Zależność między orientacją pozytywną a przeżywanymi uczuciami (wewnętrznymi aktami wartościowania) studentów pedagogiki

Katarzyna Szorc; Beata Kunat

doi:10.21852/sem.1861

Published: 2025-06-30

Vol. 46 No. 1 (2025)

Relationship Between Positive Orientation and Experienced Emotions (Internal Acts of Valuation) Among Pedagogy Students

Katarzyna Szorc

, Beata Kunat

Seminare. Learned Investigations

Section: Articles

https://doi.org/10.21852/sem.1861

Abstract

Since the trend of positive psychology has gained importance in both scientific research and everyday life, increasing attention has been given to identifying the predictors of a happy life and how these can be strengthened. One key concept that has emerged here is that of positive orientation, which assumes that an individual can cope with life’s adversities and perceive their life as valuable and meaningful. The aim of the presented research was to search for the relationship between positive orientation and emotional experiences among pedagogy students. It was hypothesised that students with a high level of positive orientation would more often experience emotions associated with self-enhancement, maintaining interpersonal contact and union, focusing on positive experiences and, at the same time, less frequently focus on negative ones. The research employed a correlational research model. Two standardized psychological tools were used: the Hermans’ 24-Emotions Scale and the P Scale by Caprara et al., in its Polish adaptation by Łaguna, Oleś, Filipiuk. A total of 114 pedagogy students from various specialisations participated in the study, aged between 19 and 34 (with 8 respondents aged 35 or older). The average age of the respondents was 21.39 years. The survey was conducted online, and participants were selected both purposefully and randomly – the surveys were addressed to pedagogy students at a selected university. Analysis of the collected empirical data revealed a statistically significant positive correlation between the level of the surveyed pedagogy students’ positive orientation and their experienced emotions. The identified correlations were found to be statistically significant. These research findings may support strengthening skills that lead to effective human functioning – an especially important factor from the perspective of pedagogy students preparing to work with individuals in different stages of development.

Keywords:

positive orientation, self-esteem, life satisfaction, emotions, valuation, students, pedagogy

Download files

PDF

Citation rules

Szorc, K., & Kunat, B. (2025). Relationship Between Positive Orientation and Experienced Emotions (Internal Acts of Valuation) Among Pedagogy Students. Seminare. Learned Investigations, 46(1), 171–184. https://doi.org/10.21852/sem.1861

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Alessandri, Guido, Gian Vittorio Caprara, and John Tisak. 2012. “The unique contribution of positive orientation to optimal functioning: Farther explorations.” European Psychologists 17: 44-54.
Google Scholar

Beck, Judith. 2012. Terapia poznawczo-behawioralna. Translated by Małgorzata Cierpisz and Robert Andruszko. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
Google Scholar

Bieniek, Aleksandra. 2013. Wpływ zaangażowania religijnego na nasilenie orientacji pozytywnej. Niepublikowana Praca Magisterska. Lublin: Katolicki Uniwersytet Lubelski.
Google Scholar

Błaszczak, Wiesław, and Piotr Oleś. 2002. „Badanie zmian w systemie znaczeń osobistych Metodą Konfrontacji z Sobą.” In Człowiek wobec zmiany. Rozważania psychologiczne, edited by Dorota Kubacka-Jasiecka, 54-66. Kraków: Uniwersytet Jagielloński.
Google Scholar

Caprara, Gian Vittorio et al. 2009. „Human Optimal Functioning: The Genetics of Positive Orientation Towards Self, Life, and the Future.” Behav Genet 39: 277-284. https://doi.org/10.1007/s10519-009-9267-y.
Google Scholar

Caprara, Gian Vittorio et al. 2010. „Positive orientation: explorations on what is common to life satisfaction, self-esteem, and optimism.” Epidemiologia e Psichiatria Sociale 19 (1): 63-71. doi:10.1017/S1121189X00001615.
Google Scholar

Caprara, Gian Vittorio et al. 2012. “The positivity scale.” Psychological assessment 24 (3): 701-712. https://doi.org/10.1037/a0026681.
Google Scholar

Caprara, Gian Vittorio et al. 2013. “Dispositional bases of self-serving positive evaluations.” Personality and Individual Differences 55: 864–867.
Google Scholar

Caprara, Gian Vittorio, Guido Alessandri, and Claudio Barbaranelli. 2010. “Optimal functioning: The contribution of self efficacy beliefs to positive orientation.” Psychotherapy and Psychosomatics 79: 328-330.
Google Scholar

