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Test anxiety in perspective of the graduation exam
Slavík, Radovan ; Valentová, Lidmila (advisor) ; Pavelková, Isabella (referee) ; Grambal, Aleš (referee)
The subject of this thesis is test anxiety in Czech secondary school students in perspective of the graduation exam and its influence over their overall academic performance in this exam. Results of a study conducted in the academic year 2017/2018 among 439 graduating secondary school students in six secondary schools in Prague is presented The aim of the study was to verify a test anxiety model based on Lazarus's transactional model of stress, Ellis's cognitive A-B-C model and other subsequent models of different authors (e.g. Hodapp and Rost). The model used in this study thus approaches test anxiety as a form of a stress reaction that consists of three successive steps: (A) activating event in the form of a test situation, (B) cognitive appraisal, and (C) emotional and behavioral consequences part of which is the academic performance. Both steps B and C further consist of a variety of unique components and outcomes. Quantitative data collected with the utilization of an extensive test battery of eight self- evaluating tests, an anamnestic questionnaire and exam results allowed for a further statistical elaboration. Multiple linear regression, Spearman correlation and factor analysis were utilized to reduce total number of variables of the original theoretical model so that it would better and...
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Pupil's assignation of causef of success and failure
Saitlová, Barbora ; Pavelková, Isabella (advisor) ; Hříbková, Lenka (referee)
The attribution process is connected with searching for the causes of the behaviour of the other people or our own behaviour. The effort to interpret and understand the causes of manners of the other people is the human natural tendency, which enables not only to understand the world, but also find its meaning. The attribution process proceeds mostly quite unwittingly and it is not simple. It is influenced, in particular, by lots of information and their veracity, by human ability to process information adequately, by individual's needs and interests and, of course, by individual's emotions. As we have lack of information in the given moment and we need to make decision how to behave, we have to not only search for the causes of the events but also atribute them. Thus cognitive information elaboration vicariously influence our behaviour and our motivation, too. However, a man attributes causes not only to the behaviour of the other people, but also to his own behaviour. It is a process, which precedes own behaviour outcome expectance and it is one of substantial components of cognitive motivation. The attribution process follows outcome (achievement or failure) and it is a part of evaluation. In the first part of my dissertation I deal with theoretical questions of causal attributions - Weiner's attribution...
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Flow experience and engagement by task in German lessons
Vaníčková, Monika ; Pavelková, Isabella (advisor) ; High, Radka (referee)
Theoretical part of this theses discussed different types of motivation to learn, the extended cognitive model of motivation, attitudes towards school subjects, issues regarding interest and grades, flow theory and the conceptual model of student engagement and optimal learning environments. In the empirical part was presented a pilot study focused on flow experience and engagement by task in German lessons. This study was realized in one class of a grammar school (n = 28). Questionnaire methods were used and acquired data were of both quantitative and qualitative nature. The aim of the pilot study was (1) to map motivational variables related to engagement and flow in the task situatuon in German lessons and (2) to discover, which contextual characteristics can facilitate student engagement from their point of view. In this study has been investigated the connection between engagement before a task and after it, between engagement and flow in the task and their connection to attitudes towards German lessons, achievement motivation, grades and success in the task, emotions and concentracion. It was discovered a more stable nature of flow and engagement in two consecutive tasks of the same type, but with increasing difficulty. In the pilot study were suggested connections of flow and engagement with...
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The Motivation of Graduates and Their Relationships to the Future
Částková, Ivana ; Pavelková, Isabella (advisor) ; Hadj - Moussová, Zuzana (referee)
This final paper focuses on high school senior's motivation and their future time perspective. I will attempt to describe the students' motivation in general, not only their educational motivation. I will endeavor to ascertain such things as if the students can already envision their future education and profession; and, if they are more ambitious about their career versus raising a family. This paper has two sections: the theoretic and the research. The theoretic component describes the adolescent and early adulthood periods of the students' lives. It also discusses most of the major changes in their life at this time. This section will also concentrate on the students' perception of time. I wrote about the historical perception of time and the theory of motivation, and analyzed how they are related to the behavior and motivation of juveniles. The emphasis is on the perception of psychological time and the subjectivity of time. I also relate the main concepts of life-span psychology. The theoretic part functions as the crucial building block for the research section. The research was done February to March of 2006 in Prague. I chose students from four high schools and students from university preparation courses from an individual preparatory institution as samples for my research. I used questionnaires as...
