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Well-being in relation to teaching methods and school achievements of elementary students
Janotová, Eliška ; Špačková, Klára (advisor) ; Kucharská, Anna (referee)
This work presents the topic of well-being, also called mental health, in connection with the school education in the primary school. Well-being is becoming more and more current topis as it is turning out that well-being in school can affect students' attitude to learning and school in general, even their school results. In the theoretical part, the term well-being is introduced from more different perspectives, definitions are being introduced used for different purposes and focusing on diverse aspects of well-being. Researches investigating well-being particularly in the primary school are presented, also programs promoting well-being by children and the connection of well-being with behaviour of students' feelings, school results and the teacher's attitude. Further the role of well-being in children's education and taking it into consideration in curriculum of different countries is presented and the situation of involving students' well-being in the practice at the primary school. The practical part presents results of a questionnaire survey, aimed at comparison of the degree of well-being in three classes of fifth graders at the primary school with a different approach of the teacher to teaching and managing the class. At the same time, relationship between well- being and school results of...
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Possible Relationships between School Achievements and Specific Difficulties of Adults with Dyslexia
Táborová, Zuzana ; Morávková Krejčová, Lenka (referee) ; Mertin, Václav (referee)
This thesis deals with the difficulties of adults with dyslexia from the point of view of their school achievements. The theoretical part of this thesis characterizes dyslexia and summarizes possible difficulties of adults with dyslexia on the basis of both Czech and foreign information sources. This part also deals with the school career described in the context of dyslexia. The empirical part of this thesis describes the research, whose main goal is to chart connections between difficulties of adults with dyslexia and their school achievements. Data are compared with intact counterparts. The research group consists of 120 respondents, including 60 adults with dyslexia and 60 adults without dyslexia (66 women and 54 men). The intact counterparts were matched with adults with dyslexia based on the same gender, year of birth and highest education received. The whole set of used methods concluded the anamnestic part, the school questionnaire and three self-evaluation instruments - the Cognitive Failures Questionnaire, the Dyslexic difficulties questionnaire and the General Self-Efficacy scale. Results confirmed the connection between school achievements and the manifestation of dyslexia in adulthood, however only to a limited extent. This is probably caused by the inadequate care for these people...
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