students

  • Cultural Sensitivity of Polish, Ukrainian and Belarusian Students

    Author: Mariusz Korczyński
    E-mail: mariusz.korczynski@poczta.umcs.lublin.pl
    Institution: Maria Curie-Skłodowska University in Lublin
    Author: Mateusz Stefanek
    E-mail: mateuszstefanek@wssp.edu.pl
    Institution: Vincent Pol University in Lublin
    Year of publication: 2018
    Source: Show
    Pages: 83-96
    DOI Address: https://doi.org/10.15804/kie.2018.02.05
    PDF: kie/120/kie12005.pdf

    The aim of the study was to establish the level of cultural sensitivity of Polish, Ukrainian and Belarusian students, as well as characterize the differences in this respect between these groups. Cultural sensitivity is understood here as an indicator of intercultural communicative ability, which manifests itself in willingness to engage in interactions with people of different cultures.
    The study was conducted using a diagnostic poll with the research tool Intercultural Sensitivity Scale developed by G.M Chen and J.W. Starosta. Another methods employed included the analysis of variance (ANOVA) and LSD test. The subjects of the study were 293 students of Maria Curie-Skłodowska University and Vincent Pol University in Lublin, 91 of whom were Polish, the same number of Ukrainians and 101 Belarusians.
    The research showed that the Ukrainian students are the most willing to engage in conversation with a person of different culture, obtaining average and high results for all factors. The lowest results, in turn, belong to the Poles, whose results were all average. Statistical analyses showed that the differences are statistically significant for 4 out of 5 examined dimensions of sensitivity. The students from Ukraine turned out to be the most diversifying group.

  • Czynniki motywujące studentów do podjęcia studiów zagranicznych w ramach programu Erasmus+ oraz czynniki stanowiące dla nich bariery podczas pobytu za granicą na przykładzie studentów z Polski i Republiki Czeskiej

    Author: Anton Dragomiletskii
    Institution: Uniwersytet Śląski w Katowicach
    Year of publication: 2018
    Source: Show
    Pages: 256-271
    DOI Address: https://doi.org/10.15804/em.2018.02.14
    PDF: em/9/em914.pdf

    W artykule podjęto rozważania dotyczące czynników, które motywują studentów przy podjęciu decyzji o wyjeździe zagranicznym w ramach programu wymiany Unii Europejskiej Erasmus+. Omówiono teoretycznie czynniki zarówno o podłożu poznawczym, takie jak: chęć poznawania kultury kraju przyjmującego, doskonalenie kompetencji językowych uczestników, możliwość podniesienia kompetencji zawodowych, czy też te o podłożu ekonomicznym, dotyczy to na przykład czynników związanych z kosztem utrzymania się w kraju wyjazdu. Grupę badaną stanowili polscy studenci wyjeżdżający w ramach programu Erasmus+ do czeskich uczelni oraz czescy studenci przyjeżdżający do uczelni znajdujących się w Polsce. Badaniami zostali objęci studenci kierunków pedagogicznych i filologicznych, studiujący w uczelniach czeskich oraz polskich. Przedmiotem przeprowadzonych badań były czynniki motywujące studentów do wyjazdu zagranicznego w ramach programu Erasmus+ oraz takie, które mogą stwarzać bariery i trudności podczas pobytu za granicą. Wyniki przeprowadzonych badań pozwalają zauważyć, że przy wyborze kraju goszczącego przez studentów największy udział mają nie czynniki motywacyjne o podłożu poznawczym, lecz czynniki ekonomiczne, takie jak, np. koszty utrzymania – ten aspekt wskazało najwięcej osób, jako najbardziej istotny przy wyborze miejsca wyjazdu. Można stwierdzić, że studenci wyjeżdżający na częściowe studia zagraniczne w ramach programu Erasmus+ kierują się najczęściej czynnikami o podłożu ekonomicznym, a więc sam wyjazd jest dla nich przede wszystkim czasem pewnej niezależności finansowej, a czynniki o podłożu poznawczym stanowią wartość dodaną mobilności. Optymizmem napawa fakt, że studenci w grupie badanej okazali się otwarci na poznawanie kultury kraju goszczącego.