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Use of experiential pedagogic methods in systematic work with pupil's group
Ušáková, Veronika ; Valentová, Lidmila (advisor) ; Pavelková, Isabella (referee)
Use of experiential pedagogic methods in systematic work with pupil's group The goal of this paper was to create and realize a supportive stimulative program for a group of elementary students with specific learning disabilities focused on support of positive self-concept and self-evaluation, which have been decreased in case of school unsuccessfulness and on development of student's social ability. The supportive and stimulating program comes from theoretical findings in the area of experiential education, social psychology and psychology of personality. Keywords Supportive stimulative program, experiential education, self-concept, self-evaluation, social ability, specific learning disabilities
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The Structure of the Authority of the Teacher in Communication with Pupils
Francová, Veronika ; Rendl, Miroslav (advisor) ; Pavelková, Isabella (referee)
The goal of the thesis is to clarify a problem of what we call Teachers' authority. In Czech language the term "Authority" is usually used in the meaning of power or respect the teacher has among pupils. In general we can say that the meaning of the term is rather indefinite. This thesis mainly focuses on the form of communication between teacher and class. Therefore the authority is regarded as the result of organization of competencies, bounds and relations in the area of teacher-pupils contact. The teacher-pupil interaction is considered as a system in all the meanings of this term. Through the teacher-pupils' interaction the communication circle is formed. Every single connection of the class with a teacher creates a unique and compact communication circle where the communication rules are discussed. In this thesis, authority is rather regarded as the mutual negotiation resulting in the final (but still changing) organization of rules and relations within the communication circle. The thesis consists of presentation of the basic theoretical sources, the analysis of the field survey data and discussion about the conclusions. It explores the communication between teacher and class in the eighth class of elementary school. I visited one class - collaborating with three teachers - within one school-year....
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Absoption in mathematics and orientation towards mathematics
Kmínková, Eliška ; Pavelková, Isabella (advisor) ; Rendl, Miroslav (referee)
In the beginning of my dissertation me and my supervisor set out several objectives. We concerned ourselves on incentives factores acting prejudice in favour of mathematics and incite orientations for mathematics as well. Various kinds of interests (individual, situational, actual, special-interest), achievement motivation, flow experience and perceived capability for mathematics. We prepared two various lessons of mathematics for the students in graduation class of gymnasium - the first one conventional, the second one experimental, alternative method. We concerned ourselves in students' preferences - which classwork is convenient to successful 1 sudents in mathematics and which one to students which go badly in maths. Next objectiv was observing the group of students "orientated on mathematis", preparing themselves for leaving examination in mathematics and preparing themselves for study in faculties where is this subject is one of the major. What influences the love for mathematics? Situation interest - we took of both from lessons comparison by the students and of their flow experience during lessons. Students' flow experience was almost similar in both lessons, though a little bit better flow experience had students in conventional lesson. The students has been enquired which kind of lesson was better...
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The strategic context of coping with boredom and attitude to school subjects
Kopalová, Aneta ; Pavelková, Isabella (advisor) ; Valentová, Lidmila (referee)
The bachelorś thesis is focused on experiencing boredom in pupils at the second stage of primary school, specifically the seventh and eight grades. The occurence of boredom and the main student strategies for managing boredom will be mapped, as well as the studentś attitude to these subjects (popularity of the subject, difficulty of the subject, importance of the subject, degree of boredom in the subject). The purpose of the work is to change the connection between the occurrence of boredom in individual subjects and the attitudes of students to these subjects. The theoretical part is divided into several thematic areas. It outlines the picture of the current state of knowledge in the field of boredom and its management and it describes the issue of motivation in teaching with a connection to boredom. Furthermore, there are presented models that are serious in the school environment, where each of the models views boredom differently There are also mentioned possibilities of diagnostics in this area with the use of questionnaire methods in the school environment. The bachelor's thesis also presents in more detail the grasp of coping by the authors Nettová, Goetz, and Danielsová, and a detailed specification of attitudes, and an introduction of Implicit theory of good teaching of the subject Hrabal...
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