http://hdl.handle.net/11089/9 2026-05-14T08:37:26Z 2026-05-14T08:37:26Z Talarowska-Dublicka, Monika Gapińska, Aleksandra Finogenow, Maria http://hdl.handle.net/11089/58330 2026-05-14T03:31:55Z 2026-05-12T00:00:00Z

Relationships Between Primal Emotional Systems and the Sense of Loneliness: The Mediating Role of Early Maladaptive Schemas (dataset) Talarowska-Dublicka, Monika; Gapińska, Aleksandra; Finogenow, Maria Background Within Panksepp’s neuroaffective theory, emotional–motivational systems constitute the biological basis for individual differences in the experience and regulation of emotions, which may may be related to loneliness. At the same time, these systems may be associated with the formation of early maladaptive schemas which – according to Young’s concept – affect interpersonal functioning. The aim of this study was to examine the relationships between emotional–motivational systems and the sense of loneliness, and to determine whether early maladaptive schemas statistically mediate these relationships. Materials and methods The study involved 323 participants aged 18 to 66 years (mean age: M = 26.9). The following instruments were used: the Revised UCLA Loneliness Scale (R-UCLA), the Brief Form of the Affective Neuroscience Personality Scales (BANPS), and the Young Schema Questionnaire – Short Form (YSQ-S3-PL). Results All maladaptive schemas, schema domains, and systems – except for the SEEKING system – were significantly associated with the sense of loneliness. The strongest associations were observed for the SADNESS / PANIC / SEPARATION DISTRESS and FEAR systems. Emotional–motivational systems were also associated with early maladaptive schemas, with the strongest relationships found for four systems: SADNESS / PANIC / SEPARATION DISTRESS, FEAR, RAGE, and PLAY. Schema domains showed significant statistical mediation in the relationships between primal emotional systems and loneliness, except for the SEEKING system, where no mediation effect was found. The primary mediator in the tested relationships was the Disconnection/Rejection domain. Conclusions The findings suggest that early maladaptive schemas related to unmet needs for belonging, love, and relational safety are associated with the relationships between primal emotional systems and loneliness. In particular, the Disconnection/Rejection schema domain emerged as the most prominent statistical mediator in the analyzed models.

2026-05-12T00:00:00Z Czerwonka, Dagna http://hdl.handle.net/11089/58282 2026-05-07T03:24:07Z 2016-12-30T00:00:00Z

Kompetencje nauczyciela edukacji wczesnoszkolnej wobec oczekiwań XXI wieku Czerwonka, Dagna Stage early childhood education is an important stage of life of every young person. It is extremely difficult and responsible, because it requires the teacher’s knowledge, creative engagement, to perceive and anticipate needs, problems and abilities of each pupil. It is safe to say that the biggest changes and modifications in the Polish education system are primarily tasks, activities and the competence of the teacher. There is a strong need to look for a new era teacher who is able to meet the new challenges of education. What are the expectations of the modern early childhood education teacher? What should have competence for the modern educator? The author of this article will try to answer.

2016-12-30T00:00:00Z Basińska, Anna http://hdl.handle.net/11089/58281 2026-05-07T03:29:05Z 2016-12-30T00:00:00Z

Nauczyciel – uczący się dorosły. Refleksje nauczycieli wychowania przedszkolnego pracujących w oparciu o program Tablit Basińska, Anna In this paper, a problem of teachers’ learning and making changes in their teaching is undertaken as well as results of an evaluation survey carried out among teachers who were testing Tablit – innovative kindergarten curriculum for two years are presented. The curriculum required a lot of changes in teacher’s organization of educational process, methods of teaching and understanding the teaching and learning processes of young pupils. Teachers received a lot of support during the implementation of the program, which were to help them in the implementation of the changes.

2016-12-30T00:00:00Z Matusz-Rżewska, Alicja http://hdl.handle.net/11089/58280 2026-05-07T03:23:49Z 2016-12-30T00:00:00Z

Kultura masowa jako przestrzeń działania nauczyciela edukacji wczesnoszkolnej Matusz-Rżewska, Alicja The following considerations are an attempt to face the present, more and more prevalent phenomenon – mass culture, referred to as popular culture as well, which plays a significant role in the early childhood socialization process. It is also present in the life of those who are responsible for the generation growing up under their care. Therefore, it seems necessary for education organizers to be fully conscious while exploring this difficult and risky issue of mass culture. This is particularly important that children are uncritical in accepting what they are offered from the external world and are easily mesmerized by anything that is massive. The task of educators is then to consciously and critically participate in the culture which manipulates, mesmerizes and devours altogether.

2016-12-30T00:00:00Z