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Motivation and barriers of adult students in education at university.
Bakalíková, Gabriela ; Svobodová, Zuzana (advisor) ; Dostálová, Vladimíra (referee)
The diploma thesis deals with the motivation and barriers in education of adult students at a college. The issue of motivation and barriers of selected economically active students in higher education is discussed. The thesis is divided into a theoretical and an empirical part. The theoretical part describes the basic concepts related to the topic of the diploma thesis - motivation, motivation to learn, lifelong learning, adult education, higher education, barriers in education and more. The aim of the thesis is to find out and describe what motivated and continues to motivate selected economically active adults to study at a college, to identify the barriers they feel in this education and to find out how they deal with these barriers. The thesis identifies, analyzes and describes the motivation and barriers of selected adult students in education at a selected college. As part of the empirical part of the thesis, based on its aim, research questions are set, to which answers are subsequently sought through investigation. The empirical part contains a description of the methodology, interpretation of the collected data, a summary of the results and the outputs of the investigation. The entire research is based on qualitative methodology, specifically on the grounded theory research design. As part...
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The motivation of socially disadvantaged pupils to the education in emergency state
BLÁHOVÁ, Nikola
The thesis focuses on finding pedagogical approaches which motivate pupils from socially disadvantaged backgrounds to attend distance education. The objective of the thesis is to identify effective ways to involve pupils from socially disadvantaged backgrounds in distance education.In the theoretical part is mentioned the interaction of influences involved in the formation of the personality of the pupil from socially disadvantaged backgrounds, the influence of these factors in the education and motivation to learn is also taken into consideration. The attention is given especially to definition and identification of the term pupil from socially disadvantaged backgrounds and connected risks. It is followed by the part which deals with motivation of these pupils. The problematic of transition of pupils from socially disadvantaged backgrounds to distance education in state of emergency is also presented here. It is quantitative type of research. The method of research used were surveys, which were then used to as base to answer research questions concerning the possibilities of support and motivation of pupils from socially disadvantaged environments.
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Future time perspective of gifted children
Korábová, Sára ; High, Radka (advisor) ; Brummer, Martin (referee)
This bachelor thesis focuses on the future time perspective of gifted children. The goal of this thesis is to explain the way gifted children think about their time perspective and what their motivation connected to this phenomenon is. The children taking part in this research were children who attended the summer science camp Běstvinka. The theoretical part focuses on the definition of talent, time perspective, and motivation. The second part deals with the research, including a description of the objectives, research questions, and the methodology used. The first goal of the research concerns the time perspective, where research questions were used to find out what type of time perspective prevails in children, how far in the future these children think, and which contents their future perspective has. Another goal was to describe the motivation of gifted children, which is why the research questions focused on the type of motivation most represented at school and the motivation to participate in the summer science camp Běstvinka. To examine the time perspective, Zimbardo's Time Perspective Inventory, Motivational Induction Method, and Cottle's Inventory of the Ten Most Important Experiences in Life were used. The Questionnaire of Motivational Sources of Learning Activities helped to determine...
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Methodological Specifics of Beginner Piano Teaching of Students of Different Ages
Mihulková, Šárka ; Tichá, Libuše (advisor) ; Kopecká, Věra (referee)
The thesis is concerned with methodological specifics of beginner piano teaching of students at different age levels. It attempts to give a complex view of its various aspects. The thesis is subdivided into several chapters, drawing on available psychological and methodological literature, piano course books and a questionnaire survey. The first chapter focuses on a beginner piano learner as an individual undergoing a particular stage of psychological development. It explores learners' general as well as music- specific characteristics and links these characteristics to piano playing. In addition, it describes motivational tendencies prevailing at different development stages, and other factors which can substantially influence the learning process, but have not hitherto been discussed with respect to piano teaching in greater detail although a pedagogue can more easily deal with potential problems that may arise at beginner levels when thoroughly informed. It namely discusses learning and teaching styles, hindrances to learning and learning disabilities. The second chapter is devoted to methodological specifics of teaching learners of different age groups. The third chapter then expands on the subject of beginner piano teaching specifics, comparing techniques used in beginner piano books aimed at various...
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Methodological Specifics of Beginner Piano Teaching of Students of Different Ages
Mihulková, Šárka ; Tichá, Libuše (advisor) ; Kopecká, Věra (referee)
The thesis is concerned with methodological specifics of beginner piano teaching of students at different age levels. It attempts to give a complex view of its various aspects. The thesis is subdivided into several chapters, drawing on available psychological and methodological literature, piano course books and a questionnaire survey. The first chapter focuses on a beginner piano learner as an individual undergoing a particular stage of psychological development. It explores learners' general as well as music- specific characteristics and links these characteristics to piano playing. In addition, it describes motivational tendencies prevailing at different development stages, and other factors which can substantially influence the learning process, but have not hitherto been discussed with respect to piano teaching in greater detail although a pedagogue can more easily deal with potential problems that may arise at beginner levels when thoroughly informed. It namely discusses learning and teaching styles, hindrances to learning and learning disabilities. The second chapter is devoted to methodological specifics of teaching learners of different age groups. The third chapter then expands on the subject of beginner piano teaching specifics, comparing techniques used in beginner piano books aimed at various...
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