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UWAGA!

Pracujemy nad nową stroną internetową czasopism Wydawnictwa Adam Marszałek. Jej planowany termin uruchomienia to 1 maja 2025 roku.

Ze względu na niedziałające zakładki w polskiej wersji obecnej strony czasopism prosimy kierować się na wersję angielską https://czasopisma.marszalek.com.pl/en/. Do końca bieżącego tygodnia będą tam umieszczone polskie wymogi i informacje na zmianę z angielskimi.

Przepraszamy za wszelkie niedogodności związane z obecną wersją strony.

ATTENTION!

We are working on a new website for Adam Marszałek Publishing House magazines. Its planned launch date is May 1, 2025.

Due to the broken tabs in the Polish version of the current magazine website, please refer to the English version https://czasopisma.marszalek.com.pl/en/. By the end of this week, Polish requirements and information will be placed there alternating with English ones.

We apologize for any inconvenience caused by the current version of the website.


Punktacja czasopism naukowych Wydawnictwa Adam Marszałek według wykazu czasopism naukowych i recenzowanych materiałów z konferencji międzynarodowych, ogłoszonego przez Ministra Edukacji i Nauki 17 lipca 2023 r.

Scoring of scientific journals of Wydawnictwo Adam Marszałek according to the list of scientific journals and reviewed materials from international conferences, announced by the Minister of Education and Science on July 17, 2023.


  • Athenaeum. Polskie Studia Politologiczne – 100 pts
  • Edukacja Międzykulturowa – 100 pts
  • Historia Slavorum Occidentis – 100 pts
  • Polish Political Science Yearbook – 100 pts
  • Przegląd Prawa Konstytucyjnego – 100 pts
  • The New Educational Review – 100 pts
  • Art of the Orient – 70 pts
  • Italica Wratislaviensia – 70 pts
  • Nowa Polityka Wschodnia – 70 pts
  • Polish Biographical Studies – 70 pts
  • Azja-Pacyfik - 40 pts
  • Krakowskie Studia Małopolskie – 40 pts
  • Kultura i Edukacja – 40 pts
  • Reality of Politics - 40 pts
  • Studia Orientalne – 40 pts
  • Sztuka Ameryki Łacińskiej – 40 pts
  • Annales Collegii Nobilium Opolienses – 20 pts
  • Cywilizacja i Polityka – 20 pts
  • Defence Science Review - 20 pts
  • Pomiędzy. Polsko-Ukraińskie Studia Interdyscyplinarne – 20 pts
  • African Journal of Economics, Politics and Social Studies - 0 pts
  • Copernicus Political and Legal Studies - 0 pts
  • Copernicus. Czasy Nowożytne i Współczesne - 0 pts
  • Copernicus. De Musica - 0 pts
  • Viae Educationis. Studies of Education and Didactics - 0 pts

Czasopisma

Nowe czasopisma

Czasopisma współwydawane

Wcześniej wydawane

Coloquia Communia

Coloquia Communia

Paedagogia Christiana

Paedagogia Christiana

The Copernicus Journal of Political Studies

The Copernicus Journal of Political Studies

The Peculiarity of Man

The Peculiarity of Man

Czasopisma Marszalek.com.pl

The Need for Cognition and Meta-learning Competence among Students of Teacher Education at the University Level

  • Author: Janina Uszyńska-Jarmoc
  • Institution: University of Bialystok, Poland
  • ORCID: https://orcid.org/0000-0002-9078-5096
  • Author: Beata Kunat
  • Institution: University of Bialystok, Poland
  • ORCID: https://orcid.org/0000-0002-5205-1366
  • Author: Monika Żak-Skalimowska
  • Institution: University of Bialystok, Poland
  • ORCID: https://orcid.org/0000-0002-0235-782
  • Year of publication: 2018
  • Source: Show
  • Pages: 40-62
  • DOI Address: https://doi.org/10.15804/kie.2018.04.02
  • PDF: kie/122/kie12202.pdf

Cognition and meta-learning competencies are important elements in teacher education programs. The research presented was aimed at discovering the link between the need for cognition and meta-learning competence. The research sample comprised 250 students of teacher education in their first-year of study for the degree of licencjat (Bachelor’s equivalent) and magister (Master’s equivalent). Research findings demonstrate the existence of 1) a correlation between the students’ need for cognition and their meta-learning competence, 2) differences between students at the Bachelor’s and Master’s level of education with regard to their expressed need for cognition and meta-learning competence (including subcomponents of the latter) which suggests that these needs and competencies develop over the course of their university education.

