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Význam učitelů a školního prostředí pro motivaci dospívajících při studiu ve středních školách

100%

Krejčová L.

Studia paedagogica

2009

issue 2

85-106

The paper deals with secondary education, one that is often marginalized by experts in the field. A research project undertaken at the Psycholog y Department of Faculty of Arts, Charles University included diagnostic testing of nearly five hundred secondary school students and their teachers. The Motivation and Performance Questionnaire was among the methods used. It was used specifically for collecting data on motivation for learning in formal education among the students and motivation for teaching among the teachers. The results suggest remarkable difference between the two groups, pointing to areas to seek for opportunities for developing the potential of students and motivating them for study during a stage when motivation of students to learn in formal setting generally drops significantly. The diagnostics also relied on an original Education Style Questionnaire developed by I. Gillernova, focusing on the degree of emotional involvement and requirements on/freedom given to students. A third method applied was semantic differential by Osgood, used to test relevant characteristics of school environment and school atmospere. The results were tested for correlation and found to clearly suggest a connection between motivation for study at school on the one hand and educational style of teachers and perceived school environment on the other. The main focus of the paper is on the importance of teachers and school quality in motivating adolescents for school study. The effect of other factors – such as the importance of peer groups and family background – is considered, too.

Kompetencje wychowawcze białostockich rodziców

59%

Dakowicz L., Halicka M., Skreczko A.

Studia nad Rodziną

2015

vol. 37

165-182

This article presents the problem of educational competence of parents, in the context of their knowledge about education. Educational skills of parents in the areas of preferred ways of education, adopted methods of education and ways of resolving conflicts with their children were also analyzed. The presented material is based on research conducted in 2013 year among 1109 parents of children aged 0-19. Random sampling was used, which included subjects from all levels of the educational system: nurseries, kindergartens, primary, lower secondary and upper secondary schools in Bialystok. The test method was diagnostic sounding, and research tool a questionnaire. The results showed that more than half of the parents have adequate knowledge about education as well as high educational skills.

Prezentowany artykuł przedstawia zagadnienie kompetencji wychowawczych rodziców w kontekście posiadanej przez nich wiedzy na temat wychowania. Analizie poddano także umiejętności wychowawcze rodziców dotyczące preferowanych sposobów wychowania, stosowanych przez nich metod wychowania oraz sposobów rozwiązywania konfliktów z dziećmi. Zaprezentowany materiał jest oparty na badaniach przeprowadzonych w 2013 roku wśród 1109 rodziców dzieci w wieku 0-19 lat. Zastosowano losowy dobór próby, który uwzględniał probantów spośród wszystkich szczebli systemu oświatowego: żłobków, przedszkoli, szkół podstawowych, gimnazjalnych i ponadgimnazjalnych w Białymstoku. Jako metodę badania wykorzystano sondaż diagnostyczny, natomiast narzędzie badawcze stanowił kwestionariusz ankiety. Wyniki badań pokazały, że ponad połowa badanych rodziców ma adekwatną świadomość na temat wychowania, a także posiada wysokie umiejętności wychowawcze.

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1 Studia paedagogica

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1 Dakowicz L.

1 Halicka M.

1 Krejčová L.

1 Skreczko A.

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Význam učitelů a školního prostředí pro motivaci dospívajících při studiu ve středních školách

Kompetencje wychowawcze białostockich rodziców