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Ką turėtų žinoti psichologas prieš naudodamas grindžiamąją teoriją savo tyrimuose
Get PDFLithuanian researchers rarely use Grounded theory (GT) for research in psychology as it poses specific/unique challenges for a researcher and requires additional knowledge. This article covers problematic questions that are important before starting research using GT method.GT is a systematic methodology in the social sciences that attempts to generate theory out of data through a special process of conducting research. GT is a research method that use almost a reverse fashion from traditional positivistic research and at first may appear contradictory to the scientific method used in traditional psychological research. Rather than beginning with literature analyses and developing a hypothesis, the first step is data collection through a variety of methods where data collection and analysis proceeds simultaneously. Article covers how psychology could benefit from using GT as research methodology, especially in fields where studies are just starting and there are no clear findings. GT is especially valuable for the possibility to focus on process research and use and combine a wide variety of data. Article reveals difficulty to talk about GT as a united method because there was a split in usage of GT methodology between authors B. Glaser and A. L. Strauss. Disagreement especially intensified after the K. Charmaz presented her own version of GT. Scientists do not agree about homogeneity of GT and raise questions about different versions and amount of GT versions. It is still unclear how many common elements exist in these versions and what could be named as GT core. The idea about choosing the particular version of GT for research is becoming more prominent than ever. Article follows recommendations of W. A. Babchuk (2009 a) and M. Weed (2009) for choosing one particular GT version, and criticize vague and eclectic use of GT methods. The aim of GT is to generate the “middle range“ theory, and this theory construction purpose raises many questions about validity and adequacy of such idea which is analyzed in article. Various attitudes about theory for different GT versions emerge. Especially clear classical GT (Glaser) position that only this version of method gives adequate conceptual level to generate independent middle rage theory. Literature analyses, hypothesis testing and use of different kind of data are discussed and clarified different position of GT versions in this article. Glaser is famous for his affirmation that only classical GT is real GT and one that can be called a general research methodology. Other versions of GT are regarded by him only as sharing the same vocabulary but using only qualitative inductive method for research. GT uses special vocabulary for procedures that is difficult to translate into Lithuanian without affecting the meaning and requires deep understanding of every word for grasping the meaning of GT process and operating these concepts while doing research. This article is one of the first attempts to translate and use Lithuanian terms of GT in the field of psychological research.Grindžiamoji teorija (toliau – GT) – dar mažai taikomas metodas psichologijos moksle Lietuvoje. Ji kelia ypatingus klausimus ir užduotis tyrėjui. Šiame straipsnyje apžvelgiami probleminiai klausimai, su kuriais susiduria psichologai, besidomintys GT: tai ir filosofinių dilemų, ir GT versijų įvairovė. Aptariami ir unikalūs GT tikslai, darbo įrankiai ir procedūros, pasirinkimas tarp kiekybinių ir kokybinių duomenų, hipotezių kėlimo ir literatūros analizės ir sukuriamos duomenimis pagrįstos teorijos klausimai. Skirtingų GT versijų (klasikinės, sisteminės ir konstruktyvistinės) aptarimas parodo minėtų klausimų sudėtingumą ir skirtingus atsakymus bei būtinybę išsirinkti vieną iš jų tyrimui įgyvendinti
Lietuviškoji psichologinės gerovės skalė: struktūros paieškos studentų imtyje