“How and why should i study?”: Metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers

  • Author: Sonja Čotar Konrad
  • Year of publication: 2015
  • Source: Show
  • Pages: 239-250
  • DOI Address: https://doi.org/10.15804/tner.2015.42.4.20
  • PDF: tner/201504/tner20150420.pdf

The study examined the relationship between metacognitive learning strategies and motivational beliefs, predicting academic performance of student teachers. The main aim of the study was to examine the predictive value of motivational beliefs and metacognitive learning strategies for students’ academic performance. In the study 307 student teachers of the Faculty of Education completed the revised version of Motivated Strategies for Learning Questionnaire (Pintrich & de Groot, 1990). Regression analyses revealed that a higher sense of self-efficacy predicted better academic performance and a higher test anxiety predicted poorer academic performance. The implications of motivational orientation for cognitive engagement and self-regulation at the faculty are discussed.

Thinking Metacognitively: Metacognitive Skills and Science Performance

  • Author: Liliana Ciascai
  • Institution: Babes-Bolyai University
  • Author: Lavinia Haiduc
  • Institution: Babes-Bolyai University
  • Year of publication: 2014
  • Source: Show
  • Pages: 269-279
  • DOI Address: https://doi.org/10.15804/tner.14.37.3.21
  • PDF: tner/201403/tner3721.pdf

The presented study aims to identify the relations between metacognitive skills and science performance. Data were collected from 211 Romanian adolescents in the seventh and eighth grades, who completed the Junior Metacognitive Awareness Inventory (the version for 5th- 9th grades). The results indicate that adolescents generally use metacognitive skills when learning science subjects and that some metacognitive skills are associated with better performance in science. Nevertheless, adolescents seem to encounter difficulties in using diagrams and pictures that facilitate the learning process, in evaluating the outcomes of their learning process and in using different learning strategies, in accordance with specific learning situations. Given the importance of metacognitive skills in science performance, we argue that it is essential for teachers to understand how to develop a culture of metacognition in science classrooms.

The Need for Reflection on Self-education of Students

  • Author: Walentyna Wróblewska
  • Institution: University of Białystok
  • Year of publication: 2008
  • Source: Show
  • Pages: 184-190
  • DOI Address: https://doi.org/10.15804/tner.08.14.1.11
  • PDF: tner/200801/tner1411.pdf

Profound transformations of civilization create new needs for the generating, processing, storing and transmitting of knowledge. New objectives arise due to these needs in various areas of social life. One of the important aspects of the undergoing transformations is the increasing significance of non-institutional processes of education, including the process of self-education, which still does not have the right position in the teaching theory and practice. There is a need to analyse the process from different perspectives, diverse contexts and on the grounds of various theories. The present article emphasizes the concept of the analysis of student self-education from the perspective of the subject undertaking the process in the context of the effects of university and the changes of reality. The presentation of the proposed analysis is of a teaching character based on cognitive theories of the development of personality.

Metacognitive Behaviours of the Eighth Grade Gifted Students in Problem Solving Process

  • Author: Avni Yildiz
  • Institution: Ahi Evran University, Turkey
  • Author: Serdal Baltaci
  • Institution: Ahi Evran University, Turkey
  • Author: Bülent Güven
  • Institution: Karadeniz Technical University, Trabzon, Turkey
  • Year of publication: 2011
  • Source: Show
  • Pages: 248-260
  • DOI Address: https://doi.org/10.15804/tner.11.26.4.20
  • PDF: tner/201104/tner2620.pdf

This research aims to examine how gifted students exert their metacognition in each problem-solving step while solving a problem. In this sense, the researchers gave four students of the 8th grade three mathematics problems. The data of the study was collected through clinical interviews. The voice recordings of the students during the problem solving process and the solutions they wrote on paper formed the data of the study. The findings show that gifted students display metacognitive behaviours in problem solving process intensity. It was also observed that gifted students display some metacognitive behaviours which had not been determined by researchers before. These behaviours are seen at the stage of looking back and they are revision of connections between topics which were learnt in the past after solving a problem and relaxation of brain in order to evaluate what has been done by thinking over alternative ways. The findings of the research are important in terms of determining how gifted students exert their metacognition in each problem-solving step.

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