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Relation between Parenting Style and the Pupils' School Discipline
VETÝŠKA, Jakub
This bachelor's thesis deals with the correlation between parenting style and school discipline in pupils aged 11 to 15. The theoretical part introduces the basic models of parenting styles and basic theoretical concepts connected to the pupils' school discipline, describes the changes in upbringing and pupils' school discipline in the course of time. The primary aim of the empirical part is to find out whether there are statistically significant differences in pupils' school discipline in relation to their parenting style. Another aim is to find out whether there is a statistically significant difference in discipline between the girls and the boys. In the research, which has a quantitative form, three questionnaires were used. These were: a questionnaire on parenting style, a questionnaire assessing the pupils' school discipline and a BFI-10 personality questionnaire. The questionnaire on parenting style was filled in by both the parents and the pupils in order to increase the validity of the research. The questionnaire assessing the pupils' school discipline was filled in by class teachers. The research sample consists of 117 pupils (from four elementary schools), 206 parents (115 mothers and 91 fathers) and 13 class teachers. The results of the research demonstrated that there is a statistically significant difference between the family's emotional relationships and the pupil's school discipline, and this was shown in the scale of discipline. No statistically significant difference between parenting control and pupil's school discipline was found in any category. In the unpreparedness for lessons and disruption of lessons categories a statistically significant difference was found in discipline between girls and boys - the girls are more disciplined than the boys in those categories. The analysis also revealed a statistically significant positive correlation between extraversion and the scale of discipline, a statistically significant negative correlation between agreeableness and telling lies, a statistically significant negative correlation between conscientiousness and cheating and last but not least a statistically significant negative correlation between openness to experience and the scale of discipline.
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Issues of school discipline from the teachers' perspective
VETÝŠKA, Jakub
This diploma thesis deals with issues of school discipline from the teacher's perspective. The theoretical part introduces basic knowledge relevant to issues of school discipline (school discipline, teacher's authority, teacher's personality, strategies for dealing with disciplinary offences and research on school discipline). The empirical part, which has a quantitative form, aims to examine how two groups of respondents perceive school discipline - lower secondary school teachers and "lower level", i.e. first four years, teachers in eight-year grammar schools. Another aim is to compare the answers of respondents from both groups and find out whether there are statistically significant differences between them. The data collection was carried out through an online questionnaire designed by the author of this paper. The research sample consists of 396 respondents (199 lower secondary school teachers and 197 lower level teachers of eight-year grammar schools). Statistical testing demonstrated that the lower secondary school teachers encounter pupils' indiscipline statistically significantly more often than lower lever teachers of eight-year grammar schools (subjective view of respondents). A statistically significantly higher indiscipline of lower secondary school pupils in comparison with lower level pupils of eight-year grammar schools was found (subjective evaluation by respondents). The results also demonstrated that lower secondary school teachers are less satisfied with the discipline of pupils than their colleagues from the lower level of eight-year grammar schools (subjective view of respondents). Last but not least, analysis ascertained that lower secondary school teachers are more burdened by pupils' disciplinary problems compared to lower level teachers of eight-year grammar schools (subjective view of respondents). The results of the research coincide with the theoretical basis described in the theoretical part of the work.
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Relation between Emotional Intelligence and Parenting Style
Vetýška, Jakub ; Šírová, Eva (advisor) ; Urban, Kamila (referee)
This diploma thesis deals with the relationship between emotional intelligence and parenting style in individuals aged 18-25. The literature review part deals with emotional intelligence, family education and previous research dealing with the relationship between emotional intelligence and other characteristics. The primary aim of the research part is to examine whether the parenting style (subjectively evaluated by respondents) is related to the level of emotional intelligence of their offspring, or how they are related. Another aim is to compare the results of women's and men's emotional intelligence and find out whether there is a statistically significant difference between the sexes. The data were collected by means of a questionnaire on parenting style and the Schutte Emotional Intelligence Scale. The research sample consists of 167 respondents, whose age ranges from 18 to 25 years. Statistical testing demonstrated that individuals with a positive and extremely positive emotional relationship from their parents (subjective evaluation by respondents) achieve statistically significantly higher levels of emotional intelligence than individuals with a negative emotional relationship from their parents (subjective evaluation by respondents). No statistically significant difference in the level of...
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Motivation of primary school pupils in classes
VETÝŠKA, Jakub
This bachelor's thesis deals with the topic of working with motivation in school context, specifically at lower secondary school. The theoretical part describes the basic areas concerning motivation in school context. There is included definition of motivation, kinds of motivation, motivational base of a pupil (exploring, social, achievement), influence of teacher's expectations on the pupil's achievements, relation between the pupil's arousal and their achievement, problematic of rewards and punishments and, last but not least, classroom climate as the motivational factor. The empirical part has the form of the qualitative research in which semi-structured interviews and observation were used as the main methods of the data collection. The research sample consisted of three teachers. There were two women and one man. There were included both beginning and experienced teachers. The main purpose of the work was to detect what kind of motivational methods are used by the lower secondary school teachers in order to motivate pupils. The obtained data were analyzed with the technique called open coding and interpreted afterwards. The research found broad range of specific motivational methods that are used by the teachers in practice.
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