Get PDFThis article presents an analysis of the Lithuanian Psychological Well-Being Scale (LPGS) structure in a student sample and addresses both theoretical and empirical issues related to its development. Psychological well-being is considered to be a broad construct reflecting a subjective evaluation of our lives in certain domains or on the whole. However, theoretical explanations of this phenomenon are somewhat vague and often lack consensus on definitions and classification of well-being domains, subsequently resulting in rather diverse approaches to their empirical evaluation. The rationale for the development of the LPGS is based on the following principles: first, the multidimensionality of the construct (it is assumed that psychological well-being encompasses at least several different domains); second, the necessity to take into account characteristic features of the target population in order to produce a valid Lithuanian instrument; and finally, the empirical investigation approach, i.e. the application of empirical findings for the theoretical explanation of psychological well-being. In total, 461 university students took part in the study (68.8 % female, 31% male, 0.2% non-identified; M = 22.6 years). After conducting exploratory factor analysis and parallel analysis, 91 item was retained and the following subscales were distinguished: Global satisfaction with life and oneself as a person, Negative emotionality, Purposefulness in life, Satisfaction with interpersonal relationships, Satisfaction with family relationships, Satisfaction with the living standards, Satisfaction with physical health, Perceived control, Satisfaction with life in Lithuania. In this study, the LPGS has proven to have adequate psychometric properties. The above-mentioned nine subscales account for 53.7 percent of total variance. The internal consistency test has revealed average to very high subscale reliability, Cronbach alphas ranging from 0.67 (Satisfaction with life in Lithuania) to 0.95 (Global satisfaction with life and oneself as a person).These results provide valuable insight into the dimensionality of psychological well-being in the Lithuanian university student sample. However, more empirical evidence is necessary in order to identify a clear factor structure, and to cross-validate the initial findings in a wider population.Straipsnyje pristatoma Lietuviškosios psichologinės gerovės skalės (LPGS), sudarytos iš 91 teiginio, atspindinčio pasitenkinimą įvairiomis gyvenimo sritimis, analizė pasitelkus studentų imtį. Surinkus empirinius duomenis (N = 461) ir atlikus faktorių analizę, išskirtos devynios psichologinės gerovės subskalės: Pasitenkinimo gyvenimu ir savimi, Neigiamo emocingumo, Tikslingumo, Pasitenkinimo tarpasmeniniais santykiais, Pasitenkinimo šeima ir artimaisiais, Pasitenkinimo pragyvenimo lygiu, Pasitenkinimo fizine sveikata, Kontrolės, Pasitenkinimo gyvenimu Lietuvoje. Šios subskalės paaiškina 53,7 proc. dispersijos, o vidinis jų suderinamumas yra pakankamas – nuo 0,67 (Pasitenkinimas gyvenimu Lietuvoje) iki 0,95 (Pasitenkinimas gyvenimu ir savimi)
Socialinės kompetencijos samprata ir dinamika pastarąjį dešimtmetį: Lietuvos studentų tyrimas
Get PDFAccording to the dominant view of psychology, the construct of social competence is inseparable from the context, it is action and activity-oriented and related to the specific goals and transactions of personality.Social competence determines the level of efficiency of social behaviour. Social competence of personality is one of the main factors influencing psycho-social adaptation of personality. The survey, performed in the period of 1998–1999, revealed some peculiarities of social competence of Lithuanian students. In the survey, performed in 2010–2011, it was tried to find out whether social environment, which changed in these times, and its requirements for a young person had an impact to the changes of social competence, or, more precisely, to the change of priorities of social skills, which are one of the indicators of social competence. The students from different Lithuanian universities participated in the surveys: in the first survey participated 623 students and in the second survey participated 590 students. In the surveys Ullrich and de Muynck social competence assessment questionnaire (Ullrich and de Muynck, 1998, adapted by Lekavičienė, 1999), which analyses the behaviour according seven factors – (F1) General self-confidence, (F2) Resistance to failures and criticism, (F3) Ability of expressing feelings, (F4) Ability of asking for a favour, (F5) Unyielding, (F6) Ability of demanding, (F7) Feeling not guilty, was used. On purpose to test the psychometric validity of social competence