Wszystkie pola: personality development

Skocz do pozycji: 1.

Tytuł:: Autonomy of human mind and personality development
Autorzy:: Niemczyński, Adam
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 2.

Tytuł:: Autonomy of human mind and personality development
Autorzy:: Niemczyński, Adam
Tematy:: autonomy
development
mind
intentionality; Pokaż więcej
Wydawca:: Polska Akademia Nauk. Czasopisma i Monografie PAN
Powiązania:: https://bibliotekanauki.pl/articles/2128603.pdf Link otwiera się w nowym oknie
Opis:: A psychology of human individual development is proposed which argues against its reduction to the description and control of human behavior or to cognitive psychology in the model of information and communication technology. Instead the author’s earlier conceptualization of the autonomy of human individual development is now elaborated further. The foundational premise to this end rests in Macnamara’s (1999) explication of Brentano’s (1874) notion of intentionality, i.e., referring to something as an object. It reveals the access of the mind to the ideal objects and to the kinds which provide for identity and individuation of the objects of human cognition (Macnamara and Reyes, 1994). It converges with the anti-irrationalism postulate which was put forward by Ajdukiewicz (1934). The reduction of the mind in psychology to something else proves unable to meet the anti-irrationalism postulate, regards perception and cognition to be of one piece, and it excludes intuition and ideals. In contrast to this, the notions of the spontaneous and self-sustainable perception and the self-determined mind open a way for psychology without the reduction of it to anything else. The same route has been taken earlier (Niemczyński, 2007) with a study of personality development from adolescence to the late ages.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Five stages of professional personality development: Comparative analysis
Autorzy:: Bocheliuk, Vitalii Y.
Spytska, Liana V.
Shaposhnykova, Iryna V.
Turubarova, Anastasiia V.
Panov, Mykyta S.
Tematy:: Professional self-realisation
psychological well-being
Burnout
Stages of professional development
Development crises; Pokaż więcej
Wydawca:: Polska Akademia Nauk. Czasopisma i Monografie PAN
Powiązania:: https://bibliotekanauki.pl/articles/2121381.pdf Link otwiera się w nowym oknie
Opis:: The purpose of the study is to determine the characteristic features of personal functioning at different stages of professional development. The survey involved 139 professionals from various fields (74 women and 65 men) aged 24 to 67 years. The sample is divided into 5 groups according to the stage of professional development. A comparative analysis of groups by parameters of professional self-realisation, emotional burnout and psychological well-being is carried out. The results obtained demonstrate the nonlinear, complex dynamics of self-realisation of the individual throughout life and clarify the internal mechanisms of professional development at each stage. The stages of primary and secondary professionalisation are accompanied by the greatest need for self-improvement and at the same time, exaggerated and unrealistic ideas about one's own professional competence. An increased symptomatology of emotional burnout has been identified, which accompanies the peak of professional excellence and determines the next stage of professional activity decline after 30 years of work experience. The coincidence of the normative age and professional crises entails a profound crisis of the pre-retirement age, which is characterised primarily by a loss of goal-setting. People who continue to work in the post-retirement age have the highest rates of self-fulfillment, which leads to overall satisfaction with life and self. The described patterns open new perspectives for the development of ways of psychological counselling and organisational support of specialists.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Szuman o historycznym charakterze rozwoju osobowości człowieka
Szuman on Historical Character of Personality Development
Autorzy:: Niemczyński, Adam
Tematy:: umysł
osobowość
charakter
metoda historyczna
pozytywizm
empiryzm
mind
personality
character
historical method
positivism
empiricism; Pokaż więcej
Wydawca:: Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Powiązania:: https://bibliotekanauki.pl/articles/61318916.pdf Link otwiera się w nowym oknie
Opis:: At the beginning of his scientific career Szuman (1930a) indicted the individual personality development to be the object of his psychological investigations. He put a stress on historical character of the personality development and the role of significant deeds in it. He placed psychology of human development among humanistic disciplines of investigation in his book on human personality and character (Szuman 2014). Psychology of child and adolescent development also belong to them and are irreducible to the development of human biological organism. Child’s own actions and upbringing as well as education branch the development of individual human beings out of biology without detaching it from biology nonetheless. Szuman’s historical psychology of the individual personal development did not completely abandon a stance represented in the theory of cognition called the British empiricism, although he clearly put aside positivistic philosophy of science. It is necessary to emancipate historical psychology from the obstacles of the British empiricism’s theory of cognition in order to continue its progress. Niemczyński (2017) seems to go in this direction.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Kształtowanie charakteru nastolatków w grupie rówieśniczej
Personality development of the adolescent within their peer group
Autorzy:: Borowska, Barbara
Wydawca:: Wydział Zamiejscowy Nauk o Społeczeństwie Katolickiego Uniwersytetu Lubelskiego Jana Pawła II w Stalowej Woli
Cytata wydawnicza:: [w]: Dziecko w przestrzeni życia społecznego, red. J. Daszykowska, A. Łuczyński, Wydział Zamiejscowy Nauk o Społeczeństwie Katolickiego Uniwersytetu Lubelskiego Jana Pawła II w Stalowej Woli
Opis:: Artykuł przedstawia wybrane elementy kształtowania osobowości i charakteru młodzieży licealnej w Polsce i we Francji. Wyniki prezentowanego sondażu są częścią obszernych badań prowadzonych w pierwszej dekadzie obecnego stulecia (2005-2008) w regionie radomskim i paryskim wśród młodzieży, która kształciła się w trzech różnych środowiskach. W regionie radomskim w liceach na wsi, w małych miastach i w Radomiu oraz w regionie Île-de-France w liceach w małych miastach i w Paryżu. Badaniami zostało objętych 14 placówek oświatowych w tym 9 szkół w Polsce oraz 5 we Francji. Sondaż został przeprowadzony na próbie 691 uczniów, wśród których było 455 licealistów z Polski oraz 236 uczniów z Francji. Przedstawione wyniki badań pokazały, że w sferze zachowań młodzieży widoczne są coraz wyraźniej zachodzące przemiany, które najczęściej określa się mianem stylu życia. Wśród współczesnych nastolatków kształtuje się nastawienie na bardziej konsumpcyjny tryb życia, polegający na uczestnictwie w szeroko pojętych dobrach kultury. Niezaprzeczalny wpływ na kształtowanie wzorów i postaw, w tym również stylu spędzania wolnego czasu przez młodzież, posiadają: rodzina, grupy rówieśnicze i szkoła.
The article discusses the selected aspects of personality development of the Polish and French high school youth. The results of the survey presented in this article are a part of extensive research carried out in the first decade of the 21st century (the year 2005-2008) among teenagers coming from three different backgrounds. It was conducted in small city and country high schools of the Radom region as well as in Paris and small city high schools of the Île-de-France region. 14 educational institutions were included in the research, 9 of which were Polish and 5 French. The survey was carried out on 455 Polish and 236 French high school students, that is 691 in total. The results point to crucial changes in what is referred to as teenage lifestyle. Modern day youth tend to adopt a more consumerist approach to life making use of various cultural goods. Undeniably, family, school and peer groups play an important role in shaping teenage attitudes and values.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

