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Inhibiting and facilitating fear in mathematics in grammar school students.
Kratochvílová, Aneta ; Pavelková, Isabella (advisor) ; High, Radka (referee)
In the school environment, students commonly encounter various forms of fear. In the literature, the fear experienced by students is thematized as test anxiety and fear of failure. School anxiety is associated both with the deterioration of pupils' performance and with its potential improvement. The aim of this work is to map the relationship between pupils' experienced fear in mathematics lessons, their performance and other motivational variables. We focused on differentiating the facilitating, for the performance beneficial fear, and the inhibiting, for the performance debilitating fear. The data collection took place in the form of a questionnaire survey, with the involvement of students of the second year of the four-year grammar school and the corresponding year of the six-year grammar school. We investigated the students' attitudes towards mathematics, the degree of experienced fear, the average grade in mathematics, learning motivation for the subject and BIS/BAS sensitivity, representing an indicator of facilitating and inhibiting fear. We used open questions to map the moment of fear. The results show a connection between the pupils' experience of fear, attitudes towards mathematics, partly also learning motivation and their average grade in this subject. Success in the subject of...
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Dynamic testing of cognitive abilities of children and adolescents
Rybářová, Karolína ; Morávková Krejčová, Lenka (advisor) ; Šírová, Eva (referee)
The thesis presents a dynamic approach to the assessment in school psychology and the current practice of its application with an emphasis on the context of the Czech environment. Characteristics of dynamic assessment, theoretical background and a comparison with traditional assessment are defined. The largest part is devoted to the use of dynamic assessment in practice. Various methods of dynamic assessment and their possible uses and applications are described. The text also discusses the role of teacher in the process of dynamic assessment, its meaning in the context of inclusive education and monitors the situation in the Czech environment. The research project focuses on comparing outputs of traditional and dynamic tests and their effect on teacher's work with a student. Keywords dynamic approach, educational psychology, assessment of children and adolescents, assessment methods, teacher, inclusion, comparing traditional and dynamic assessment
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Boredom among high school students
Nikorjaková, Petra ; Pavelková, Isabella (advisor) ; Hříbková, Lenka (referee)
This bachelor's thesis is of theoretical-empirical nature. The theoretical part of the thesis consists of the characteristics of the concept of boredom, including its etymology, history, typology. It also deals with theoretical conceptualizations of boredom relevant to pedagogical psychology, types of responses to boredom, coping strategies and description of the method for evaluating boredom. Finally yet importantly, it deals with motivation and it examines the characteristics of adolescent age and the pupils' attitudes toward school subjects. In the empirical part of the thesis, a research survey is carried out with the aim to find out the difference in the inclination to boredom by gender, the difference in the inclination to boredom by year, the difference in the experience of boredom in graduation and non-graduation subjects, and the importance of graduation and non-graduation subjects. The data was collected through the BPS questionnaire, which was completed by attitudes of students towards selected subjects. Due to the pandemic situation, the data collection took place online.
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Dynamic testing of cognitive abilities of children and adolescents
Rybářová, Karolína ; Morávková Krejčová, Lenka (advisor) ; Šírová, Eva (referee)
The thesis presents a dynamic approach to the assessment in school psychology and the current practice of its application with an emphasis on the context of the Czech environment. Characteristics of dynamic assessment, theoretical background and a comparison with traditional assessment are defined. The largest part is devoted to the use of dynamic assessment in practice. Various methods of dynamic assessment and their possible uses and applications are described. The text also discusses the role of teacher in the process of dynamic assessment, its meaning in the context of inclusive education and monitors the situation in the Czech environment. The research project focuses on comparing outputs of traditional and dynamic tests and their effect on teacher's work with a student. Keywords dynamic approach, educational psychology, assessment of children and adolescents, assessment methods, teacher, inclusion, comparing traditional and dynamic assessment
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