assessment questionnaire, in 2010–2011 the analysis of the reliability of scales was performed repeatedly. Internal consistency of the scales of social competence assessment questionnaire (Cronbach’s alpha varied from 0,6 to 0,8 in both surveys), resolution (itt), minimal and maximal intercorrelation between the items of every scale were re-tested. In conclusion it can be predicated that the psychometric quality of Ullrich and de Muynck social competence assessment questionnaire after the second measurement was good. Data analysis revealed that some particular changes of students’ social skills, reflecting the level of social competence, happened in the last decade: students became more self-confident, decisive and less dependent on other people, they are capable to express their feelings more spontaneously. Equally, contemporary young people are less used to ask other people for a favour or for some information and that can be related to both positive reasons, i.e. to higher self-confidence, and to negative reasons, for example, to the fear of repulse or commitment to other people. During the analysis of the whole structure of social competence assessment questionnaire the method of multidimensional scales allowed to make the sequence of scales in which two aspects are reflecting – emotional strain, experienced by a person at the time of realisation of social skills and the inner or outer plan of realisation of a social skills.Socialinis asmenybės kompetentingumas – vienas svarbiausių veiksnių, turinčių įtakos jos psichosocialinei adaptacijai. 1998–1999 m. atliktas tyrimas užfiksavo tam tikrus Lietuvos studentų socialinės kompetencijos ypatumus. 2010–2011 m. atliktu tyrimu buvo siekta atsakyti į klausimą, ar pastaruoju metu kitusi socialinė aplinka ir jos keliami reikalavimai jaunam žmogui yra susiję su socialinės kompetencijos pokyčiais, o konkrečiau – socialinių įgūdžių prioritetų kaita. Pirmame tyrime dalyvavo 623, antrame – 590 studentų iš įvairių Lietuvos universitetų. Tyrime naudotas Socialinės kompetencijos testas (Ullrich und de Muynck, 1998, adaptuota R. Lekavičienės, 2001). Nustatyta, kad per pastarąjį dešimtmetį įvyko tam tikri studentų socialinės kompetencijos lygį atspindinčių socialinių įgūdžių pokyčiai: studentai įgijo daugiau pasitikėjimo savimi, tapo ryžtingesni ir mažiau priklausomi nuo kitų žmonių, jie geba spontaniškiau reikšti savo jausmus. Kartu šiuolaikiniai jaunuoliai mažiau linkę iš kitų žmonių prašyti paslaugos arba informacijos, o tai gali būti susiję tiek su pozityviomis priežastimis (pvz., jau minėtu padidėjusiu pasitikėjimu savo pačių galimybėmis), tiek su negatyviomis priežastimis (pvz., atstūmimo arba įsipareigojimų kitiems žmonėms baime)
Paauglių kūno vaizdas ir patyčių patirtis
Get PDFBullying is a very common behaviour among adolescents, which has an effect on a child’s psychological well-being. Research has shown that there are many different ways how bullying may affect children, and usually the children that experience bullying report a lower self-esteem and body dissatisfaction. The purpose of this study was to find a relationship among bullying, gender, body mass index and self-image. The study involved 101 participants (age 15). All the participants were given a questionnaire containing two parts: one part consisted of questions about bullying experience, and appearance scales from Multidimensional Body-Self Relations Questionnaire were used in the second part. The results have shown that almost half of the participants are actively involved in bullying. Most of them have reported being bullies themselves. There were twice as many girls who were victims of bullying as compared with boys. The children that are victims of bullying have less friends than those who are not involved in bullying at all. Our findings have also shown how children perceive their appearance. Girls place more importance than boys on how they look. Girls also reported dissatisfaction with their weight more often than boys did. We also found a link between the body mass index and appearance evaluation and between the body mass index and bullying. Those whose body mass index is higher are more inclined to watch their weight, diet or in any other way avoid weight gain. Those whose body mass index is higher also more often reported to be victims of bullying than those with a lower