Reprezentacje studiowania i obraz Ja studenta romanistyki w warunkach nauczania zdalnego
Representations of studies and self-concept of Romance philology students in relation to online teaching

Author(s): Dorota Pudo
Subject(s): Foreign languages learning, Language acquisition, Higher Education , Distance learning / e-learning
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: self-concept; higher education; representations; online teaching; traditional teaching
Summary/Abstract: A person’s self-concept, in relation to a given domain or social role, is a representation of their own features, competences and relationships relevant to a given aspect of their identity. The object of this article is a questionnaire researching the self-concept and the representations of studies of Romance philology students of the Jagellonian University, in relations to recent passage to online teaching caused by the coronavirus pandemic. It was possible to isolate, in the students’ responses, several important aspects defining their self-concept and their conceptions of studying in a situation of radical change: high emotional vulnerability (related to switching to online teaching, but also to traditional studies), the importance of social relations (partly viewed as hindered in online teaching), or matters related to everyday routine and to presumed temporary character of online studies. Among the respondents’ profiles, some students display more conservative academic self-concept, depending largely on traditional representations of studies, while others exhibit more adaptative academic self-concept, with basic representations more open to changes.

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