Research methodologies that correlate acquired measurement data with critical values defining the null hypothesis, despite their widespread application, remain susceptible to various inference inaccuracies. The decision to reject or fail to reject the null hypothesis can result in type I or type II errors, which can undermine the validity of conclusions. A comprehensive understanding of these errors is crucial for ensuring the accuracy of inferences drawn in social research. Proper definition and control of variables are essential in minimizing the risk of incorrect conclusions. Moreover, examining the broader research context, beyond just statistical probabilities, reveals the potential for additional logical errors (Kimball, 1957). These errors, classified as type III and type IV, have been examined in prior research (Scanlon et al., 1977). This paper seeks to provide an overview of these error types and their definitions. The study identifies several causes of these errors in the conducted analysis, including the selection of statistical methods, the choice of testing area (type III errors), and the neglect of violated assumptions or misinterpretation of interaction effects (type IV errors). The underlying causes of these errors are traced to the research methodology itself, such as improper operationalization, incomplete knowledge of the process under study (type III), and failure to account for study limitations (type IV). In addition, this paper proposes strategies to minimize the occurrence of type III and type IV errors, emphasizing their potential impact and providing recommendations to mitigate these risks.
Problem: The aim of the study was to develop and validate the School Accessibility Assessment Questionnaire (KODS) to assess the degree of accessibility of the school environment for students with disabilities and additional learning needs. Method: The tool consists of two parts: KODS-A to assess the accessibility of a school in general and KODS-B to assess accessibility for a specific student. A total of 462 Polish teachers and 1,302 parents took part in the survey, the former assessing the accessibility of schools for 3,838 students, and the latter – for 1,387 students. Results: The analyses confirmed the three-factor structure of the tool including architectural, didactic and socio-emotional accessibility. The KODS showed satisfactory psychometric properties, including reliability and validity. The results indicated significant differences in accessibility scores by type of school, educational stage and assessor. Conclusion: The KODS can serve as a tool for a comprehensive assessment of school accessibility and as a component of the School Functional Assessment of students.
This research aims to learn the correlation between information overload and various aspects of students’ psychosocial functioning, such as perceived stress levels, coping strategies presented, and their own resource status. The study was conducted using a survey method, employing a survey questionnaire developed by the authors. A sample of N = 269 students from various fields of study at a public university in central Poland was interviewed in the survey. The results of the research indicate that students who experienced information overload exhibited higher levels of daily stress, and their coping behaviors focused on evasive and emotional strategies rather than task- or cognitive-based ones. The overloaded group (N = 231) revealed a lower volume of own resources, e.g., they declared a less stable living situation and lower level of information literacy. Further, it was found that, for students who experienced information overload, it translated into a higher negative impact on their learning achievements compared to the students in the non-overloaded group. The results of the research are discussed vis-à-vis the Conservation of Resources theory given by Stevan Hobfoll, and implications for possible countermeasures and further research are identified.
Fenomenem ludzkiej egzystencji jest fakt, że towarzyszy jej ciągłe poczucie niepewności i zagrożenia. Obok bowiem „starych”, poznanych i po części kontrolowanych ryzyk i zagrożeń, pojawiają się „nowe” formy, wobec których trudno ustalić jakiekolwiek procedury, ponieważ nieprzewidywalne są zarówno ich przyczyny, jak i konsekwencje (Beck, 2002, Bonβ, 1995). Z tego względu należy stale podejmować badania empiryczne i dyskusje teoretyczne, których celem będzie nieustanna analiza i opis zjawisk związanych z poczuciem zagrożenia. Niewątpliwie takim ważnym aspektem współczesnego świata jest relacja człowieka z cyfrowymi innowacjami, w tym z narzędziami opartymi na sztucznej inteligencji. Badacze w tym zakresie są zgodni, że należy jak najszybciej podjąć pogłębiony dialog, który określa się zazwyczaj jako „najważniejszą rozmowę naszych czasów” (Tegmark, 2017/2019, s. 37, za: Fortuna, 2021, s. 32). Aby włączyć się w tę dyskusję, zaprojektowano badania empiryczne, których głównym celem było określenie poziomu poczucia zagrożenia wobec SI.
In the face of dynamic changes in the labour market, this study analyzes the barriers to career planning among students in Poland and Italy. It serves as a crucial tool for understanding the challenges faced by young people. A diagnostic survey was conducted among management students at the WSB Merito University in Poland, and Università degli Studi del Sannio-Benevento in Italy to identify the main difficulties and barriers to career planning. The research sample was selected purposively, focusing on management students as a representative groupof young individuals facing career planning challenges, in accordance with best practices in social science research. The results indicate regional differences: in Poland, issues related to the requirement for full availability and transportation difficulties are predominant, while in Italy, low wages and employment instability are more prevalent problems young people face. Students in both countries actively seek to gain practical experience through work and participation in various training programs. The study highlights the need to focus on developing effective support strategies for students, addressing these differences and better aligning education with labour market demands and contributes to the development of a career management model that supports young people in transitioning from the education system to the labour market. The research findings represent an attempt to create a career management model thatsupports young people in transitioning from the education system to the labour market.