body mass index. A more detailed analysis has indicated that those who are victims of bullying more often feel unhappy about their physical appearance and are more oriented to their physical appearance than those who are not involved in bullying. The children that have less or no friends in their form also tend to feel less satisfied with their appearance. Those who are bullies themselves place least importance on how they look.Patyčios – labai paplitęs tarp paauglių reiškinys, kuris daro didžiulę įtaką paauglio psichologinei gerovei. Tyrimai rodo, kad patyčių padariniai gali būti įvairūs, tačiau jos labai stipriai sąveikauja su paauglio savęs vertinimu ir pasitenkinimu savo kūnu. Šiuo tyrimu siekta paieškoti sąsajų tarp patiriamų patyčių, dalyvavimo jose, tiriamųjų lyties, kūno masės indekso ir savo išvaizdos vertinimo. Rezultatai parodė, kad patyčiose aktyviai dalyvauja beveik pusė tiriamųjų, daugiausia jų teigia, kad tyčiojasi iš kitų mokinių. Mergaičių, patiriančių patyčias, yra beveik dvigubai daugiau nei berniukų. Taip pat išsiaiškinome tiriamųjų savo išvaizdos vertinimo ypatumus. Paaiškėjo, kad mergaitės išvaizdai skiria daugiau dėmesio nei berniukai ir jos kur kas dažniau yra nepatenkintos per dideliu kūno svoriu. Pavyko nustatyti, kad yra ryšys tarp kūno masės indekso ir savo išvaizdos vertinimo, taip pat tarp kūno masės indekso ir dalyvavimo patyčiose. Didesnio kūno masės indekso mokiniai yra labiau linkę stebėti savo kūno svorio pokyčius, laikytis dietos ar kitaip vengti svorio padidėjimo. Didesnio kūno masės indekso mokiniai dažniau tampa patyčių aukomis nei mažesnio kūno masės indekso jų bendraamžiai. Detalesnė tyrimo duomenų analizė parodė, kad patiriantys patyčias mokiniai savo išvaizdą vertina prasčiausiai ir skiria jai daugiau dėmesio nei patyčiose nedalyvaujantieji. Savo išvaizdą prasčiau vertina ir tie mokiniai, kurie klasėje turi mažai arba neturi nė vieno draugo. Mažiausiai orientuoti į savo išvaizdą tie mokiniai, kurie linkę tyčiotis iš kitų vaikų
Vartojančiųjų psichoaktyvias medžiagas mėginimų nusižudyti tipai
Get PDFResearch regarding the role of psychoactive substance use in the process of suicide is lacking in current suicidology. In addition to this, evidence shows that impulsive suicide attempts are common among substance users. However there is no clear understanding of the impulsive suicide process. That makes it difficult to combine results of different studies and create clear guidelines for impulsive suicide risk evaluation. The purpose of this research is to depict the impulsive and non-impulsive process of suicide among psychoactive substance users. The participants of the study were 15 psychoactive substance (10 – alcohol, 5 – drug) users, who had attempted suicide during the last year. 8 of them attempted once, 4 – two or three times, other 3 – more than 5 times. All participants – 4 women and 11 men were patients from Vilnius Centre for Addictive Disorders and Vilnius Mental Health Centre. Qualitative interviews based on Suicide Intent Scale were conducted about the suicide attempt or attempts. A thematic analysis of the interviews was used to depict the process of suicide. This study led to distinguishing 3 different types of attempted suicide – planned, unplanned and suicide attempts during a “blackout” – which are typical for psychoactive substance users. Both unplanned suicide attempts and suicide attempts during a “blackout” can be called impulsive, though the latter diverged by their hastiness, aggressiveness, inability to control one’s behaviour, intensive feeling of anger, serious danger caused to health and wellbeing, as well as a following amnesia of a major part of the suicide attempt. Intensive emotions, especially anger and stressors in interpersonal relationships, had a major impact for the respondents in the process of suicide. According to the participants of the survey, substance use had intensified their suicidal crisis having a clear effect on their emotional, relationship and other difficulties. In addition, alcohol and drug use was considered as one of the suicide methods. Despite several restrictions of the research, the study results provide some valuable insight in the suicide risk evaluation among psychoactive substance users.Suicidologijoje stokojama duomenų apie psichoaktyvių medžiagų vartojimo vaidmenį savižudybės procese bei impulsyvių ir neimpulsyvių mėginimų nusižudyti skirtumus. Šiame tyrime atlikta 15 vartojančių alkoholį arba narkotikus asmenų, per paskutinius metus mėginusių nusižudyti, kokybinių interviu teminė analizė. Tyrimas leido išskirti ne du, kaip aprašoma literatūroje, o tris mėginimų nusižudyti tipus, būdingus vartojantiems psichoaktyvias medžiagas: planuoti, neplanuoti ir mėginimai nusižudyti „aptemus sąmonei“, ir aprašyti visiems jiems būdingus bruožus. Nepaisant kai kurių ribotumų, šis tyrimas gali pasiūlyti vertingų įžvalgų vertinant vartojančių psichoaktyvias medžiagas asmenų suicidinę riziką
