Ewa Łodygowska

Achievement Motivation in Adults with Developmental Dyslexia in the Context of Retrospective Assessment of Teachers’ Behaviors

The aim of the research was to verify whether persons with dyslexia differ from those without it in terms of level of achievement motivation and retrospective assessment of teachers` behavior and to define the relationship between the achievement motivation of adults and their retrospective assessment of teachers` behaviors. The study was carried out on 435 adults with (227) or without (208) diagnosed dyslexia, aged 20–30, with the use of socio-demographic survey (Survey-2) enabling to obtain information about retrospective assessment of teachers’ behaviors – 3) Inventory of Achievement Motivation (LMI) by Schuler et al. in the Polish adaptation of Klinkosz and Sękowski. Research does not draw a distinction between adults with and without dyslexia in terms of level of achievement motivation. The teachers` behaviors in terms of support, assistance and appreciation of the student were evaluated less favourably by people with dyslexia. There are significant differences between groups within the relationship between the perception of motivating teachers and self-confidence as a dimension of achievement motivation. There are significant differences between groups within the relationship between the perception of teacher appreciation and self-confidence as a dimension of achievement motivation – this relationship is statistically significant in adults with dyslexia. 

Psychological Syndrome of Adolescent Aggression in the Context of the Functioning of the Family and Parents

Abstract

The aim of the presented research was to determine whether there were connections between the dimensions of family functioning (cohesion, communication, autonomy – control, identity), behaviors of parents and the psychological syndrome of adolescent aggression (PSA). 135 adolescents, aged 16–18, were asked to complete The Family Relations Questionnaire (KRR) by Plopa and Połomski, and The Psychological Inventory of Aggression Syndrome (IPSA) by Gaś. This study has shown (1) no differences between boys and girls in the general level of PSA, (2) gender differences in the intensity of particular aggressiveness/aggression dimensions, (3) a relationship between the dimensions of family functioning and the PSA of adolescents, (4) a link between the parents` behavior in the relationship and the dimensions of the adolescents’ PSA, determined by the gender of the child and the parent.