The yoga mat serves as a point of departure for an analysis of contemporary conceptions, practices, and tensions surrounding yoga, particularly in relation to materiality, spirituality, and consumption. Although mats in their current form did not exist in traditional Indian practices, their emergence in the 1980s reflects a shift in emphasis from yoga’s spiritual core toward its physical and fitness-oriented dimensions. Understood as a liminal object, the mat enables an examination of how boundaries of intimacy, individuality, and community are negotiated, as well as how practices of self-care are ritualized. The study is situated within the framework of the turn toward materiality and research on consumer culture and aesthetics. It is based on a qualitative case study of two yoga communities in Poznań (within the metropolitan middle class), drawing on autoethnographic observation, participant observation, interpretative interviews, practitioners’ and teachers’ accounts, and an analysis of yoga mat design and marketing materials.
Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article
Bullying is a multifaceted phenomenon requiring a wide-angle view considering the social, institutional, and cultural factors. The primary objective of the present study is to acquire in-depth insights into the narratives of former bullying victims, identify important contextual factors, and gain a better understanding of their influence on the formation of a comprehensive lived experience. Thus, this study employed the interpretative phenomenological analysis (IPA). The research sample comprised of nine polish women (21–34) who had experienced bullying during their education for more than six months. Results offer empirical insights into the underlying factors beyond bullying behavior, rooted in social reality (e.g., interpersonal relationships within social networks, understanding of intentionality, social support) and in perceived outcomes (e.g., suffered harm, unpleasant emotions, secondary losses). We identified the shared characteristics of bullying experiences and coded and themed them into the following categories: exclusion, double-dealing, intimate humiliation, self-image attack, and aggressive self-defense.
This research addresses a critical gap in our understanding of how specific meals consumed during the day relate to cognitive function, particularly memory performance. While numerous studies have explored overall dietary patterns, few have considered the isolated effects of specific meals. Across two studies, we investigated subjective and objective measures of memory in relation to dietary habits and meal-specific consumption among adults aged 20 to 90 years. In Study 1, individuals consuming higher amounts of foods with potential adverse health effects, especially during supper, reported significantly poorer subjective memory functioning. Cheese consumption at supper emerged as the strongest predictor, with frequent cheese eaters rating their memory performance noticeably worse. Study 2 extended these findings by examining objective memory performance. Both Western-style and animal-based suppers were independently associated with poorer episodic recognition memory, with the strongest negative effects observed in younger adults. Detailed analysis revealed milk-based products and sweets as the most detrimental supper components for episodic recognition memory performance. Contrary to expectations, adherence to plant-based diet did not mitigate the negative effects of unhealthy supper choices on cognitive function. Our findings emphasize the importance of meal-specific dietary analysis. Recognizing meal-specific patterns may provide a more accurate understanding of how individual meals are associated with overall diet quality and cognitive functioning.
Difficulties in self-regulation (SR) often become visible before atypical cognitive development is formally identified and may limit children's participation in everyday classroom activities. This study introduces a brief, group-based observational screening tool for assessing cognitive, behavioral, and emotional SR in preschool classroom contexts. Across two studies involving children aged 3–7 years with typical development and developmental risk, we examined inter-rater reliability, differences across group and individual administration formats, convergent validity with the Head-Toes-Knees-Shoulders task, and screening sensitivity. The battery showed high inter-rater reliability and comparable performance across administration formats. Convergent validity followed domain- and task-specific patterns, with stronger alignment for cognitive and behavioral tasks. Screening analyses indicated that selected tasks differentiated children at developmental risk from typically developing peers, with fair classification accuracy. Overall, the findings partially support group-based observational assessment as an ecologically valid approach to early screening of SR difficulties.
Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article