Pozityvios raidos indikatorių, vertintų naudojant internetinę apklausą ir spausdintus klausimynus, palyginimas paauglių imtyje
No full textThe aim of this study was to evaluate the use of the online data collection method to survey adolescents about their psychological characteristics in a follow up-longitudinal study on positive youth development in order to test the psychometric equivalence of two assessment methods. 1030 participants (17–19 years old) completed paper-and-pencil questionnaires in schools (505 boys and 525 girls), 132 (28 boys and 104 girls) completed Internet-based questionnaires, and 47 (15 boys 32 girls) completed both, measuring positive development indicators. The findings suggest that adolescents report less socially desirable behaviour and active citizenship in Internet-based questionnaires, but generally Internet-based administration does not have any differences in the means values of positive development indicators as compared to paper-and-pencil administration. Internet-based questionnaires have higher or similar internal consistencies as compared with paper-and-pencil questionnaires and are highly correlated with each other when administered using Internet-based and paper-and-pencil assessment. There is no interaction effect of the Internet versus paper-and-pencil assessment and the sex of adolescents on the positive development indicators. Limitations of this study are discussed.Internetinių klausimynų naudojimas tampa vis populiaresnė duomenų rinkimo priemonė, nes taip mažinamos tyrimo sąnaudos, tyrėjai gali susisiekti su sunkiau pasiekiamais tiriamaisiais. Tai labai patogu atliekant tęstinius, ypač jaunimo raidos, tyrimus, nes, baigę mokyklą, daug mokinių keičia savo gyvenamąją vietą, kai kurie jų išvyksta į užsienį. Tačiau internetinių apklausų taikymas, be minėtų pranašumų, turi ir trūkumų, į kuriuos būtina atsižvelgti. Pavyzdžiui, rezultatų, gautų taikant internetinius ir spausdintus klausimynus, derinimas, ir klausimyno formos poveikis tyrimui naudojamų skalių psichometriniams rodikliams. Šio tyrimo tikslas – nustatyti internetinės apklausos metodo tinkamumą paauglių psichologinėms charakteristikoms vertinti naudojant apklausą internetu ir palyginti dviejų klausimyno administravimo formų – elektroninės ir spausdintos – įtaką pozityvios jaunimo raidos rodikliams tęstiniame pozityvios jaunimo raidos tyrime. Tyrimo metu 1 030 dalyvių (17–19 metų), 505 berniukai ir 525 mergaitės, užpildė spausdintus klausimynus mokyklose, 132 (28 berniukai ir 104 mergaitės) užpildė tik internetinį klausimyno variantą, o 47 (15 berniukų ir 32 mergaitės) užpildė abi klausimyno versijas.Tyrimo rezultatai atskleidė, jog paaugliai, apklausti internetinės apklausos būdu, nurodė mažiau socialiai pageidaujamo elgesio, bet apskritai internetinis apklausos būdas neturėjo poveikio pozityvios jaunimo raidos indikatorių vidurkiams, palyginti su tradiciniais, spausdintais, klausimynais. Internetinių klausimynų skalių vidinis suderinamumas, lyginant jį su spausdintų klausimynų skalių vidiniu suderinamumu, buvo geresnis arba panašus ir pozityvios raidos rodikliai, įvertinti abejomis klausimyno versijomis, buvo stipriai tarpusavyje susiję. Nerasta lyties ir klausimyno tipo sąveikos efekto, susijusio su paauglių pozityvios raidos vertinimu. Straipsnyje aptariami ir tyrimo ribotumai
Savireguliacija ankstyvoje vaikystėje: sampratos problematika
