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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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Engagement by task in mathematics
Neudörflová, Blanka ; Pavelková, Isabella (advisor) ; High, Radka (referee)
The concept of engagement can be commonly found in educational literature - mostly in its negative form (pupils are not engaged). Therefore, we focused on the examination of pupils'engagement in mathematics. Using the questionnaire survey in two classes (9th grade) of primary school, we were mapping long-term motivational charakteristics of pupils and their situational motivation before and after perfoming mathematical task. What we were interested in was which motivational variables are related to pupils'engagement by task and whether their engagement has changed before and after performing the task. We tested the links among the engagement by task and cognitive motivation, achievement motivation, flow experience, taste to perform the task, activity in the task and the importance and popularity of mathematics. Our results suggest, that the pupils' engagement does not change during the task. Major part of our hypothesis related to the links among engagement and selected motivational variables was not proved. Research has only revealed the links among the engagement, the taste to perform the task, positive school achievement motivation and the importance of mathematics. Our results do not show that the engagement in mathematics has links to the indicators of quality of work (pupils, who were engaged...
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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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