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Priests in Poland (1996, 2006) (SUF edition)
No full textFull edition for scientific use. This survey focuses on Polish priests in the north-east Polish diocese of Ełk (Lyck). Conducted by Wojciech Kalinowski, the study aims to gain insights into the realities of life and experiences of priests in this region. The study provides important insights into the cultural and pastoral challenges faced by priests in a strongly religious region such as Ełk
Relating Pre-service Teachers' Language-related Biographical Experiences with their Noticing of Linguistically Diverse Classroom Situations - Stimulated Recall (SUF edition)
No full textFull edition for scientific use. This study explores the relationship between pre-service teachers' language-related biographical experiences and their noticing of linguistically diverse classroom situations. The sample consists of secondary education pre-service teachers from the University of Vienna. Data collection involved a three-part questionnaire and retrospective interviews using stimulated recall. The first part of the questionnaire elicited participants' language-related biographical experiences, encouraging reflection on their personal experiences with linguistic diversity. In the second part, participants analyzed two video clips depicting linguistically diverse classroom situations and evaluated how language use affected student learning. The final part of the questionnaire gathered demographic data, including participants' home languages, study subjects, and experience with multilingual education. Additionally, retrospective interviews with a subset of participants were conducted using stimulated recall to examine how their language-related biographical experiences shaped their perceptions of the classroom situations. During the interviews, participants reflected on their thought processes while completing the questionnaire. By investigating these connections, this study provides insights into how pre-service teachers' personal language-related biographical experiences affect their noticing of linguistically diverse contexts, offering valuable implications for improving teacher education programs designed to enhance teaching in multilingual classrooms. This is the data set from the stimulated recall
CHILL: Online Survey (formR software)
No full textMany people worldwide want to be less neurotic. As lower levels of neuroticism predict a variety of positive life outcomes, including health, success, and relationship quality, interventions that help people to become less neurotic could have wide-ranging impacts. This study protocol describes the rationale and design of the CHILL (Changing How I Live Life) study, which aims to test and evaluate a smartphone-based intervention to reduce neuroticism in the general public. The CHILL study comprises four survey assessments spread over 5 months, a 6-week intervention phase, and two 1-week experience sampling phases without interventions. During the intervention phase, participants motivated to become less neurotic are randomized to four core treatment groups. These treatment groups differ in their employed intervention strategies that target different aspects and levels of neuroticism. The CHILL study moves beyond existing volitional personality change research by testing which strategies most effectively decrease neuroticism and evaluating the longevity and generalizability of intervention-induced neuroticism change via peer-reports, implicit personality assessments, and a 7-week follow-up period. The goals of the CHILL study are to generate an effective method for decreasing neuroticism and facilitating the development of a comprehensive theory of neuroticism change
TRAIL – Transition in die Berufslehre
No full textNinth-grade students from secondary schools with basic requirements, special education classes, and special schools have greater difficulty than other young people in finding a qualifying apprenticeship. However, a successful entry into the world of work is central to young people's career paths. The research project therefore focuses on investigating individual and contextual success factors that influence opportunities in the apprenticeship market. It examines the extent to which young people's performance and behavior are related to family support, the extent to which young people's performance and behavior explain their chances of obtaining a qualifying basic vocational education and training (EBA or EFZ), and the extent to which the type of school influences the chances of obtaining a job in a qualifying basic vocational education and training program (EBA or EFZ), how much the support provided by teachers during the transition to basic vocational training differs according to the type of school, and what influence this teacher support has on the chances of finding an apprenticeship. It also examines the influence of school type, special educational needs, and socio-emotional factors on teachers' expectations in school language and mathematics; which individual and contextual factors influence the choice of occupations with a surplus of apprenticeships and the fit between the individual and the occupation; and which success factors vocational trainers of an EBA or an Pra (Insos) identify so