From a socio-ecological perspective, individuals are influenced by the interplay of individual, relational, and societal factors operating as a broader system. Thereby, to support youth adjustment during the critical adolescence period, the interplay between these factors should be investigated. This study aimed to investigate cross-cultural differences in adolescents’ maternal and paternal attachment, adolescents’ adjustment difficulties and self-control, and in their association. N = 1000 adolescents (mean (M) age = 16.94, SD = 0.48; 45.90% males) from China, Italy, Spain, and Poland participated by completing self-report measures. Results showed cross-country similarities and differences among the considered variables and their associative pattern. Moreover, conditional process analysis evaluating the association between maternal vs. paternal attachment and adjustment difficulties, mediated by self-control, and moderated by country, was performed. Maternal attachment directly, and indirectly through greater self-control, influenced adjustment difficulties in all four countries. This association was stronger among Spaniards. Paternal attachment influenced directly, and indirectly through self-control, on adolescents’ adjustment difficulties only in Italy, Spain, and Poland, and was stronger among Polish adolescents. For Chinese adolescents, paternal attachment solely associated with adjustment difficulties when mediated by self-control. Thus, results highlighted both similarities and differences across countries in the interplay between maternal vs. paternal attachment and self-control on adolescents’ adjustment difficulties. Implications are discussed.

Aggressive perpetration and victimization are a salient problem among Polish adolescents. Based on the general theory of crime, this study explored the associations between attachment to parents and self-control with perpetration and victimization among Polish adolescents (N = 355, 146 boys and 209 girls). Results showed that (a) secure attachment to father related to less perpetration and victimization among boys and girls, whereas secure attachment to mother associated with less perpetration and victimization among girls; (b) secure attachment to father was related to better self-control for boys and girls; and (c) self-control related to reduced victimization and mediated the “attachment to father—victimization” association among girls. These findings suggest that generalizability of the general theory of crime in Polish adolescents is limited.

Background: The fact of becoming a father is related to the necessity of taking up a number of new commitments. The changes following from taking up a new social role generate much stress and can bring some identity transformations (Freudenreich, Liberska, & Miluska, 2011) and a crisis in evaluation (Trempała, 2010).Participants and procedure: In order to characterise the structure of identity of young fathers and to determine whether they suffer from a crisis in evaluation, a study was performed on 90 men who became fathers of their first child in the period up to about half a year earlier. Techniques used in the study were: Dimensions of Identity Development Scale (DIDS), Questionnaire for Investigation of Crisis in Evaluation, and a questionnaire prepared by the author.Results: The structure of identity of young fathers has no relation to the age of the child, at least in the first six months of the child’s life, but it is related to the crisis in evaluation.Conclusions: According to the results, the crisis in evaluation in young fathers is of intermediate intensity and is related to the age of the child. The study suggests a relationship between normative events related to the world of the child and a psychological crisis, involving identity and structures of values.

Background The birth of the first child begins a new stage in family life, and the woman and the man must adopt new roles in society. However, adapting to the new conditions of life and the requirements of the new role can be difficult. Participants and procedure The main tools used...

Background: Schizophrenia is considered a chronic and disabling mental disorder that affects approximately one percent of the world’s population. It is characterized by a variable course and its various symptoms may predominate depending on the characteristics of the person. Aim: Recognition of the personality traits and styles of stress-coping applied by healthy people and people diagnosed with schizophrenia. Methods: The study examined 60 people in total: 30 healthy people between 19 and 58 years old and29 people diagnosed with schizophrenia and 1 person with schizophrenia spectrum disorder between 25 and 72 years old. In the present study we used Personality inventory NEO-FFI by Paul Costa and Robert McCreae, designed to diagnose personality traits described in the five-factor model called “The Big Five” and CISS: Coping Inventory for Stressful Situations by N.S. Endler, J.D.A. Parker, designed to diagnose stress-coping styles.

The subject of the research is the principle of cultural conformity. The object of the research is education in general and professional teacher training in particular. The aim of the research is to reveal the multidimensional understanding of the cultural onformity principle and its applying in the modern education system. The cultural conformity principle is analyzed in the research in terms of functional, social, cultural and system approaches. From the functional perspective, this principle is treated as the method to eliminate cross-cultural barriers and resolve cognitive issues. Social and cultural approach highlighted the importance of cultural conformity principle, its cultural, social and personal characteristics when laying the groundwork for harmonious collaboration. The research has made it possible to build a systematic typology of goal-setting and definition of the objectives for teachers to apply this method in learning. The system approach focuses on presenting education as a social institution, a part of the transformative processes. Post evaluation allowed to illustrate the education goals transformation, that influenced educational paradigms, and, consequently, led to the transformation of teachers’ values system. These changes are exemplified through the European research supervised by S. Shwarz. Social, cultural and system approaches brought to light the potential of cultural conformity principle and its ability to eliminate negative influences of institutional changes on the society in general and on the education system in particular. The cultural conformity principle interpretation analysis made on the basis of functional, social, cultural and system approaches, revealed the differences in the treatment of the concept itself, discriminated its application as a didactic principle and expanded its understanding.