Nauki Humanistyczne i Społeczne

Polish Psychological Bulletin

Zawartość

Polish Psychological Bulletin | 2020 | vol. 51 | No 3 |

Abstrakt

Aim: This study investigates the impact of assertiveness training on assertiveness and self-esteem of high school students. Method: The study employs Quasi-experimental design where 130 participants aged 13-17 years were selected randomly and assigned into two groups as experimental (N-65) and control group (N-65). Tools: For this aim Assertiveness scale (AS) and Self-esteem questionnaire (RSE) were used. Training: During the treatment phase, the experimental group received assertiveness training of 5 weeks comprising two sessions per week, and each session took 45 minutes. After treatment both experimental and control groups are measured with post-tests. Results: The results show that assertiveness training has significantly increased the assertiveness and decreased the aggression and submission in the experimental group. Also the training has significantly increased the self-esteem of students. Conclusion: The obtained findings revealed an increase in the rate of self-esteem and assertiveness and decrease in the aggression and submission of students. Hence it proved that assertiveness training is significantly effective on the assertiveness, aggression, submission and self-esteem of students.

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Autorzy i Afiliacje

Waqar Maqbool Parray
Sanjay Kumar
Blessy Elizabeth David

Abstrakt

Four types of self-standards (ideal, ought, undesired, and forbidden selves) were analyzed in the context of self-assessed health of older adults. We focused on the relationships between self-discrepancies (perceived actualization of self-standards) and affect, as well as the content of self-descriptions of standards. Participants (116 Polish older adults) completed: Self Standards’ Measure (SSM), PANAS-X and 7 items from the WHOQOL-BREF. First, we found that self-assessed health moderates the effects of self-discrepancies on affect. The ideal and ought self-discrepancies predicted affect when health was assessed as good. Conversely, the undesired and forbidden self-discrepancies predicted affect when health was assessed as poor. Second, health-related content was more typical for the ideal than for the ought standards. Third, older adults who assessed their health better had fewer health-related standards. The results are discussed with reference to control theory of approach and avoidance.

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Autorzy i Afiliacje

Wacław Bąk
Donat N. Dutkiewicz
Jan Kutnik

Abstrakt

Emotional intelligence (EI) is conceptualized as a personality trait or an ability. Most of conducted studies on EI-coping association referred to trait emotional intelligence. Therefore, the role of ability emotional intelligence is less clear and need to be further studied. The present study examined the relationship between two EI abilities (emotion recognizing and emotion understanding) and stress coping strategies in adolescent men and women. The data were collected from 1033 Polish high school students (520 men and 512 women) aged 18-20 years (Mage = 18.46 years). Coping strategies were assessed using the COPE inventory and emotional abilities were measured using the Emotional Intelligence Scale – Faces (SIE-T) and the Emotion Understanding Test (TRE). The results supported the existence of an association between EI abilities and coping strategies. The analyses of the interaction effects revealed the moderating role of gender on some of the relationships between EI abilities and coping strategies.

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Autorzy i Afiliacje

Joanna Piekarska
Katarzyna Martowska

Abstrakt

Being reflective is one of the most paramount features that EFL (English as a Foreign Language) teachers need to be equipped with in the post-method era for their professional growth and development. The present study aimed to explore reflective teaching from a multi-dimensional perspective in terms of a) determinants that simulates teachers to reflect, b) consequences that teachers experience as a result of their reflective teaching, and c) obstacles that may arise and preclude teachers from reflective teaching. Qualitative data collection method was employed to gather data from 10 EFL teachers triangulating semi-structured interviews, diaries, journal, and observation. Data analysis via MAXQDA led to the emergence of three models for each dimension of the study. The results revealed that teachers not only reflect to respond to a problem, but also they reflect to diminish some negative factors like stress or anxiety on the part of both learners and themselves as well as improving, enhancing, or mending something in teaching or learning. The codes of determinants were also conceptualized into three broad categories of reflection-in-action, reflection-on-action, and reflection-for-action with the reflection-for-action used more frequently by the teachers. In the case of consequences, the codes were classified into two categories of internal and external consequences. It was also concluded that some of the consequences reinforce the reflective teaching and play the role of determinants motivating teachers to reflect again. Regarding the obstacles, after categorizing the codes into external and internal obstacles, it was observed that external factors are more robust.

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Autorzy i Afiliacje

Farzaneh Tabassi
Afsaneh Ghanizadeh
Parinaz Gharooni Beigi

Abstrakt

The observation inflation effect consists in the fact that observing an action being performed can create false memories that this action has actually been performed by the observer. The present study examined the relationship between this effect and interrogative suggestibility. A procedure based on the Gudjonsson Suggestibility Scale was used to assess two kinds of suggestibility: the tendency to yield to suggestive questions (Yield) and the tendency to change answers after feedback (Shift). The participants first watched a film depicting a woman performing simple activities and performed various activities themselves during the film. In order to determine whether the observation inflation effect occurred, the participants performed a source-monitoring test. The observation inflation effect was replicated. Observation inflation correlated positively with Yield but not with Shift. This pattern of results can be explained by the fact these two indicators are different aspects of interrogative suggestibility. Shift is more related to social influence, while Yield is more cognitive in its nature.