that young people from the above-mentioned school types can complete their training. These questions are being examined for the first time in Switzerland for this sample.Jugendliche der 9. Klasse aus Schulformen der Sekundarstufe I mit Grundanforderungen, sonderpädagogischen Förderklassen und Sonderschulen haben grössere Schwierigkeiten als andere Jugendliche, einen qualifizierenden Ausbildungsplatz zu finden. Ein erfolgreicher Einstieg in die Berufswelt ist jedoch zentral für die berufliche Laufbahn von Jugendlichen. Im Zentrum des Forschungsprojekts steht deshalb die Erforschung von individuellen und kontextuellen Erfolgsfaktoren, welche die Chancen im Lehrstellenmarkt beeinflussen. Dabei wird untersucht, wie sehr Leistungen und Verhalten der Jugendlichen mit der familiären Unterstützung zusammenhängen, wie sehr Leistungen und Verhalten der Jugendlichen die Chancen auf eine qualifizierende berufliche Grundbildung (EBA oder EFZ) erklären, wie sehr die Schulform die Chance auf einen Arbeitsplatz in einer qualifizierenden beruflichen Grundbildung (EBA oder EFZ) erklärt, wie sehr sich die Begleitung von Lehrpersonen beim Übergang in die berufliche Grundbildung nach Schulform unterscheidet und welchen Einfluss diese Lehrpersonenunterstützung auf die Chance auf eine Lehrstelle hat. Es wird auch untersucht, welchen Einfluss die Schulform, der sonderpädagogische Förderbedarf und sozio-emotionale Faktoren auf die Lehrpersonenerwartungen in Schulsprache und Mathematik haben, welche individuellen und kontextuellen Faktoren einen Einfluss auf die Wahl von Berufen mit Lehrstellenüberangebot und auf die Passung Person-Beruf haben, welche Erfolgsfaktoren Berufsbildner*innen einer EBA oder einer Pra (Insos) identifizieren, damit Jugendliche aus den genannten Schulformen eine Ausbildung abschliessen können. Für diese Stichprobe werden diese Fragestellungen in der Schweiz erstmals untersucht
NCPP National Workplace Survey, 2003
No full textNCPP (National Centre for Partnership and Performance) commissioned the Economic and Social Research Institute to carry out this survey among over 5,000 employees. The employee survey provides the first, large, nationally representative study of Irish employees specifically devoted to exploring worker experiences and attitudes and fills a long-existing gap in our understanding of the Irish workplace, its management and of employees' approach to and experience of change
Quarterly National Household Survey (QNHS) Module on Childcare, Q4 2007
No full textThe Quarterly National Household Survey (QNHS) began in September 1997 and ran until Q2 2017 when it was replaced by the Labour Force Survey (LFS). While the main purpose of the QNHS was the production of quarterly labour force estimates, the QHNS also conducted special modules on different social topics each quarter. This special module on childcare was run in the three months from September to November 2007. The 2007 module allows a greater depth of analysis than earlier childcare modules as it collected information for each individual child in the household. As a result, the majority of estimates in this release do not have a direct comparator from the 2002 module. The 2007 survey was answered by parents/guardians about each child in the household aged 12 years and under. The questionnaire covered 3 different aspects of childcare usage: Type of childcare used during the working day for children aged 12 years and under Number of hours children spent in non-parental childcare Cost of childcare for each child. Please note that due to CSO restrictions, these files cannot be matched to their associated microdata files
European Union Survey of Income and Living Conditions (EU-SILC), 2013
No full textThe Survey on Income and Living Conditions (SILC) in Ireland is a household survey covering a broad range of issues in relation to income and living conditions. It is the official source of data on household and individual income and also provides a number of key national poverty indicators, such as the ‘at risk of poverty’ rate, the consistent poverty rate and rates of enforced deprivation. The primary focus of the Survey on Income and Living Conditions (SILC) is the collection of information on the income and living conditions of different types of households in Ireland, in order to derive indicators on poverty, deprivation and social exclusion. It is a voluntary survey of private households. The SILC Anonymised Microdata File (AMF) contains both personal and household level data. Household data is at present duplicated for each member of the household. If performing household level analysis, please be aware of this and subset the data to include a single entry per household (interview_hh = 1). Please note: In 2020 AMF was revised to be more in line with the SILC RMF. Variables were renamed in accordance with Eurostats Doc65, which provides methodological guidelines and description of EU-SILC target variables. The target variables within the AMF are data on household and individual income as well as a number of key national poverty indicators, therefore variables identified as being not relevant to SILC were removed from the AMF. Furthermore, additional statistical disclosure controls were also implemented in the revisions so as to adhere to updates of the Legislation, Governance & Data Policies of the CSO. Please note: SILC AMF data is cross-sectional microdata in which household and/or individuals cannot be tracked over time. The household id variables in each cross sectional file are randomly generated and cannot be linked between yearly datasets
