Recently, a great deal of attention has been paid globally to education of both children and youth. It has been the result of ever-growing requirements of learners' knowledge, as well as educational cultivation of young people. Contemporary society has been witnessing undesirable actions of learners against teachers. That is why the paper discusses learners' interactions with teachers and how they are assessed by teachers. The paper also introduces implications for improving the quality of teachers' interventions in educational processes.
Motivation as a basic attribute of education is analyzed in the presented paper. The article does not describe all the theoretical aspects of motivation. The main presented idea is motivation and discusses about selected motvational theories that are not appreciated in the practice of education. The paper mainly analyzes theories: about justice, about the hierarchy of needs, the theory of expectations, goal setting, the theory of strengthening and three categories of needs. The research, which was attended by 168 teachers, showed that teachers pay attention to students' motivation, but still remain, respectively. they prefer the classic motivation. It means input and continuous motivational methods, evaluation of students, control as motivation, etc. Current approaches such as motivation through newer educational strategies are only gradually getting into education. In connection with motivation, we most often focus on the course of the teaching process and the teacher's activities. But it is less analyzed how are teachers motivated into their educational activities. In this context, the article presents what motivates or demotivates teachers in their pedagogical-didactic work. Key words Motivation, the theories of motivation, classical approaches of motivation, new educational strategies and motivation, teacher motivation Abstrakt Autor sa v príspevku zaoberá motiváciou ako základným atribútom edukácie. V príspevku neopisuje všetky teoretické aspekty motivácie. Zameriava sa predovšetkým na podstatu motivácie a pripomína najmä vybrané motivačné teórie, ktoré nie sú v praxi edukácie doceňované. Pripomína teórie: spravodlivosti, hierarchie potrieb, očakávania, stanovenia cieľov, posilnenia a troch kategórií potrieb. Z prieskumu, ktorého sa zúčastnilo 168 učiteľov vyplynulo, že učitelia motivácii žiakov pozornosť venujú, ale stále ostávajú, resp. uprednostňujú tzv, klasickú motiváciu, napr. vstupné a priebežné motivačné metódy, hodnotenie žiakov, kontrola ako motivácia a pod. Len postupne začínajú doceňovať aj novšie prístupy, napr. motivácia prostredníctvom novších edukačných stratégií. V súvislosti s motiváciou sa najčastejšie sústreďujeme na priebeh vyučovacieho procesu a činnosti učiteľa. Menej si všímame ako a čím sú motivovaní do svojej edukačnej činnosti učitelia. V tejto súvislosti autor uvádza čo učiteľov motivuje alebo demotivuje do ich pedagogicko-didaktickej práce.
The aim of this paper is to identify the typology of teachers in the extent of perceived students' misbehavior and the differences in teachers' self-efficacy. We used our own questionnaire as a research tool aimed to identify the frequency of symptoms of misbehavior and the OSTES Questionnaire to identify the self-efficacy of teachers. We identified two types of teachers in terms of the extent of perceived students' misbehavior, which also exhibits significant differences in teachers' self-efficacy.
Th e aim of the study is to identify the typology of adolescents in terms of manifestations of risk behavior and to fi nd out the diff erences between them from the perspective of parental conditions. Th e research tools are the E.M.B.U Questionnaire -My memories of upbringing, ECR -Experience in Close Relationship, the author's questionnaire aimed at identifying substance use and selected items of the Questionnaire on belonging to a Delinquent Group. Th e research sample consisted of 850 adolescents. Cluster analysis identifi ed three types of adolescents in terms of manifestations of risk behavior. Diff erentiations between groups in the parental conditions were identifi ed.
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