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Role and the form of the goals in coaching
Valášková, Kristýna ; Heider, David (advisor) ; Pavlas Martanová, Veronika (referee)
The aim of this diploma thesis is to describe the role of the goals in coaching with focus on their form and their possible impact on the coaching process. The topic of the goals is presented from the several perspectives that are confronted each other. The thesis has two parts - the theoretical one and the empirical one. In the theoretical part of the work are defined the concepts that are related to the topic, described psychological principles and essence of coaching, clarified the role of the goals in coaching, summarized the psychological approaches in coaching, discussed possible negative consequences of the goals in coaching and at the end of the theoretical part is given a brief overview of current research of this topic. The second, empirical part is following by theoretical part. The research design is characterized by the quantitative research, where is mapped the goal orientation of the coaches and then their attitudes to work with the goals. The target group of the research are certified professional coaches in the Czech republic. The data collection is realized by the administration of a self- assessment questionnaire. Questions in the questionnaire are related to how coaches set the goals with coachees, how do they evaluate the goals during the cooperation and how do they percieve...
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The scholastic cheating of early adolescents: from exploratory research towards a structural model. A pilot study.
VRBOVÁ, Jana
The aim of this work is to investigate, which behaviour at school is perceived by early adolescents (age average 14-16 years) as cheating, whether it is possible to classify this behaviour into specific types (factors) and whether these can be linked with individual student variables (sex, GPA, number of missed classes, student goal orientation, worry, self-efficacy, and achievement value), as well as with the contextual variables (parents goal orientation, teachers goal orientation, satisfaction with the school, neutralization, peer cheating behaviour, and cheating punishment). The obtained data were statistically evaluated (N = 401). Using exploratory factor analysis based on students self-reporting the frequency of the behaviour classified as cheating, two types of dishonest behaviour were extracted: cheating (copying, hinting) and falsification (forgery of signatures, absences). Two student factors, school approach (motivation) and to school avoidance (amotivation) orientation, and two context factors, teachers and parents goal orientation, were extracted as predictors of cheating. Results showed that neither parents nor cheating punishment had significant influence on cheating and falsification. The structural model confirmed that a positive relationship with teachers goal orientation and GPA had the highest influence on falsification. Student avoidance to school, student approach to school, and teachers goal orientation had the highest influence on cheating. Cheating and falsification were well correlated. The values of regression coefficients remained similar after removing the parent factor from the model. The structural equation model explaining the relationship of latent endogenous cheating and falsification variables with the three latent exogenous variables (avoidance to school, approach to school and teachers goal orientation) and the three manifest variables (sex, GPA and peer cheating behaviour), fitted the data well. The model explained 42% of cheating variance and 39% of falsification variance
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