The Irish Survey of Student Engagement (ISSE), 2018
No full textThe central aim of Irish Survey of Student Engagement (ISSE) is to develop a valuable source of information about students’ experiences of higher education in Ireland. The results of the survey are intended primarily to add value at institutional level, and to inform national policy. A detailed online survey was offered to first year undergraduates, final year undergraduates and postgraduate students on taught programmes. Data are presented as responses to individual items and as calculated scores for eleven indices that relate to broad aspects of student engagement, such as Collaborative Learning and Higher Order Learning. The ISSE has formative links with the US National Survey of Student Engagement (NSSE) and the Australasian Survey of Student Engagement (AUSSE). Thus, Irish data can be evaluated in the context of other jurisdictions in addition to the national or sector contexts. Note that a there was a substantial revision of questions deployed in 2016 results in the fact that 2018, 2017 and 2016 data may be compared directly, but do not fully compare to data from previous years. Student engagement may be defined as students’ involvement in activities and environments that are likely to generate high-quality learning. Students are ultimately responsible for their own learning but this depends on institutions and staff creating an environment that encourages and promotes student involvement in educationally-relevant activities. Student engagement with higher education is seen as being enhanced through exposing students to a high quality learning environment. Measuring engagement can provide a means to develop a fuller understanding of the student experience above and beyond that ascertained through surveys of student satisfaction alone. More than 38,300 students from twenty seven institutions responded to the survey which was undertaken in February – March 2018
StudentSurvey.ie (Irish Survey of Student Engagement), 2022
No full textThe central aim of StudentSurvey.ie (Irish Survey of Student Engagement) is to develop a valuable source of information about students’ experiences of higher education in Ireland. The results of the survey are intended primarily to add value at institutional level, and to inform national policy. A detailed online survey was offered to first year undergraduates, final year undergraduates and postgraduate students on taught programmes. Data are presented as responses to individual items and as calculated scores for nine indicators that relate to broad aspects of student engagement, such as Collaborative Learning and Higher Order Learning. StudentSurvey.ie has formative links with the US National Survey of Student Engagement (NSSE) and the Australasian Survey of Student Engagement (AUSSE). Thus, Irish data can be evaluated in the context of other jurisdictions in addition to the national or sector contexts. Note that a there was a substantial revision of questions deployed in 2016 results in the fact that 2020, 2019, 2018, 2017 and 2016 data may be compared directly, but do not fully compare to data from previous years. Another review was carried out in 2021, and some changes were made to the questions used in 2022. The term ‘student engagement’ is used in educational contexts to refer to a range of related, but distinct, understandings of the interaction between students and the higher education institutions they attend. Most, if not all, interpretations of student engagement are based on the extent to which students actively avail of opportunities to involve themselves in ‘educationally beneficial’ activities and the extent to which institutions enable, facilitate and encourage such involvement. StudentSurvey.ie focuses on students’ engagement with their learning and their learning environments. It does not directly explore, for example, students’ involvement in quality assurance or in institutional decision-making. Measuring engagement can provide a means to develop a fuller understanding of the student experience above and beyond that ascertained through surveys of student satisfaction alone. A total of 42,852 students from 25 institutions responded to the survey which was undertaken in February – March 2022
Eurobarometer 101.5 (2024)