Get PDFThe concept of self-regulation plays one of the major roles in the field of developmental psychology and psychopatology. The importance of self-regulatory capacities for developmental outcomes and behaviors has been well documented in the literature. Contemporary researches on early self-regulation have the roots in the study of W. Mischel and colleagues (1989) who pioneered the studies on the ability of preschool-aged children to delay gratification and exert self-control in the face of strong situational pressures and emotional temptations. Research on the topic of self-regulation in early childhood has increased exponentially in the past 30 years since the first works of W. Mischel and his colleagues. In spite of the growing empirical data, the concept of self-regulation lacks empirical and conceptual clarity, and the developmental picture of self-regulation is fragmented and sometimes inconsistent. Thus, it is very important to make a regular review of the latest research data, integrate it with the existing knowledge and systems, and highlight the main characteristics of self-regulation in early childhood. The aim of the study was to analyze the content and structure of self-regulation and to highlight and discuss the problematic issues of the concept of self-regulation in early childhood. The theoretical discussion of the article covers the historical context of studies on self-regulation in early childhood and the analysis of the constructs conceptually related to self-regulation. The lack of the conceptual clarity of self-regulation is due to multiple perspectives of researchers on self-regulation and the multidimensional nature of this concept. Moreover, different tasks and tests are used to measure the self-regulatory skills of infants and preschool-aged children. The analysis of theoretical and empirical research on early self-regulation has shown that the concept of self-regulation is multidimensional and covers a continuum from effortful and controlled regulation to unconscious and automatic regulation. It is purposeful to conceptualize self-regulation as a unitary construct with multiple levels rather than a construct with multiple definitions. We have revealed several problematic aspects of the concept of self-regulation in early childhood: 1) the multilevel nature of self-regulation structure; 2) a dynamic interplay among self-regulation levels; 3) the differentiation of effortful and reactive control. The methodological challenges while measuring infants’ and preschool-aged children’s self-regulatory capacities as well as implications for future research are also discussed.Šiuo metu savireguliacijos samprata vaidina vieną iš pagrindinių vaidmenų raidos psichologijos ir raidos psichopatologijos srityje. Neabejojama dėl savireguliacijos įgūdžių svarbos vaiko pažintinei, socialinei ir kognityviai raidai. Nepaisant gausios empirinės duomenų bazės, ankstyvosios savireguliacijos raidos vaizdas vis dar yra nenuoseklus ir fragmentiškas, o savireguliacijos ankstyvoje vaikystėje samprata stokoja koncepcinio ir empirinio aiškumo. Šiuo straipsniu siekėme plačiau išanalizuoti savireguliacijos turinį ir struktūrą ir taip išryškinti bei aptarti probleminius ankstyvosios savireguliacijos sampratos klausimus. Straipsnyje yra analizuojamos priežastys, lėmusios savireguliacijos sampratos difuziškumą ir problemiškumą, pristatomas savireguliacijos tyrimų istorinis kontekstas, aptariami su savireguliacija susiję konstruktai. Taip pat plačiau panagrinėjome tris, mūsų požiūriu svarbias, savireguliacijos ankstyvoje vaikystėje sampratos problemas: 1) savireguliacijos daugiapakopiškumą; 2) savireguliacijos lygių dinaminę sąveiką; 3) reaktyvios ir valingos kontrolės diferenciaciją. Teorinėje diskusijoje palietėme su savireguliacijos sampratos problemiškumu susijusius metodologinius iššūkius matuojant kūdikių ir mažų vaikų savireguliaciją
Vykdomosios funkcijos raida
Get PDFExecutive function is a group of the higher-order cognitive abilities that coordinate and monitor other abilities and behavior. As complex cognitive functioning is primarily attributed to adults, executive function in children has rarely been studied. However, research of executive function from the perspective of developmental psychology and psychopathology has become more frequent in recent decade. Several findings have attributed to this change, the discovery of an intriguing connection between children’s executive function and theory of mind among them. Several reviews have been published in the field, providing the detailed developmental map of most often studied components of executive function (Garon et al., 2008; Best et al., 2009). However, they touch less on the broader