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Autorzy i Afiliacje

Magdalena Kękuś
Regina Dziubańska
Iga Komęza
Iwona Dudek
Klaudia Chylińska
Malwina Szpitalak
Romuald Polczyk

Abstrakt

Although the usefulness of alternative assessment in second language (L2) classrooms has been extensively recognized by scholars, the use of the various types of alternative assessment in English as a Foreign Language (EFL) contexts has not received adequate attention by L2 practitioners. To contribute to this line of research, the present research sought to examine the impact of a portfolio-based writing instruction on writing performance and writing anxiety of EFL students. To this end, a number of 41 EFL learners were recruited as the participants of this study. They were then randomly divided to an experimental group (N=21) and a control group (N=20). The participants in the experimental group received portfolio-based writing instruction, whereas the control group received the regular writing instruction with no archiving of students’ drafts in portfolios. Timed-writing tasks and the Second Language Writing Anxiety Inventory (SLWAI) were employed to collect the data. The results obtained from ANCOVA analysis revealed that the portfolio-based writing instruction aided the participants in improving their writing performance more than the control group. Moreover, it was found that the use of portfolios significantly reduced the L2 writing anxiety of the participants while the traditional writing instruction did not have any significant impact on L2 writing anxiety of the control group. The pedagogical implications for portfolio-based writing instruction are discussed finally.

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Autorzy i Afiliacje

Jalil Fathi
Ali Derakhshan
Maryam Safdari

Redakcja

Editor-in-Chief:
Dariusz Doliński, Committee for Psychological of the Polish Academy of Sciences, Poland
 

Managing Editor:
Michal Grycz


Editorial Advisory Board:
Albert Bandura, USA
Jerzy Brzeziński, Poland
Daniel Cervone, USA
Janusz Czapiński, Poland
David Funder, USA
Gary Greenberg, USA
Hubert Hermans, Netherlands
Robert House, USA
Arthur Jago, USA
Krzysztof Kaniasty, USA
Ida Kurcz, Poland
Aleksandra Luszczynska, Poland
Tomasz Maruszewski, Poland
Jerzy Mączyński, Poland
Robert McCrae, USA
Stephen Motovidlo, USA
Dennis O’Keefee, United Kingdom
Zofia Ratajczak, Poland
Rolf Reber, Norway
Helena Sęk, Poland
Peter Smith, United Kingdom
Wilhelmina Wosinska, USA
Zbigniew Zaleski, Poland


Honorary Editorial Board:
Alois Angleitner, Germany
John Benjafield, Canada
Gian Caprara, Italy
Joseph Danks, USA
Anthony Greenwald, USA
Robert Hinde, United Kingdom
Friedhart Klix, Germany
Arie Kruglanski, USA
Richard Nisbett, USA
Guido Peeters, Belgium
Jane Allyn Pillliavin, USA
John Rijsman, Netherlands
Paul Slovic, USA
Wolfgang Stroebe, Germany
Velina Topalova, Bulgaria
Boris Velichovsky, Russia
John von Right, Finland

 
Language Editors:
Marlena Johnson, Poland

Kontakt

Polish Psychological Bulletin
SWPS Wrocław
ul. Ostrowskiego 30B
53-238 Wrocław
Tel: 71 7507214

e-mail: ppb@swps.edu.pl

Instrukcje dla autorów

Instrukcja dla autorów

Polish Psychological Bulletin is an official journal of Polish Academy of Science, Committee for Psychological Science. Each issue is devoted to a specific field or theme in psychology. Papers which do not fit the issue field are published in the Other Papers section.

Authors are encouraged to submit papers electronically via our Editorial System: http://www.editorialsystem.com/ppb

Your covering mail or letter should include full contact details. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources. Masked reviews are optional, and authors who wish masked reviews must specifically request them when they submit their manuscripts. For masked reviews, each copy of the manuscript must include a separate title page with authors’ names and affiliations, and these ought not to appear anywhere in the manuscript.

Authors should prepare manuscripts according to the Publication Manual of the American Psychological Association (5th ed.) Only articles written in English will be considered.

Type: (a) title page, (b) abstract and up to six keywords, (c) text, (d) references, (e) footnotes, (f) figures, and (g) tables on separate pages in order. Abstract should be no more than 1200 characters and spaces (which is approximately 160 words).

Journal policy prohibits an author from submitting the same manuscript for consideration by another journal and does not allow publication of a manuscript that has been published in whole or in part by another journal. Authors must also verify compliance with APA ethical standards in the treatment of participants, human or animal.

Submitted manuscripts are subject to peer review and may be returned to authors for revision. Masked reviews are optional. Authors requesting a masked review should write it in the cover letter that they want a double-blind review, and they should remove all author names, institutions, and other identifying information from the manuscript.

Editorial Policy

Polish Psychological Bulletin is an official journal of Polish Academy of Science, Committee for Psychological Science. Each issue is devoted to a specific field or theme in psychology. Papers which do not fit the issue field are published in the Other Papers section.

Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources. Submitted manuscripts are subject to peer review and may be returned to authors for revision. All papers are reviewed with respect to their scholarly merit. Masked reviews are optional, and authors who wish masked reviews must specifically request them when they submit their manuscripts. Only articles written in English will be considered. It is recommended that authors who are not native speakers have their papers checked by native-speaker colleague before submission.

Journal policy prohibits an author from submitting the same manuscript for consideration by another journal and does not allow publication of a manuscript that has been published in whole or in part by another journal. Authors must also verify compliance with APA ethical standards in the treatment of participants, human or animal.

The author agrees, upon acceptance of the article for publication, to transfer to Polish Academy of Sciences, Committee for Psychological Sciences the exclusive right to reproduce and distribute the article and its content. These rights are transferred for the duration of copyright as defined by international low. This enables us to ensure full copyright protection and to disseminate the article, and the journal, to the widest possible readership. Authors may of course, use the material elsewhere after publication providing that prior permission is obtained from Polish Academy of Sciences, Committee for Psychological Sciences.

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