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A Loyola Generativitás Skála (LGS-18) magyar nyelvű adaptációja
Hungarian adaptation of the Loyola Generativity Scale (LGS-18)
Background and aims
In the 21st century, generativity has become an increasingly important concept in terms of the individual's well-being. It represents a general attitude of commitment towards a broader community and contribution to improving the world. The study aimed to create the Hungarian version of the Loyola Generativity Scale (LGS-18).
Method
In the first stage of the adaptation we tested the factor structure of the LGS scale, in the second and the third stages we examined the validity and the test-retest reliability of the scale. The study involved N = 624 participants (M age = 50.09; SDage = 8.58), who filled out the following questionnaires: Loyola Generativity Scale (LGS), Satisfaction with Life (SWLS-H), Rosenberg Self-esteem Scale (RSES-H), Sence of Coherence (SOC), Positive and Negative Affective Schedule (PANAS), Schwartz's Value Survey (SVS).
Results
The confirmatory and exploratory factor analysis approved the 18-items version of LGS with excellent reliability and stability. The constructs inserted into the validation showed consistency with the LGS-18 scale according to our expectations and to the data from the international literature.
Conclusions
The 18 item version of the Hungarian Loyola Generativity Scale (LGS-18) is proved to be a reliable and valid questionnaire for measuring adults' generativity.
Társas és társadalmi nevelés az iskolában – A Megtartó Közösségek Program hatásvizsgálata
Social and societal education in schools – Assessment of the Holding Community Program
Background and Objectives
Developing social skills and raising social awareness of adolescents can help students become active and responsible members of their community. The Holding Community Program is a two-day, intensive training that aims to support students' social development through tools of non-formal education and experiential learning. The main objectives of the program include improving perspective-taking, inclusive social identification, promoting self-efficacy, reducing prejudice, and fostering a willingness to take collective action. This study presents an evaluation of the effectiveness of the program.
Method
Data collection took place from 2019 to 2021 with the participation of 14–18 year old students in Baranya County (N = 296). The study design was a pre-post, experimental-control group, where participants completed a questionnaire package focusing on program target areas 2–4 weeks apart.
Results
Based on the results of the study, the Holding Community Program effectively increases adolescents' ability to change perspectives, promote social self-efficacy, acceptance of Roma people, and willingness to take collective action to reduce discrimination.
Discussion
Our results indicate that the program is suitable for the targeted development of interpersonal-social skills. One possible interpretation of moderate effect sizes, that complex, longer-term interventions are needed to achieve significant intervention effects.