context of executive function development. The aim of this review paper is to discuss the main findings, new trends and unanswered questions associated with developmental research in executive function, hoping this will stimulate Lithuanian psychologists become more involved in the field.We start the first part of the paper by discussing the difficulties in developmental research of executive function associated with the theoretical ambiguity of the construct and methodological problems. Most authors have focused to three main executive functions in recent years: mental set shifting, working memory updating and response inhibition. However, none of the neuropsychological tests measure isolated component of executive function, which makes the interpretation of the findings complicated. Studying executive function in young children at least partly addresses this problem, as the neuropsychological tasks are less complex, so more “pure” in this group. We briefly describe the developmental trends of main executive functions, concluding that the development of these abilities starts as early as the first year of life, undergoes the biggest changes in preschool years and continues till late childhood and even adulthood. We finally outline the importance of studying psychosocial context of the development of executive function. There is evidence that early social interaction may affect the development of executive function (Bibok et al., 2009; Bernier et al., 2010), but much remains to be done to better understand the mechanisms of the development of these functions. The second part of the paper is devoted to the connection between the development of executive function and theory of mind. There are four main proofs of this connection: 1) positive correlation between the executive function and theory of mind test results; 2) matching developmental paths of these two psychic functions; 3) matching brain regions; 4) disorders of both psychic functions in case of psychopathology (autism disorder in particular). Although the connection between executive function and theory of mind development is well documented, little is known about the nature and direction of this connection. The most prominent hypothesis is that executive function development stimulates the emergence of executive function (Carlson et al., 2004; Hughes and Ensor, 2007), but alternative explanations exist. We suggest that the explanations taking into account the social context of the development of both psychic functions should be considered.Vykdomoji funkcija – tai grupė aukštesniųjų pažintinių gebėjimų, kurie kontroliuoja ir reguliuoja kitus gebėjimus bei elgesį. Pastarąjį dešimtmetį smarkiai pagausėjo vykdomosios funkcijos tyrimų iš raidos psichologijos ir psichopatologijos perspektyvos. Yra kelios to priežastys, tarp jų atradimas, kad vykdomosios funkcijos sunkumai būdingi keletui raidos sutrikimų, bei aptiktas vaikų vykdomosios funkcijos ir psichikos teorijos ryšys. Vis dėlto per šį dešimtmetį sukauptos žinios apie vykdomosios funkcijos raidą yra gana padrikos, tai galima aiškinti vykdomosios funkcijos konstrukto problemiškumu ir metodologiniais vykdomųjų funkcijų tyrimo sunkumais. Be to, kai kuriems klausimams skiriama nepagrįstai mažai dėmesio: pavyzdžiui, mažai diskutuojama apie vykdomosios funkcijos raidos mechanizmus ar socialinių veiksnių įtaką šios funkcijos raidai. Straipsnyje aptariami vykdomosios funkcijos raidos ypatumai ir analizuojamos sąsajos su psichikos teorija normalios raidos bei psichopatologijos (autizmo sutrikimo) atveju. Siekiant užpildyti esamą spragą, daug dėmesio skiriama psichosocialiniam vykdomosios funkcijos raidos kontekstui
Komandos sutelktumo, pasitikėjimo ja, suvokto Aš ir kolektyvinio efektyvumo, patiriamo streso ir veiklos efektyvumo sąveika karinėse komandose
