Home > Search Results: keywords:"perceived academic efficacy|parenting styles|teacher educational style|alternative schools|transitional period"
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National Repository of Grey Literature 2 records found  Search took 0.00 seconds. 
Relations of teaching styles with children's academic self-efficacy
 Komárek, Tomáš ; Horáková Hoskovcová, Simona (advisor) ; Kucharská, Anna (referee) ; Gillernová, Ilona (referee)
6 Title: The relationship between teachers' educational styles and the perceived academic efficacy of primary school students Author: PhDr. Mgr. Tomáš Komárek Department: Department of Psychology Supervisor: PhDr. Simona Horáková Hoskovcová, Ph.D. Abstract: The presented doctoral thesis examines the issue of perceived academic efficacy in relation to teachers' educational styles in the transitional period between the first and second half of primary school (equivalent to transition from primary school to secondary school). The main research aim was to test the hypothesis that teachers' educational styles influence the perceived academic efficacy of students using quantitative statistical methods. The second aim was to compare regular schools with schools using the teaching programme 'Step by Step' in both main variables and to determine the extent to which these schools differ. The research sample was comprised of fifth-grade students from both types of schools (N = 896). The data was obtained using three questionnaires: the questionnaire 'Interaction of the teacher and students' examines the teacher's educational style; questionnaires 'Myself as a learner scale' and 'Children self-efficacy scale' focus on measuring the students' perceived academic efficacy. The results confirmed a statistically significant...
Detailed record
Relations of teaching styles with children's academic self-efficacy
 Komárek, Tomáš ; Horáková Hoskovcová, Simona (advisor) ; Kucharská, Anna (referee) ; Gillernová, Ilona (referee)
6 Title: The relationship between teachers' educational styles and the perceived academic efficacy of primary school students Author: PhDr. Mgr. Tomáš Komárek Department: Department of Psychology Supervisor: PhDr. Simona Horáková Hoskovcová, Ph.D. Abstract: The presented doctoral thesis examines the issue of perceived academic efficacy in relation to teachers' educational styles in the transitional period between the first and second half of primary school (equivalent to transition from primary school to secondary school). The main research aim was to test the hypothesis that teachers' educational styles influence the perceived academic efficacy of students using quantitative statistical methods. The second aim was to compare regular schools with schools using the teaching programme 'Step by Step' in both main variables and to determine the extent to which these schools differ. The research sample was comprised of fifth-grade students from both types of schools (N = 896). The data was obtained using three questionnaires: the questionnaire 'Interaction of the teacher and students' examines the teacher's educational style; questionnaires 'Myself as a learner scale' and 'Children self-efficacy scale' focus on measuring the students' perceived academic efficacy. The results confirmed a statistically significant...
Detailed record

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