Aleksandra M. Słowińska

Praise and Criticism from the Teacher and Intellectual Helplessness in Mathematics and Polish Language among Girls and Boys in Early Adolescence

Learning a variety of school subjects may involve experiencing repeated inability to perform tasks effectively despite one’s efforts. The negative consequences of such experiences are called intellectual helplessness (Sędek, 1995). One of the factors relevant to its occurrence may be the feedback provided by the teacher. The main aim of the study was to determine whether there is a relationship between the frequency and type of praise and criticism formulated by Polish language teachers or mathematics teachers and intellectual helplessness in a given subject, as well as to examine gender differences in this respect. A total of 381 (193F and 188M) students aged 12–16 years participated in the study. Two methods were used: the School Communication Questionnaire (Bąk, 2016) and the Intellectual Helplessness Scale in versions for Polish language and mathematics (Sędek, 1995). The results indicate that girls and boys do not differ in the level of intellectual helplessness in both subjects. However, in the group of girls, the intensity of intellectual helplessness in mathematics increases with age. Boys experience a wider variety of ineffective feedback from the teacher than girls. The level of intellectual helplessness in students in both subjects decreases along with the increase in the praise and reduction of the often ineffective criticism.

Attitudes toward Globalization and Life Satisfaction The Mediating Role of Identity Formation

The aim of the research was to describe the relationship between attitudes toward globalization and life satisfaction and identity processes in the group of young adults. The sample included of 403 people at the age of 19–35 (M = 22.84, SD = 2.81), 219 women (54.3%) and 184 men. The relations were measured with the use of three questionnaires: Questionnaire of Attitudes Toward Globalization (Senejko, Łoś, 2016), Questionnaire of Identity Formation by A. Oleszkowicz, A. Słowińska (referring to the Dual-Cycle Model of Identity Formation by Luyckx et al., 2006) and SWLS Questionnaire (Diener et. al., 1985). Data analysis was based on structural equation modeling. The research results indicate a lack of direct relationship between attitudes toward globalization and life satisfaction. It was established that all of the identity processes differentiate the level of life satisfaction. The most powerful predictor of life satisfaction is a refl ective exploration in depth. In the relation of attitudes toward globalization – life satisfaction, identity processes are mediators. The anxiety attitude toward globalization is in strong relationship with ruminative exploration processes. Critical attitude is in relationship with refl ective exploration in breadth and depth and identifi cation with commitment. The accepting attitude is in relationship with a refl ective exploration in breadth and depth.