Get PDFEven though it is usually inferred that team work is associated with positive findings (higher engagement in organizational matters, higher satisfaction with work, better performance results), this is not always true. In some occasions, team work results in poor performance outcomes because of social loafing or interpersonal conflicts. Therefore, it is important to know what psychological factors of the team determine its performance. We indicate that the main factors clearly associated with performance results are team trust, cohesion, stress, perceived self- and collective efficacy. Even though a lot of empirical studies have been made, there is still a lack of information about the interaction between these variables and the way they contribute to performance results. Besides, usually short-term artificially composed teams are under the scope of researchers. That’s why the results do not fully reflect the essence of long-term teams functioning in real-life situations. In respect to the problems mentioned above, we raised the aim of this research: to investigate the interaction between performance results and team trust, cohesion, stress, perceived collective and self-efficacy in military settings. A hypothetical model in which team trust influences cohesion and the collective efficacy acts as a mediating variable between cohesion and performance results was created. The hypothetical model has also stated that self- and collective efficacy are associated with performance results not directly, but through the perceived stress.In this research, 160 military men of professional service took part. Of them 94.4% (151) were males and 3.8% (6) females. The age of the participants ranged from 19 to 37, mean 24.6 years. The participants belonged to 28 teams (military sections) and were selected based on the information about their team functioning. Only the teams in which their members were constantly working together were included in the research. Aggregated results were used in the statistical analysis. For the purpose of the research, three questionnaires were developed: the Military Stress Questionnaire (Cronbach α = 0.92), the Questionnaire of the Perceived Military Collective Efficacy (Cronbach α = 0.93), the Questionnaire of the Perceived Military Self-efficacy (Cronbach α = 0.94). Two scales used in this research were developed by other authors: the Intrateam Trust Scale (DeJong and Elfring, 2010; Cronbach α = 0.88) and The Perceived Cohesion Scale (Bollen and Hoyle, 1990; Cronbach α = 0.85). Team performance results were based on the evaluations of the field training.The results indicate that almost all variables of our research are intercorrelated at a statistically significant level. Performance results positively correlate with the perceived self- and collective efficacy, team trust and team cohesion. No statistically significant correlation was found between stress and performance results. Besides, a high correlation between cohesion and team trust was revealed, which indicates the multicollinearity problem between these two variables. Cohesion and team trust were united, and a hypothetical model was developed using the path analysis. It shows that cohesion and team trust influences performance results not directly: the perceived collective efficacy acts as a mediating variable. Besides, self-efficacy influences the perceived collective efficacy, and the collective efficacy influences the stress level. Several important conclusions from the obtained results could be made. First, a high collective efficacy can diminish military stress and thus act as a protective factor against the formation of PTSD and other psychopathologies. Secondly, the perceived collective efficacy is the only variable that influences the performance results directly. In order to improve the results of the team, it is important to monitor and raise the levels of collective efficacy. Thirdly, cohesion and team trust have important implications not only for the perceived team capabilities, but also for the perceived one’s own capabilities.Sutelktumas, pasitikėjimas komanda, patiriamas stresas bei suvoktas Aš ir kolektyvinis efektyvumas laikomi svarbiais komandų veiklos efektyvumo veiksniais. Vis dėlto nėra aišku, kokia šių veiksnių tarpusavio sąveikos kryptis ir kokia jų reikšmė prognozuojant karinių komandų veiklos efektyvumą. Apklausus 160 profesinės karo tarnybos karių, kurie priklausė 28 komandoms (skyriams), nustatyta, kad didesnis komandos sutelktumas, pasitikėjimas ja, suvoktas Aš ir kolektyvinis efektyvumas yra susiję su didesniu komandos veiklos efektyvumu. Atlikta kelių analizė parodė, jog komandos sutelktumas ir pasitikėjimas ja numato veiklos efektyvumą per tarpinį kintamąjį – suvoktą kolektyvinį efektyvumą. Suvoktas Aš efektyvumas su komandos veiklos efektyvumu taip pat susijęs ne tiesiogiai, o per suvoktą kolektyvinį efektyvumą