Caprara, Gian Vittorio, Guido Alessandri, and Nancy Eisenberg. 2012. “Prosociality: the contribution of traits, values, and self efficacy beliefs.” Journal of Personality and Social Psychology 102 (6): 1289-1303.
Google Scholar

Caprara, Gian Vittorio. 2009. “Positive orientation: Turning potentials into optimal functioning.” The Bulletin of the European Health Psychologist 11 (3): 46-48.
Google Scholar

Caprara, Gian Vittorio. 2010. „W kierunku integracji teorii cech i społeczno-poznawczej. Współczesne badania nad przekonaniem o własnej skuteczności: podejście modułowe.” In Barwy Nauki. Nowoczesne technologie ICT w upowszechnianiu osiągnięć nauki, edited by Sławomir Nowosad and Bożena Żurek, 315-335. Lublin: TN KUL.
Google Scholar

Chmielnicka-Kuter, Elżbieta, Piotr Oleś, and Małgorzata Puchalska-Wasyl. 2009. Metoda Konfrontacji z Sobą – 2000. Aneks do podręcznika. Warszawa: Pracownia Testów Psychologicznych PTP.
Google Scholar

Clore, Gerard L., Norbert Schwarz, and Michael Conway. 1994. „Affective causes and consequences ofsocial information processing.” In Handbook of social cognition, edited by Robert. S. Wyer, and Thomas. K. Srull, Vol. 1, 323-418. Hillsdale, NJ: Erlbaum (PDF) Feelings-as-Information Theory.
Google Scholar

Fromm, Erich. 1996. Ucieczka od wolności. Translated by Olga and Andrzej Ziemliscy Warszawa: Czytelnik.
Google Scholar

Hermans, Hubert J.M. and Piotr Oleś. 1996. “Value crisis: Affective organization of personal meannings.” Journal of Research in Personality 30: 457-471.
Google Scholar

Hermans, Hubert J.M. 1991. „The person as co investigator in self research: Valuation theory.” European Journal of Personality 5 (3): 217–234.
Google Scholar

Hermans, Hubert J.M. and Els Hermans-Jansen. 2000. Autonarracje: tworzenie znaczeń w psychoterapii. Translated by Piotr Oleś. Warszawa: Pracownia Testów Psychologicznych PTP.
Google Scholar

Hermans, Hubert J.M. and Els Hermans-Jansen. 1999. „Self-narrative as meaning construction: The dynamics of self-investigation.” Journal of Clinical Psychology 55 (10), 1193-1211. https://doi.org/10.1002/(SICI)1097-4679(199910)55:10<1193::AID-JCLP3>3.0.CO;2-I.
Google Scholar

Hermans, Hubert J.M and Harry J.G. Kempen. 1993. The dialogical self: Meaning as movement. San Diego: Academic Press.
Google Scholar

Łaguna, Mariola, Piotr Oleś, and Dorota Filipiuk. 2011. “Orientacja pozytywna i jej pomiar: Polska adaptacja skali orientacji pozytywnej.” Studia Psychologiczne 49 (4), 47-54.
Google Scholar

Oleś, Piotr 2002. „Z badań nad wartościami i wartościowaniem: niektóre kwestie metodologiczne.” Roczniki Psychologiczne 1: 53-75.
Google Scholar

Oleś, Piotr. 1992. Metoda Konfrontacji z Sobą Huberta J.M. Hermansa. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.
Google Scholar

Raths, Louis Edward, Merill Harmin, and Sidney B. Simon. 1978. Walues and teaching (ed. II). Columbus: Ch.E. Merrill Publishing Company.
Google Scholar

Seligman, Martin E.P. et al. 2005. “Positive Psychology Progress: Empirical Validation of Interventions.” American Psychologis, 60 (5), 410-421. https://doi.org/10.1037/0003-066X.60.5.410.
Google Scholar

Sobol-Kwapińska, Małgorzata. 2015. “Positive orientation – theoretical concepts and review of research.” Psychological Studies 53 (1): 77-90. https://doi.org/10.2478/v10167-010-0079-1.
Google Scholar

Zawadzki, Bogdan et al. 1998. Inwentarz Osobowości NEO-FFI Costy i McCrae. Podręcznik. Warszawa: Pracownia Testów Psychologicznych.
Google Scholar