  • Poglądy autorytarne a stosunek do demokracji polskich studentów

    Author: Radosław Marzęcki
    Institution: Uniwersytet Pedagogiczny im. KEN w Krakowie
    Year of publication: 2017
    Source: Show
    Pages: 130-147
    DOI Address: https://doi.org/10.15804/athena.2017.55.07
    PDF: apsp/55/apsp5507.pdf

    W niniejszym artykule autor przedstawia problem kryzysu legitymizacyjnego współczesnej demokracji. Dane empiryczne wskazują, że obywatele wielu skonsolidowanych demokracji stają się dzisiaj coraz bardziej nieufni (cyniczni) wobec wartości, jaką jest demokratyczny system polityczny. Okazuje się, że problem ten dotyczy dzisiaj młodszych pokoleń obywateli. Autor próbuje odpowiedzieć na pytanie o to, jak młodzi ludzie (studenci) postrzegają i oceniają system polityczny w Polsce, także stara się przedstawić szerszy społeczny kontekst legitymizacji demokracji. Dlatego też analizuje związek pomiędzy preferowanym modelem władzy a poglądami na skali przekonań autorytarnych/demokratycznych.

  • The Study of the Higher School Lecturer’s Competence in Ukraine: Diagnostics and Analytics

    Author: Liudmyla Khoruzha
    E-mail: l.khoruzha@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Author: Mariia Bratko
    E-mail: m.bratko@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Author: Olha Kotenko
    E-mail: o.kotenko@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Author: Olha Melnychenko
    E-mail: o.melnychenko@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Author: Volodymyr Proshkin
    E-mail: v.proshkin@kubg.edu.ua
    Institution: Borys Grinchenko Kyiv University
    Year of publication: 2019
    Source: Show
    Pages: 233-245
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.19
    PDF: tner/201901/tner5519.pdf

    The article presents the diagnostic and analytical results of the research on higher school teachers’ competence at Borys Grinchenko Kyiv University (Ukraine). Theoretical and methodological analysis is carried out and the content of three competence profiles of lecturers in higher education is defined: professional and pedagogical, social and personal, academic, reflecting the main areas of the lecturer’s activity. Diagnostic tools of qualitative assessment of teachers’ competence components in each of the profiles are developed. The study allowed for revealing the development of certain lecturer competences according to the identified profiles: innovative, digital, management (professional and pedagogical profile), leadership, civic (social and personal profile), research, international cooperation, and scientific PR (academic profile). The results of the diagnosis are the basis for the development and implementation of a system of measures for increasing the quality and standardization activities of higher education lecturers at the institutional, national and European levels. The article provides appropriate recommendations.

  • What a Teacher Should not be Like

    Author: Marlena Plavšić
    E-mail: mplavsic@unipu.hr
    Institution: Juraj Dobrila University of Pula
    Author: Marina Diković
    E-mail: mdikovic@unipu.hr
    Institution: Juraj Dobrila University of Pula
    Year of publication: 2019
    Source: Show
    Pages: 246-255
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.20
    PDF: tner/201901/tner5520.pdf

    The teacher’s misbehaviour has an adverse influence on students’ motivation and adjustment in school. It even has more permanent effects on students than the teacher’s good behaviour. The objective of this study was to apply Korthagen’s model of levels of change in exploring teachers’ most unacceptable characteristics from the perspective of students (n = 158), teachers (n = 78) and parents (n = 148), and to reveal possible differences depending on primary and secondary school and the length of teachers’ experience. The listed characteristics fit Korthagen’s model mostly in the levels of mission, behaviour and identity. Some differences were found between primary and secondary school, as well as ones related to teachers’ length of experience.

