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1

VZŤAH OSOBNOSTNÝCH ČŔT A HUDOBNEJ PREFERENCIE U STREDOŠKOLÁKOV

100%
Kráľ M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2014
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vol. 17
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issue 1
-
EN
Presented article focuses on identifying statistically significant differences in personal characteristics, in relation to favourite music genre and dominant use of music. Introductory part reviews hitherto published relevant research papers. Subsequent sections concisely describe particular components of the Five Factor model of personality. The sample consists of 128 adolescents, the students of comprehensive school. The personality dimension were assessed by Slovak mutation of NEO-FFI questionnaire, utilization of music was determined by Uses of Music Inventory and music preferences were divided to four consistent factors, delimited by foreign research. The data analysis confirms assumption of statistically significant differences in personal dimensions and in mode of music among listeners of various music genres.
2
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Faktografická literární výchova v české škole a její kritika

100%
Stohler U., Hník O.
Bohemistyka
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2013
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vol. 13
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issue 3
198 - 209
DE
Dieser Artikel befasst sich mit Theorien zur tschechischen Literaturdidaktik vom 19. Jahrhundert bis heute. Er zeigt auf, dass Kritik an einem so genannten 'faktographischen' Literaturunterricht, dessen Hauptgewicht auf der Vermittlung literaturgeschichtlicher Informationen lag, in literaturdidaktischen Studien konstant geäussert wurde. Gleichzeitig propagierten Didaktikerinnen und Didaktiker stets einen Literaturunterricht, der auf selbständiger Lektüre, lernenden-zentrierter Textarbeit und kreativen Aufgaben basierte. Dieser Widerspruch zwischen einem realen faktographischen und einem idealen literaturästhetischen Unterricht zieht sich durch verschiedenste Staatsformen und politische Regime, seien dies die Österreichisch-Ungarische Monarchie, die Erste Republik, das sozialistische Regime, die post-sozialistische Zeit, oder die kapitalistische.
3

PERCEPTIONS OF CONTEXTUAL ACHIEVEMENT GOALS: CONTRIBUTION TO HIGH SCHOOL STUDENTS’ ACHIEVEMENT GOAL ORIENTATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT

75%
Rončević Zubković B., Kolić-Vehovec S.
Studia Psychologica
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2014
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vol. 56
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issue 2
137 – 153
EN
The current study had two aims: 1) to explore the effects of contextual goals, defined as perceived parents' and teachers’ goals, and classroom goal structures, on high school students’ personal achievement goal orientations and 2) to examine the effects of personal and perceived contextual goals on reading and learning strategies, and self-handicapping behaviour, as well as their effect on academic achievement. High school students (n = 403) completed questionnaires assessing goal orientations and strategies. Their GPA at the end of the school year was also recorded. The results of the study showed that perceived contextual goals were significant predictors of students’ corresponding personal goal orientations, although the results were not clear cut. Perceived contextual performance goals also predicted students’ work-avoidance goal orientation and self-handicapping behaviour that was related to lower academic achievement. On the other hand, contextual mastery goals, especially parents’ mastery goals, had significant effects on employment of deep learning and reading strategies.
4

EMBODIED CIVIC EDUCATION: THE CORPOREALITY OF A CIVIL BODY POLITIC

63%
Phillips D. P.
Pedagogický časopis (Journal of Pedagogy)
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2014
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vol. 5
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issue 1
90 – 114
EN
This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavour to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. The existential theme of lived body emerges from this inquiry. The importance of embodying one’s learning as well as connecting physically and socially to one’s society is apparent. The students’ learning through their corporeal experience serves to create the civil body politic of the classroom and inform their behaviour outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies.
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