The aim of the study was to understand the relationship between shyness in school-age children and variables such as teacher perception of school achievement, fluid intelligence and self-efficacy in various areas of functioning. The participants were 466 Polish primary school children (boys n = 239, girls n = 227; M age = 9.55 years, SD =.9). Shyness was negatively associated with school achievement as reported by teachers, fluid intelligence, and self-efficacy. Results from mediation analyses demonstrated that self-efficacy in learning mediated the relationships between shyness and school achievement and fluid intelligence. In addition the relationship between shyness and school achievement was also mediated by the self-efficacy with respect to self-control in school and social situations. The results indicate that shy children’s relatively low school achievement and low scores in various standardised tests may be the result of personality differences, e.g. in self-efficacy. Future studies are needed to explore the relationship between shyness and self-efficacy.

The present study explored the occupational aspirations of school-age children (N = 394) comparing differences by gender, level of intelligence and grade level. Results indicated that girls’ aspirations were more realistic, intrinsically motivated, prosocial and inclusive of higher education than those of boys. Moreover, a higher level of intelligence only from the fourth grade and 10 years of age was associated with higher education aspirations. These results suggest that in choosing occupational aspirations, children from the fourth grade (aged 10–11) may begin to be guided by intellectual abilities. The contribution of these results to career development theories is discussed.

Celem artykułu jest przedstawienie różnych definicji, popularnych teorii i metod pomiaru dobrostanu uczniów w szkole. Artykuł wskazuje również ważne czynniki, które wpływają na dobrostan uczniów w szkole i jego korelaty. Artykuł składa się z czterech części: dyskusji na temat tego, czym jest dobrostan, definicji dobrostanu ucznia w szkole i jego istotnych czynników, wskazania istotnych korelatów dobrostanu ucznia w szkole oraz opisu znanych metod jego pomiaru. Podsumowując przegląd teorii i badań przedstawionych w tym artykule, dobrostan ucznia w szkole można ogólnie zdefiniować jako ogólną satysfakcję ucznia i poczucie satysfakcji ze szkoły. Na bardziej szczegółowym poziomie można wymienić ważne składniki dobrostanu uczniów w szkole, takie jak relacje społeczne, w tym relacje z nauczycielami i rówieśnikami, sukcesy szkolne, warunki w szkole i klasie oraz czynniki indywidualne. Narzędzia pomiaru dobrego samopoczucia w szkole są zazwyczaj samoopisowe i albo ujmują je holistycznie jako ogólny poziom zadowolenia i satysfakcji ucznia ze szkoły, albo wielowymiarowo – ogólny poziom dobrego samopoczucia w szkole składa się z jego istotnych czynników. Pomimo braku zgody wśród badaczy co do definicji dobrego samopoczucia ucznia w szkole i pewnej heterogeniczności narzędzi pomiarowych, warto zbadać dobre samopoczucie w szkole, ponieważ może być ono ważnym wskaźnikiem funkcjonowania ucznia w placówce edukacyjnej. Obecnie szkoły powinny nie tylko wspierać uczniów w rozwijaniu ich umiejętności i osiąganiu najlepszych wyników, ale także umożliwiać im osiągnięcie dobrego samopoczucia.

This study aimed to examine cyberbullying among youth regarding prosocial behavior, aggression, passive aggression, assertiveness, and passive assertiveness. The study included 183 adolescents (51.4% girls, 39.9% boys, and 8.7% defined as another gender) aged 15 to 18. Aggressive, passive-aggressive, assertive, passive-assertive, prosocial, and cyberbullying behaviors were assessed using self-report questionnaires. The results revealed significant differences in how various responses to conflictual social situations relate to experiences of cyberbullying. Aggressive and passive-assertive behaviors were the strongest predictors of cyberbullying victimization. Furthermore, both behaviors significantly mediated the relationship between prosocial behavior and experiences of cyberbullying. These findings provide insight into practical strategies for dealing with cyberbullying and contribute to our existing understanding of the role of aggression and assertiveness in online harassment.

The goal of the current study was to explore the relations between the Big Five personality traits and school achievements of children in the fourth grade of primary school. Participants were (n = 157) children (aged 9–11 years) attending public primary school in Poland. Children completed a self-description inventory for the Big Five and teachers evaluated current school achievements of children for mathematics and Polish language. The obtained results indicated that neuroticism and openness to experiences were significantly associated with school achievements. Moreover, the relationship between the Big Five and school achievements was moderated by gender in that a) agreeableness as well as the Big Five sub-scales of inferiority and helping behaviour were negatively associated with school achievements only among girls, and b) the openness to experience sub-scale of problem solver was positively associated with school achievements only among boys. The results suggest that the relationship between the Big Five personality traits and school achievements may depend on gender.