Match!
Grzegorz Szumski
University of Warsaw
23Publications
7H-index
137Citations
Publications 23
Newest
#1Grzegorz Szumski (University of Warsaw)H-Index: 7
#2Maciej Karwowski (UWr: University of Wrocław)H-Index: 22
Abstract Teacher expectancy effect (TEE) also known as the Pygmalion effect is a classic, yet still controversial phenomenon within educational psychology. In this paper, we examine TEE in a longitudinal study on a large sample (N = 1488) of Polish middle-school students and their teachers. Consistent with TEE, teachers’ higher expectations were positively related to students’ math achievement three semesters later, even after controlling for initial achievement. Students’ academic self-concept ...
Source
#1Grzegorz SzumskiH-Index: 7
Last.Ann-Marie Orlando (UF: University of Florida)H-Index: 4
view all 4 authors...
We compared the effectiveness of two programs for developing social skills, ‘Play Time/Social Time’ (PT/ST) and ‘I Can Problem Solve’ (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective ...
1 CitationsSource
#1Izabela Lebuda (UWr: University of Wrocław)H-Index: 9
#2Maciej Karwowski (UWr: University of Wrocław)H-Index: 22
view all 5 authors...
This article investigates how Big Five personality traits are related to creative achievements and lawbreaking behavior in a large sample (N = 1669) of Polish adults. Structural equation modelling with personality modelled as a bi-factor structure demonstrated a weak, yet significant link (r = .21) between latent factors of creative achievements and lawbreaking behavior. A general factor of personality was unrelated to creative achievement, but negatively linked to lawbreaking behavior. Lawbreak...
Source
#1Joanna Smogorzewska (University of Warsaw)H-Index: 2
#2Grzegorz Szumski (University of Warsaw)H-Index: 7
Last.Paweł Grygiel (Jagiellonian University)H-Index: 2
view all 3 authors...
Source
#2Grzegorz SzumskiH-Index: 7
Last.Paweł GrygielH-Index: 2
view all 3 authors...
1 CitationsSource
#1Grzegorz SzumskiH-Index: 7
Last.Maciej Karwowski (UWr: University of Wrocław)H-Index: 22
view all 4 authors...
Source
#2Grzegorz SzumskiH-Index: 7
Last.Paweł GrygielH-Index: 2
view all 3 authors...
2 CitationsSource
#2Grzegorz SzumskiH-Index: 7
Source
AbstractThis study tested whether and how methods called ‘Play Time/Social Time’ and ‘I Can Problem Solve’ contribute to the improvement of social skills and the development of theory of mind (ToM) in children. The participants in the experiment were nearly 200 (N = 196) preschool children with low social functioning, with and without disabilities. The study showed that social skills and the level of ToM in children attending the lessons improved more than those of children from the control grou...
1 CitationsSource
#1Maciej Karwowski (UWr: University of Wrocław)H-Index: 22
#2James C. Kaufman (UConn: University of Connecticut)H-Index: 49
view all 5 authors...
Abstract This paper explores longitudinal links between intelligence measured at age 11 (N = 1594) and 13 (N = 255) and creative achievement as tested forty years later (at age 52). Using a dataset from the most recent (fifth: 2015) follow-up to the Warsaw Study (Firkowska et al., 1978), we examined the hypothesis that intelligence forms a necessary-yet-not-sufficient condition for creative achievement. Although the links between intelligence and creativity as estimated with the use of linear (c...
17 CitationsSource
123