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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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Pupils attributional tendencies and learning instrumentality
Saitlová, Barbora
TITLE: Pupils attributional tendencies and learning instrumentality AUTHOR: Mgr. Barbora Saitlová DEPARTMENT: Charles University in Prague - Faculty of Education SUPERVISOR: Doc. PhDr. Isabella Pavelková, CSc. ABSTRACT: In this dissertation we deal with an issue of pupils and students attribution in relation to life goals and perceived learning instrumentality for achieving these goals. We use life goals as an area for the two variables examination research. Besides the above mentioned variables we deal with another factors that we consider important in goals realization - future time perspective and students volitional characteristics, too. We were interested in school success and failure attribution, verification the role of internal and controllable attribution in terms of future time perspective or difference between the concept learning instrumentality and future time perspective. We used modified version of Inventory of motivational goals importance and learning instrumentality (De Volder, Lens, 1982) that we supplemented by questions about the attributional tendencies. Furthermore as a main method, we assigned students modified version of the Perspective orientation inventory (Pavelková, 2002), the Zimbardo time perspective inventory (Zimbardo, Boyd, 1999) and the Volitional components...
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Pupils attributional tendencies and learning instrumentality
Saitlová, Barbora
TITLE: Pupils attributional tendencies and learning instrumentality AUTHOR: Mgr. Barbora Saitlová DEPARTMENT: Charles University in Prague - Faculty of Education SUPERVISOR: Doc. PhDr. Isabella Pavelková, CSc. ABSTRACT: In this dissertation we deal with an issue of pupils and students attribution in relation to life goals and perceived learning instrumentality for achieving these goals. We use life goals as an area for the two variables examination research. Besides the above mentioned variables we deal with another factors that we consider important in goals realization - future time perspective and students volitional characteristics, too. We were interested in school success and failure attribution, verification the role of internal and controllable attribution in terms of future time perspective or difference between the concept learning instrumentality and future time perspective. We used modified version of Inventory of motivational goals importance and learning instrumentality (De Volder, Lens, 1982) that we supplemented by questions about the attributional tendencies. Furthermore as a main method, we assigned students modified version of the Perspective orientation inventory (Pavelková, 2002), the Zimbardo time perspective inventory (Zimbardo, Boyd, 1999) and the Volitional components...
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Pupils attributional tendencies and learning instrumentality
Saitlová, Barbora ; Pavelková, Isabella (advisor) ; Jošt, Jiří (referee) ; Helus, Zdeněk (referee)
TITLE: Pupils attributional tendencies and learning instrumentality AUTHOR: Mgr. Barbora Saitlová DEPARTMENT: Charles University in Prague - Faculty of Education SUPERVISOR: Doc. PhDr. Isabella Pavelková, CSc. ABSTRACT: In this dissertation we deal with an issue of pupils and students attribution in relation to life goals and perceived learning instrumentality for achieving these goals. We use life goals as an area for the two variables examination research. Besides the above mentioned variables we deal with another factors that we consider important in goals realization - future time perspective and students volitional characteristics, too. We were interested in school success and failure attribution, verification the role of internal and controllable attribution in terms of future time perspective or difference between the concept learning instrumentality and future time perspective. We used modified version of Inventory of motivational goals importance and learning instrumentality (De Volder, Lens, 1982) that we supplemented by questions about the attributional tendencies. Furthermore as a main method, we assigned students modified version of the Perspective orientation inventory (Pavelková, 2002), the Zimbardo time perspective inventory (Zimbardo, Boyd, 1999) and the Volitional components...
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Pupil's assignation of causef of success and failure
Saitlová, Barbora ; Hříbková, Lenka (referee) ; Pavelková, Isabella (advisor)
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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