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Employability, understood as a set of achievements – skills, knowledge, personal qualities – that make graduates employable and successful in their profession, is more and more often a subject of research, both in the context of improving the educational offer of universities, as well as examining the quality of life and professional satisfaction of graduates. Employability is differentiated from employment – the state of having a job. In today’s unstable job market where temporary contracts and protean-type careers dominate – equipping graduates with the resources to effectively change or modify their career path is crucial. The paper aims to present the psychometric proprieties of a Polish adaptation of the A. Rothwell and Arnold Self-Perceived Employability Scale. The final version consists of 9 items and has good psychometric properties. The study of the perceived employability of students provides important knowledge regarding the graduates’ competencies, and it is an important factor in modifying the educational offer at universities and planning graduates’ satisfying careers in the contemporary unstable job market.

Anxiety can negatively affect an individual’s psychological wellbeing and lead to mild-to-moderate functional impairment in various areas of their lives. Despite this, the relationship between anxiety and driving performance has received very little empirical attention. The Driving Behaviour Scale ( Clapp, Olsen, Beck, et al., 2011 , Clapp, Olsen, Danoff-Burg, et al., 2011 ) was developed as a measure of anxious driving behaviours to support research in this area. The current study details adaptation and validation of the Driving Behaviour Scale (DBS; Clapp, Olsen, Beck, et al., 2011 , Clapp, Olsen, Danoff-Burg, et al., 2011 ) in 310 university students in Poland. The overall internal consistency for the DBS was 0.76, while the two subscales demonstrated acceptable internal consistency (safety/cautious = 0.75 and hostile/aggressive behaviours = 0.85). The reliability estimates for performance deficit returned a lower coefficient of 0.65. Factor analysis produced a three-factor solution that supported the original structure of the DBS. The DBS may be utilised as a measure of driving anxiety in samples drawn from the general population.

Introduction Medical care in geriatrics has its own specificity, and in order to build a successful doctor-patient relationship it is important while studying medicine to learn some functioning aspects of this age group. Objective The aim of this study is to explore and describe the role of emotional intelligence in the attitudes of medical students towards elderly patients, taking into account their the place of residence. The place of residence has an impact on social relations and socialization, which could effect with disparities in behaviour towards elderly patients. Material and methods Medical University of Lublin students from rural (N=71; M=23.44 SD=1.80) and urban (N=87; M=23.34; SD=1.38) areas took part in the study. Emotional Intelligence Questionnaire (INTE) and Attitude Towards Elderly Patients Questionnaire (ATEP) were used. Results There are statistically significant differences between medical students from rural and urban areas in their attitude towards elderly patients (p=0.001), but no differences were observed between rural and urban residents in terms of emotional intelligence (general result, action factor and cognitive factor). Positive correlations were observed between action factor (r=0.322), cognitive factor (r=0.311) and general INTE result (r=0.358) and attitude towards elderly patients in the group of medical students from rural area. Conclusions Medical students from rural areas are characterized by a more positive attitude towards elderly patients than medical students from urban areas. The predictors of attitudes towards elderly patients are the cognitive factor of emotional intelligence and the place of residence of medical students. The results give the opportunity to design a well-developed programme of a geriatric course which could be matched to the personal predispositions of students.

ObjectiveThis study aimed to investigate factors affecting personal well-being of Polish immigrants living in the UK in the face of a significant political change-the Brexit vote. We measured perceived changes in attitude or behaviour of supervisors and co-workers, respondents' perceived stress, and its outcomes such as psychological well-being and intention to leave the UK after the Brexit vote.Method551 Polish migrants residing in various regions of the UK took part in the study in the form of Qualtrics online survey. We used self-report measures: Perceived Stress Scale, The Satisfaction with Life Scale, Scale of Psychological Well-being.ResultsThe most of the respondents did not notice any change in the attitude or behaviour of the supervisor (81%) or co-workers (84%), and only a small percentage of the participants reported negative changes in attitude or behaviour of supervisors (9%) and co-workers (14%). Also, negative change in attitude or behaviour of supervisors or co-workers are associated with perceived stress, which inturn is linked with intention to leave the UK, psychological well-being and life satisfaction.ConclusionPolish and British co-existence in a workplace setting has not changed much after the Brexit vote.

The article investigates differences between Polish and Swedish students with regard to perception of their own culture based on four dimensions: Masculinity/ Femininity, Power Distance, Individualism/Collectivism, and Uncertainty Avoidance, and also students’ declared expectations from career counselling. In both groups, the direction and range of cultural factors’ influence upon expectations from a career counsellor were also examined. The sample comprised 163 Polish and Swedish students. Results were analysed using ANOVA and canonical analysis. As expected, differences between the groups were statistically significant for all the four cultural dimensions. Significant differences between the two nationalities in expectations from counselling were found on: Motivation, Openness, Realism, Directiveness, Attractiveness, Tolerance, and Outcomes. Cultural dimensions that influence formation of Swedish students’ expectations from counselling to the greatest extent were: Power Distance and Individualism. In the case of Polish students, cultural factors did not predict variability in the structure of their expectations from a career counsellor.