author: Abdulwahab Pourghaz
    Year of publication: 2017
    Source: Show
    Pages: 91-100
    DOI Address: https://doi.org/10.15804/tner.2016.45.3.07
    PDF: tner/201703/tner20170307.pdf

    The present study aimed to explain the relationship between critical thinking and social tolerance among the students of the faculty of psychology and educational sciences of Zahedan University. The study methodology was descriptive-correlational. 294 students were selected from the faculty of psychology and educational sciences of Zahedan University in BA and MA courses by the stratified sampling method by Morgan Table. For data collection, a researcher-built questionnaire of social tolerance and the critical thinking questionnaire by Ricketts were applied and the reliability of these two questionnaires by Cronbach’s alpha was 0.84 and 0.85, respectively. The results of the correlation test showed that there was a positive and significant relationship between critical thinking and political, ethnic, nationality toleration, toleration against coverage and relationship and total toleration. The stepwise regression analysis showed that critical thinking dimensions explained the variance of social tolerance.

  • Kultura szkoły jako moderator relacji między stresorami w pracy a zaangażowaniem w pracę nauczycieli

    Author: Maciej Karwowski
    Institution: Chrześcijańska Akademia Teologiczna w Warszawie
    Author: Elżbieta Strutyńska
    Institution: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie
    Year of publication: 2018
    Source: Show
    Pages: 135-157
    DOI Address: https://doi.org/10.15804/kie.2018.01.09
    PDF: kie/119/kie11909.pdf

    Is school culture able to reduce the negative influence of work stressors present in teacher’s work? The goal of the study presented in this paper was to test a hypothetical mechanism, according to which school’s culture moderates the links between stressors and teachers’ job engagement. Relying on job demandsresources theoretical model, in the investigation conducted on a large (N=449) sample of teachers we found that although indeed the exposition to stress in an everyday teachers’ work is negatively related to teachers’ engagement, school culture serves as a buffer that moderates the relationship between stress and engagement. Among the teachers who perceived their school culture as supportive, stress did not reduce their engagement, while this effect was find in less supportive schools.

  • Od zaangażowanego uczestnictwa do biernego krytykanctwa. Aktywność, oceny i opinie nauczycieli z pogranicza polsko-czeskiego

    Author: Anna Szafrańska
    Institution: Uniwersytetu Śląskiego w Katowicach
    Year of publication: 2018
    Source: Show
    Pages: 171–183
    DOI Address: https://doi.org/10.15804/kie.2018.03.11
    PDF: kie/121/kie12111.pdf

    The cyclic survey, carried out on a representative group of Poles, indicate some changes taking place in the Polish society – what has changed is Poles’ attitude to their own activity which brings no profit but is of general social significance. With no doubt, growing social engagement is a positive phenomenon. The issue which the author has explored for years is the activity and engagement of teachers – especially those inhabiting the Polish-Czech borderland. Borderland is a space which enhances intensive activity and engagement. Transfrontier activities are largely addressed to schools and teachers and the cooperation in the examined area of the southern borderland is very intensive. The research was inspired by earlier projects addressed to teachers on both sides of the border. Its aim was to find out whether the views of teachers engaged in projects are close to the views shared by a broader, representative group of school workers. The obtained empirical data were processed with the use of statistical methods: for testing the statistical significance of differences between variables the chi-square test (χ2) was used, and for measuring the intensity of the relation between variables – Cramer’s V coefficient (0 ≤ V ≤ 1). The research focus was on the surveyed teachers’ activeness concerning both the participation in transfrontier projects and the search for knowledge of the neighbours. The research was also aimed at finding out how the teachers evaluate the activeness, in the field of establishing closer contacts between Poles and Czechs, of other subjects – politicians of all levels and educational institutions or associations. The analyses of the research results concerning this issue reveal the respondents’ strong criticism. It seems worth mentioning, that the respondents themselves present little interest in the activities aimed at establishing closer Polish-Czech contacts.

  • Związek zaangażowania w studiowanie i wypalenia studiami z osiągnięciami akademickimi

    Author: Konrad Kulikowski
    Year of publication: 2016
    Source: Show
    Pages: 180-196
    DOI Address: https://doi.org/10.15804/kie.2016.01.10
    PDF: kie/111/kie11110.pdf

    This study addresses the question how students’ engagement and burnout are related to academic achievement the grade point average and the number of passed exams. The study involved 205 students. Multiple regression analysis indicated that burnout is direct significant predictor of grade point average, but the engagement is not. Relation between students’ engagement and the grade point average was mediated by level of burnout. Further analysis revealed that students who have passed all the exams in the first term were characterized by lower level of burnout than students who have not passed all the exams in the first term. However, students from both groups did not differ, in the level of study engagement. The results indicate that high academic achievement is related to the lack of a burnout rather than the presence of engagement. Results also show that the grade point average and the number of passed exams are poor indicators of the level of students’ engagement.

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