Inne

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Skocz do pozycji: 6.

Tytuł:: Measuring Personality Development in the Aftermath of Critical Life Events: A Preliminary Longitudinal Mixed Methods Study
Autorzy:: Kaźmierczak, Izabela
Tematy:: personality development
positive disintegration theory
coding system for personality development
critical life events interview
psychometrics; Pokaż więcej
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Powiązania:: https://bibliotekanauki.pl/articles/31343484.pdf Link otwiera się w nowym oknie
Opis:: This article aims to conceptualize, operationalize, and empirically validate the concept of actual personality development in the aftermath of a Critical Life Event. Two qualitative tools have been elaborated: the Structured Critical Life Events Interview and the Coding System for Personality Development. They were empirically verified in a preliminary longitudinal mixed methods study (N = 40 participants, n = 1440 narratives) with three measurements in one year referring to the Transition Cycle (Hopson & Adams, 1976). For assessing reliability the Intraclass Correlation Coefficient (ICC) and Cronbach’s α were assessed. The convergent validity of the tools was determined by correlating the results with (1) linguistic structure of participants’ verbalizations and (2) the questionnaires measuring similar behaviours and features. The research showed good psychometric properties of the tools. Moreover, they better identified personality growth and the specific dynamics of personality changes (positive and negative) than the Post-traumatic Growth Inventory (Tedeschi & Calhoun, 1996).
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Personality development and self-realization as an essence of security in an individual and social dimension
Autorzy:: Juliusz, Piwowarski,
Lucyna, Stanek,
Tematy:: security
personality
self-realization; Pokaż więcej
Wydawca:: Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/890921.pdf Link otwiera się w nowym oknie
Opis:: A human being functions in a contemporary reality, which is marked by an uncertainty, a risk and concerns about fundamental values, an ambivalence and an axiological relativism. Therefore, people can feel decrease in their sense of security in both personal and social dimensions. Due to the issues discussed in this paper it is important to acknowledge a security as a process, which is changing and evolving. Since an action and development are included in achieving optimal security, the impact of personality and as a further consequence one of the most dominant human need i.e. self-realization should also be included. If a human being has well-formed need for creating themselves, they function as a creator, or at least a co-creator of their own development and security.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: The Impact of Preschool Education Experience on Multidimensional Non-Cognitive Abilities and Personality Development of Adolescents
Autorzy:: Zhang, Guohui
Chayanuvata, Anchalee
Tematy:: preschool education
non-cognitive skills
personality development
analysis of variance (ANOVA)
student’s t-test; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/2191740.pdf Link otwiera się w nowym oknie
Opis:: The topic’s relevance is based on solving the problems of the influence of preschool education experience on the multidimensional non-cognitive abilities and personality development of adolescents. The purpose of the article was to analyse the problems of the formation of multidimensional non-cognitive processes, substantiating and determining the non-cognitive abilities of preschool children: highly developed personality, giftedness, intelligence, soft skills and conducting an experiment using the basic survey of the 2013-2014 school years conducted by the Chinese Expert Research on Education (CEPS) at Renmin University (China). The methodological approach of the research was based on the methods of analysis, synthesis, comparison, generalisation of literary sources on the problem of researching the formation of multidimensional non-cognitive abilities, graphic methods for visual illustration and comparison of the results of the ascertaining and formative stages of the research. The content of the main concepts of “abilities” and “non-cognitive abilities” is determined, and their features and features are revealed. The identified non-cognitive abilities and their indicators, as well as the methods of their formation, can be used as methodical material for universities and for the personal development of individual preschool education specialists in near and far foreign countries.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Formacja permanentna w służbie rozwoju osobowości katechety
Permanent Formation as a Tool for Personality Development of the Religion Teacher
Autorzy:: Wrońska, Halina
Tematy:: formacja permanentna
rozwój osobowy
rozwój duchowy
kształtowanie umiejętności
wspólnota
dialog
wymiana doświadczeń
rozwój wiary
ośrodki formacji
permanent formation
personal growth
spiritual growth
skill development
community
dialogue