  • Self-assessment of the social competence of teacher education students

    Author: Snježana Dubovicki
    Author: Maja Brust Nemet
    Year of publication: 2015
    Source: Show
    Pages: 227-238
    DOI Address: https://doi.org/10.15804/tner.2015.42.4.19
    PDF: tner/201504/tner20150419.pdf

    Social competence (SC) is one of the most important competences required for successful performance of the teaching profession. Strengthening students’ social and emotional competences provides aid and support for lifelong learning and social and emotional implementation of the teaching process. By triangulating the results of a questionnaire, sociometry and interviews with students of teacher study, a significant level of social competence was observed. Students’ sociometric status is not in full accordance with their self-assessment of SC, so more frequent are the allocations of popular students, but one rejected. SC is usually acquired in the family; college is placed in second place, which increases the importance of this issue in terms of intentional 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.

  • The study competences of physical education students

    Author: Monika Guszkowska
    Author: Anna Kuk
    Author: Adriana Zagórska-Pachucka
    Author: Katarzyna Skwarek
    Year of publication: 2015
    Source: Show
    Pages: 119-128
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.10
    PDF: tner/201502/tner20150210.pdf

    The purpose of this research was to determine the level of study competences among students of physical education. The study encompassed first-year students aged 18 to 26, who began their studies in 2010, 2011 and 2012. The Standard Progressive Matrices Plus, the Social Competence Questionnaire, the Emotional Intelligence Questionnaire, the Coping Orientation of Problem Experience Inventory, NEO Five-Factor Inventory, and the Multidimensional Self-Esteem Inventory were used. Students were characterised by a high level of study competence with regard to skills and personality. The study group was moderately homogeneous: the students starting their studies in consecutive three years did not significantly differ with respect to the analysed skills. This undermines the circulating opinions of lowering the level of competence of students in the recent years.

  • Living values education in school habituation program and its effect on student character development

    Author: Didin Saripudin
    Author: Kokom Komalasari
    Year of publication: 2015
    Source: Show
    Pages: 51-62
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.04
    PDF: tner/201501/tner20150104.pdf

    This study describes the model of living values education (LVE) in school habituation activities and its impact on character development. It employs the design of research and development in junior and senior high-schools in Bandung. The model of LVE in school habituation is carried out by clearly defining the values of life and expected behaviors, learning of values in the real life contexts, regular awards for expected behaviors, proactive correction of deviant behaviors through clear procedures, and by using the principle of example, correction, awards, and enforcement. The application of the model of LVE in school habituation significantly affects the student’s character development by 42.1%. Thus, the model of LVE in habituation program can be implemented in schools.

  • Zadowolenie z życia w kontekście perspektyw czasowych i struktury wartości-porównanie międzykulturowe studentów z Polski i Ugandy

    Author: Józef Maciuszek
    Author: Kinga Tucholska
    Author: Anna Kawula
    Year of publication: 2016
    Source: Show
    Pages: 161-179
    DOI Address: https://doi.org/10.15804/kie.2016.01.09
    PDF: kie/111/kie11109.pdf

    Research problem: The focus of the research was to determine the differences and connections in subjective well­being, time perspective and values among groups from various cultures and socio­economic status. The samples of Polish and Ugandan population, which are highly diverse geographically, socially, economically and culturally, were examined and compared in the study. Participants: The Polish data were collected from 58 management students (45 F, 13 M) from Jagiellonian University in Krakow; mean age M=20.21 years old, SD=1.10. The Ugandan data were collected from 47 management students (28 F, 19 M) in similar age from Makerere University in Kampala and Fort Portal. Measures: Respondents from Uganda completed the Subjective Well­Being Scale (SWLS) by Diener, the Zimbardo Time Perspective Inventory (ZTPI) and the Portrait Values Questionnaire (PVQ) by Schwartz. The original versions of methods, written in English (which is official language in Uganda) were used. In Poland were used version of SWLS adapted by Juczyński, ZTPI adapted by Cybis, Rowiński and Przepiórka, and Polish version of PVQ adapted by Cieciuch and Zaleski. Results: Statistical analysis carried out on Polish and Ugandan sample survey data revealed statistically significant differences in time perspective and in basic personal values, but not in subjective wellbeing. The results were interpreted in the context of specific social, economic, and cultural conditions and discussed with reference to previous findings.

