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- ItemAutonomia czy odłączenie? Rola osoby znaczącej w życiu młodzieży z trudnościami w nauce(Towarzystwo Naukowe KUL, 2004-12-01) Domagała-Zyśk, EwaDuring the adolescence period young people are commonly perceived as these who want to achieve as much independence as it is possible. However, the research show that instead of receiving mature autonomy, they rather experience detachment from their pa rents. This results in worse relationships with their peers and school failure in general. The book shows the importance of social support from the students' significant others (parents, peers and teachers) in the process of doing well at school. In the research project the main focus was to find correlations between the quality of the relationship with significant others and the school success or school failure, which was measured by pupils’ average grades. Participating in the study were 100 children aged 11-13 experiencing school failure (mean school grade 2,9 (FX) or below) and 100 children aged 11-13 without any problems with learning (mean school grade 4,1 (C) or more and the subjective feeling of not experiencing difficulties at learning were taken into account). In each of the groups half of the participants were female and half were male. All the pupils were attending the state primary schools in Lublin, Poland. The main hypothesis of the study was that pupils experiencing school failure differ from these with school success in the quality of the relationship with significant others. This quality means different amount of the perceived social support from their mothers, fathers, peers and teachers. Some other variables were controlled (material status of the child's family, educational level of its parents, legal bonds among the members of the family, number of children in the family). The results show that the main condition of school success there are not the external factors, but the internal subjective conviction about the accessibility of social support from the children's parents, peers and teachers. The conclusion is that in order to help pupils in achieving school success pedagogues should teach them not only academic skills, but show them how to create and support good relations with their significant others.
- ItemDydaktyka akademicka w uniwersytecie katolickim. T. 5: Odpowiedzialność w kształceniu przyszłych nauczycieli(Wydawnictwo scriptum, 2024) Chałas, Krystyna; Magier, Piotr; Szlachta, Ewelina
- ItemOcena funkcjonalna rozwoju emocjonalno-społecznego uczniów ze zróżnicowanymi potrzebami edukacyjnymi(Wydawnictwo ORE, 2023-12-01) Domagała-Zyśk, Ewa; Bieńkowska, Katarzyna Ita; Papuda-Dolińska, Beata; Knopik, Tomasz
- ItemNauczycielska ocena rozwoju emocjonalno-społecznego uczniów ze zróżnicowanymi potrzebami edukacyjnymi(Ośrodek Rozwoju Edukacji, 2023-12-01) Domagała-Zyśk, Ewa; Knopik, Tomasz; Papuda-Dolińska, Beata; Bieńkowska, Katarzyna Ita
- ItemŚwiat po pandemii COVID-19 z wojną w Ukrainie w tle. Perspektywa rozwoju ładu światowego i środowiska bezpieczeństwa do 2040 roku. Wyzwania dla bezpieczeństwa Polski. Tom 1 – Wymiar polityczny i geopolityczny(Wydawnictwo Centrum Doktryn i Szkolenia Sił Zbrojnych, 2023) Reczkowski, Robert; Raubo, Jacek M.; Podraza, Andrzej; Jureńczyk, Łukasz; Turowski, Paweł