exchange of experiences
growth of the faith
formation centres; Pokaż więcej
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Powiązania:: https://bibliotekanauki.pl/articles/31341316.pdf Link otwiera się w nowym oknie
Opis:: Permanent formation is related to periodic formation and is understood as its extension, undertaken in order to empower the teacher to participate in contemporary religious education and its curriculum design. Therefore, the nature, the contents and the methodology of permanent formation all depend on the degree and type of educational background acquired through academic courses. The major function of the permanent formation is making the teachers capable of personal growth through enhancing the professional skills they developed during the studies. The effectiveness of religious education is not, first and foremost, dependent on the contents and methods of instruction, but on the teacher: his/her personal maturity and spiritual advancement, his acquaintance with contemporary life, his interpersonal skills and readiness to stay in dialogue with others. Rapid changes in human mentality and the deeper understanding of what religious education really is impose a challenge upon the teacher to undertake permanent formation, in both the realm of the matter and of the spirit; intellectual and methodological. The formation of the religion teacher largely depends on his/her acquisition of declarative and procedural knowledge, but the main task they face is their becoming pro-active and empowered, so that they can see their strong points, make them even stronger and use them effectively for influencing their environment. Personal growth needs constant improvement and requires sensitivity to the need of renewal and social participation. Of utmost importance is the teacher's opening to God and to the problems of contemporary world, his/her contemplation of the Bible and active participation in the life of the Church. All these efforts should shape the religion teacher into a dynamic, pro-active person, capable of effective interpersonal contact. Otherwise, the teacher is very unlikely to be effective in his/her didactic impact. The proper understanding and profiling of the teacher's formation − which takes part in the community and through the community − ensures effective catechetical education.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Characteristics of the psychoemotional sphere among Evenk children
Autorzy:: Zaitseva, O.
Klimatckaia, L.
Kovalevskiy, V.
Kurpas, D.
Tematy:: introversion
psychological
extraversion
personality development
child; Pokaż więcej
Wydawca:: Uniwersytet Opolski. Instytut Nauk o Zdrowiu
Powiązania:: https://bibliotekanauki.pl/articles/2087909.pdf Link otwiera się w nowym oknie
Opis:: Background: In Russia, there is an active ongoing process of national revival of the indigenous small-numbered peoples of the North Siberia, such as the Evenks. Revival of the younger generation, in particular, remains a priority. The state helps to solve the problems of education and adaptation of Evenk children to modern life. This is necessary because parents, hunters, and reindeer herders have a nomadic lifestyle. The educational feature of Evenk children is to study and live in a boarding school after elementary school graduation. Success of adaptation largely depends on the ability to account for the ethnopsychological specificity of Evenk children. Aim of the study: To study characteristics of the psychoemotional sphere and identify ethnospecific indicators for the adaptation of Evenk children to a boarding school. Material and methods: Pupils (N = 409) aged 10–16 from the village boarding school of Evenkia, Krasnoyarsk Territory, Russia were examined. Pupils consisted of 132 Evenk children and 277 Russian children. The emotional sphere was evaluated according to Eysenck Personality Inventory (EPI) and lateral phenotype was evaluated according to Bragina & Dobrokhotova. Results: We found that Evenk children show a predominant pattern of left laterality (p = 0.024). In addition, relative to Russian children, Evenk children are more likely to show the introverted personality type (p = 0.035). Relative to Russian children, Evenk children are more restrained in their emotional manifestations, have greater difficulty in communicating with strangers, answer with monosyllables, and show a less vivid emotional reaction to praise. Further, relative to Russian children, Evenk children are more likely to show a high level of emotional stability (i.e., 9–10 points; p = 0.001). Conclusions: The present study examined the psychoemotional characteristics of Evenk children. We identified ethnospecific indicators, including an introversion personality type combined with emotional stability and left laterality. Identification of these characteristics allowed us to form a risk group of children in adaptation. Ethnospecific indicators of the psycho-emotional sphere should be considered for effective management of the adaptation of children in a boarding school.
Dostawca treści:: Biblioteka Nauki

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