Autor: Tirpák, Ján - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Comparison of Self-Concept and Self-Perceived School Success of Children with Foster Home or Family Upbringing
Autorzy:: Tirpák, Jan
Uhrinová, Miriam
Powiązania:: https://bibliotekanauki.pl/articles/2044120.pdf
Data publikacji:: 2021-12-28
Wydawca:: Uniwersytet Rzeszowski
Tematy:: self-concept
school success
foster home
upbringing
standardized questionnaire
older school students
ANOVA
Opis:: This study is concerned with comparing the self-concept and self-perceived school success of children aged 10–15 years growing up in foster homes or in family environments. The research was carried out using the standardized Studentʼs Perception of Ability Scale (SPAS) questionnaire (Matějček, Vágnerová, 1992), applied to a sample cohort of 178 selected respondents. The article reflects key aspects relating to this research.
Źródło:: Journal of Education, Technology and Computer Science; 2021, 12, 2(32); 51-60
2719-6550
Pojawia się w:: Journal of Education, Technology and Computer Science
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Teacher’s Personality with Regard to Performance Motivation in a Professional Context
Autorzy:: Uhrinová, Miriam
Tirpák, Ján
Powiązania:: https://bibliotekanauki.pl/articles/1963517.pdf
Data publikacji:: 2020-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: motivation
teacher personality
professional performance
Slovakia
The Czech Republic
Opis:: In the paper we focused on the personality of the teacher and his/her motivation for professional performance depending on the length of teaching practice. The aim of the research was to find out the profile of the motivational structure of performance in the professional context of primary education teachers and to determine the specifics of individual dimensions related to the motivation for performance. The results showed that the motivational structure of performance is very similar for primary education teachers in the Slovakia and the Czech Republic. For teachers in the Czech Republic, the profile of the motivational structure of their performance does not change with the length of teaching practice. On the other hand, in Slovakia, motivational performance structures change in context depending on the length of teaching practice.
Źródło:: The New Educational Review; 2020, 59; 47-58
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

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