Browsing by Author "Griskevica, Inguna"

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    The Burnout and Professional Deformation of Latvian Healthcare Workers during the COVID-19 Pandemic at the Traumatology and Orthopaedics Hospital
    (2023-03) Nagle, Evija; Cerela-Boltunova, Olga; Blumberga, Solveiga; Mihailova, Sandra; Griskevica, Inguna; Department of Health Psychology and Paedagogy
    The COVID-19 pandemic is a global health crisis, which has created an additional burden on the healthcare system and has caused enormous stress and emotional burnout among healthcare workers (HCWs). The purpose of the study is to investigate the phenomena of emotional burnout and the professional deformation of HCWs. The emotional burnout phenomenon of the HCWs was studied using the Maslach Burnout Inventory-Human Services Survey. In addition, the Professional Deformation Survey, based on scientific literature and research works, was developed. The survey consisted of 4 subscales distinguishing: aggression, authoritarianism, demonstrativeness, and conservatism. The survey results showed a high level of emotional exhaustion, a medium level of depersonalization, and a low level of personal achievement reduction. The Professional Deformation Survey showed good reliability for the whole sample in all four subscales. Results of the professional deformation study revealed that 29% of respondents manifest aggression while performing their professional activities. Authoritarianism can be observed in 18% of respondents, demonstrativeness in-31%, and professional deformation manifested as conservatism in-22% of HCWs. Data obtained on burnout and the professional deformation of the HCWs proves that the healthcare system and health organizations have reason to be concerned about the mental well-being of HCWs and the quality of healthcare service provision.
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    The psychological impact of changing habits in contemporary communication on education processes
    (Rēzeknes Tehnoloģiju akadēmija, 2020-05-20) Griskevica, Inguna; Lubkina, Velta; Mārtinsone, Kristīne; Šneidere, Kristīne; Department of Health Psychology and Paedagogy; Sabiedrības veselības un sociālās labklājības fakultāte
    Education is beginning to undergo enormous change due to changes in communication habits driven by the widespread availability of digital technology. Research has found significant differences between generations that recently inhabited our society in relationships with digital communication. This semi-structured qualitative pilot study was designed as research to determine what differences existed between generations in education settings surrounding their preferred communication methods.The research for this study framed around the following three questions: (a) Are there differences in preferred methods of communication-based on generational classification? (b) Is there any difference in the use of technology as a socialization instrument between generations? (c) Is there a difference in the perceived quality of intermediate and indirect communication? A focused semi-structured interview created to determine how much of the daytime different generations spend on intermediate and indirect communication and how the quality is perceived. The results of the study from 450 samples from three generations demonstrate differences between the students and teacher perception of communication
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    Relationship between Academic Self-Efficacy and Cognitive Load for Students in Distance Learning .
    (2021) Griskevica, Inguna; Iltners, Martins
    The COVID-19 global pandemic has forced the education process worldwide to change its form to distance learning. This empirical study contributes to recently limited knowledge about the remote learning process. The study aimed to determine how academic self-efficacy is related to subjective cognitive load to predict achievement results in different forms of distance learning. The research method used was a quasi-experimental pilot study. The research questions were: (1) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement results in teacher-directed distance learning? (2) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement in student-directed distance learning? (3) What is the difference between teacher-directed and student self-directed distance learning settings regarding relationships between academic self-efficacy, subjective cognitive load, and achievement results? The measurement of academic self-efficacy and subjective cognitive load in the context of task assessment results were compared in different distance learning settings in two independent groups of 9th graders. The results suggest a significant relationship between subjective cognitive load and achievement results in student self-directed but non-significant between all variables in teacher-directed distance learning settings. In contrast, settings themselves demonstrated no influence on any measured factors.