  • Studenci pedagogiki Akademii Pedagogiki Specjalnej w Warszawie i ich orientacje edukacyjne. Prezentacja wyników badań własnych

    Author: Błażej Przybylski
    Year of publication: 2016
    Source: Show
    Pages: 192-209
    DOI Address: https://doi.org/10.15804/kie.2016.03.11
    PDF: kie/113/kie11311.pdf

    The following article comprises the description of methodology and the presentation of the results of individual research. The aim of the realised project was recognising and characterising the educational orientations of pedagogy students. The author used the Polish adapted version of W.F. O’Neill’s questionnaire on ideological orientations to survey the educational orientations of students. The questionnaire estimates six detailed educational ideologies. This article presents the results of a survey concluded on a group of 506 students of the Maria Grzegorzewska University in Warsaw. Among students the choice of liberal educational ideology is predominant. The number of followers of radical right-wing educational ideologies is marginal.

  • Exploring the Impact of Cultural Diaspora on Procrastination by Gender and Age

    Author: Katarzyna Markiewicz
    E-mail: katarzyna.markiewicz@wsei.lublin.pl
    Institution: University of Economics and Innovation
    Author: Sara Filipiak
    E-mail: saraf1@poczta.onet.pl
    Institution: Maria Curie-Sklodowska University, Lublin
    Author: Joseph R. Ferrari
    E-mail: jferrari@depaul.edu
    Institution: DePaul University
    Year of publication: 2019
    Source: Show
    Pages: 27-38
    DOI Address: https://doi.org/10.15804/tner.19.57.3.02
    PDF: tner/201903/tner5702.pdf

    The study aimed at discovering whether gender, age, and different cultural background may be associated with procrastination. Therefore, procrastination tendencies by students of Polish nationality residing in Poland with Polish students living in Austria were compared. All participants completed the Pure Procrastination Scale that measured the degree of self-reported procrastination. Results revealed higher procrastination scores by emerging adults living in Poland than Austria. Males from the Polish diaspora reported more procrastination behaviors than females. In contrast, procrastination was higher among Polish female than male citizens. Delaying tasks were higher in older than younger respondents within the Polish sample; for students in the Polish diaspora, procrastination decreased with age.

  • Teaching and Research: Implications for Active Learning in Higher Education

    Author: Alicja Korzeniecka-Bondar
    E-mail: alibon@uwb.edu.pl
    Institution: University of Białystok
    ORCID: https://orcid.org/0000-0003-1145-2996
    Author: Beata Kunat
    E-mail: b.kunat@uwb.edu.pl
    Institution: University of Białystok
    ORCID: https://orcid.org/0000-0002-5205-1366
    Year of publication: 2020
    Source: Show
    Pages: 174-193
    DOI Address: https://doi.org/10.15804/kie.2020.02.10
    PDF: kie/128/kie12810.pdf

    The paper presents practical execution of a course The Qualitative Research Methods at the two-year master’s programs 3+2 (MA) in pedagogy at the Faculty of Education of University of Białystok, conducted according to premises of research-based learning (RBL). The aim of The Qualitative Research Methods is to develop research competence of students in the area of designing, conducting and reporting qualitative research. During classes the students prepare team projects of qualitative research dealing with their everyday life. The paper presents the results of analysis of 161 projects of qualitative research done over three-year period (2017–2020). Methodological premises done by the students at the stage of research planning were reconstructed: 1) the topic of research; 2) the subject and the goals of research; 3) motivation of a subject choice; 4) research problems. The analysis allowed to establish that linking research with teaching enables students to gain knowledge of: 1) conducting scientific research; 2) the scientific field they study as well as the fields related to it; 3) team work (including one dealing with executing and presenting the scientific research); 4) themselves as researchers.

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