No full textSince the early 1970s the European Commission´s Standard & Special Eurobarometer are regularly monitoring the public opinion in the European Union member countries. Principal investigators are the Directorate-General Communication and on occasion other departments of the European Commission or the European Parliament. Over time, candidate and accession countries were included in the Standard Eurobarometer Series. Selected questions or modules may not have been surveyed in each sample. Please consult the basic questionnaire for more information on country filter instructions or other questionnaire routing filters. In this study the following modules are included: 1. European Parliament EU Post-Electoral Survey 2024, 2. Europeans, Agriculture and the CAP (Embargo).Topics: 1. European Parliament EU Post-Electoral Survey 2024: participation in the last European Parliament elections; time of voting decision; reasons for voting in the last European Parliament elections; most important political issues that influenced the decision to vote; time of decision to vote for a specific politcal party; time of decision not to vote in the last European Parliament elections; reasons for not voting in the last European Parliament elections; voting behaviour; reasons for voting decision; participation in: European elections in 2019, previous national elections; voting behaviour in: European elections in 2019, previous national elections; awareness of the campaign by the European Parliament encouraging people to vote in the European elections; image of the European Parliament; desired importance of the role of the European Parliament; level of interest in European affairs; EU image; benefits from the EU membership and reasons for benefit; personal importance of the own country being a member state of the EU; optimism about the future of the EU; impact of EU actions on personal daily life; expected development of personal standard of living in the next five years. 2. Europeans, Agriculture and the CAP: Embargo Demography: age; nationality; age at end of education; highest completed level of full time education; sex; occupation; professional position; type of community; financial difficulties during the last year; internet use (at home, at work, at school); self-reported belonging to the working class, the middle class or the upper class of society; left-right self-placement; frequency of discussions about political matters on national, European, and local level; general direction things are going in: own country, EU, personal life; satisfaction with democracy in the own country and in the EU; own voice counts in the own country and in the EU; own country’s voice counts in the EU. Additionally coded was: respondent ID; country; date of interview; time of the beginning of the interview; duration of the interview; number of persons present during the interview; respondent cooperation; size of locality; language of the interview; region; weighting factor.Seit den frühen 1970er Jahren beobachten die Standard & Spezial Eurobarometer der Europäischen Kommission regelmäßig die öffentliche Meinung in den Mitgliedsländern der Europäischen Union. Primärforscher sind die Generaldirektion Kommunikation und bei Spezialthemen weitere Direktionen sowie das Europäische Parlament. Im Laufe der Zeit wurden Kandidaten- und Beitrittsländer in die Standard Eurobarometer-Reihe aufgenommen. Ausgewählte Fragen oder Module können in einigen Samples nicht erhoben worden sein. Bitte ziehen Sie für weitere Informationen bezüglich Länderfilter oder anderer Filterführungen den Basisfragebogen heran. In dieser Studie sind folgende Module vorhanden: 1. Wahlen zum Europäischen Parlament 2024 (Nachwahlbefragung), 2. Die Europäer*innen, die Landwirtschaft und die GAP (Embargo).Themen: 1. Wahlen zum Europäischen Parlament 2024 (Nachwahlbefragung): Teilnahme an der letzten Europawahl; Zeitpunkt der eigenen Wahlentscheidung; Gründe für die Teilnahme an den letzten Europawahlen; Themen, die die Wahlentscheidung am stärksten beeinflusst haben; Zeitpunkt der Entscheidung, eine bestimmte Partei zu wählen; Zeitpunkt der Entscheidung, an den letzten Europawahlen nicht teilzunehmen; Gründe, aus denen nicht gewählt wurde; Wahlentscheidung; Gründe für die Wahlentscheidung; Teilnahme an: Europawahlen 2019, letzte nationale Wahlen; Wahlverhalten in: Europawahlen 2019, letzte nationale Wahlen; Wahrnehmung der Kampagne des Europäischen Parlaments zur Ermunterung der Bevölkerung zur Teilnahme an den Europawahlen; Image des Europäischen Parlaments; gewünschte Bedeutung der Rolle des Europäischen Parlaments; Ausmaß des persönlichen Interesses an europäischen Themen; Image der EU; Nutzen der EU-Mitgliedschaft sowie Art des Nutzens; persönliche Bedeutung der Mitgliedschaft des eigenen Landes in der Europäischen Union; Optimismus bezüglich der Zukunft der EU; Auswirkungen von Maßnahmen der EU auf das tägliche Leben; erwartete Entwicklung des persönlichen Lebensstandards in den nächsten fünf Jahren. 2. Die Europäer*innen, die Landwirtschaft und die GAP: Embargo Demographie: Alter; Staatsangehörigkeit; Alter bei Beendigung der Ausbildung; höchster Bildungsabschluss; Geschlecht; Beruf; berufliche Stellung; Urbanisierungsgrad; finanzielle Schwierigkeiten im letzten Jahr; Internetnutzung (zu Hause, am Arbeitsplatz, in der Schule etc.); Selbsteinstufung zur Arbeiterklasse, Mittelklasse oder der höheren Klasse der Gesellschaft; Links-Rechts-Selbsteinstufung; Häufigkeit von Diskussionen über nationale, europäische und lokale politische Angelegenheiten; allgemeine Richtung der Dinge im eigenen Land, in der EU und im persönlichen Leben; Zufriedenheit mit der Demokratie im eigenen Land und in der EU; eigene Stimme zählt im eigenen Land und in der EU (politischer Einfluss); Stimme des eigenen Landes zählt in der EU. Zusätzlich verkodet wurde: Befragten-ID; Land; Interviewdatum; Interviewdauer (Interviewbeginn und Interviewende); anwesende Personen während des Interviews; Kooperationsbereitschaft des Befragten; Ortsgröße; Interviewsprache; Region; Gewichtungsfaktor