Level of performance motivation in special education students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F22%3A43897137" target="_blank" >RIV/44555601:13430/22:43897137 - isvavai.cz</a>

Výsledek na webu

<a href="https://eduport.pf.ujep.cz/pdfs/edp/2022/01/04.pdf" target="_blank" >https://eduport.pf.ujep.cz/pdfs/edp/2022/01/04.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21062/edp.2022.005" target="_blank" >10.21062/edp.2022.005</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Level of performance motivation in special education students

Popis výsledku v původním jazyce

The paper entitled The Level of Achievement Motivation in Students of Special Pedagogy as the title implies deals with achievement motivation. The theoretical part is focused on several main topics among which we include motivation, motivation theories and achievement motivation. The research consists of quantitative research of achievement motivation in students of special pedagogy (N = 94) using standardized questionnaire of achievement motivation (LMI). The aim of this paper is to determine the overall level of achievement motivation in university students of that specific field. Subsequently our aim is to find out what results these students achieve in individual dimensions of achievement motivation and likewise whether there are differences between the compared groups. Special education students scored low on the dimensions of confidence in success, flexibility, fearlessness, compensatory effort, independence, and self-control. Average scores were achieved in the dimensions of persistence, dominance, flow, internality, difficulty preference, status orientation, and competitiveness. The highest values were recorded in the dimensions of commitment, willingness to learn and single-mindedness. The results show that there are no statistically or substantively significant differences in the level of overall performance motivation between students in Bachelor?s and Master?s programmes. There are no statistically or substantively significant differences in the level of overall performance motivation between full-time and part-time students.

Název v anglickém jazyce

Level of performance motivation in special education students

Popis výsledku anglicky

The paper entitled The Level of Achievement Motivation in Students of Special Pedagogy as the title implies deals with achievement motivation. The theoretical part is focused on several main topics among which we include motivation, motivation theories and achievement motivation. The research consists of quantitative research of achievement motivation in students of special pedagogy (N = 94) using standardized questionnaire of achievement motivation (LMI). The aim of this paper is to determine the overall level of achievement motivation in university students of that specific field. Subsequently our aim is to find out what results these students achieve in individual dimensions of achievement motivation and likewise whether there are differences between the compared groups. Special education students scored low on the dimensions of confidence in success, flexibility, fearlessness, compensatory effort, independence, and self-control. Average scores were achieved in the dimensions of persistence, dominance, flow, internality, difficulty preference, status orientation, and competitiveness. The highest values were recorded in the dimensions of commitment, willingness to learn and single-mindedness. The results show that there are no statistically or substantively significant differences in the level of overall performance motivation between students in Bachelor?s and Master?s programmes. There are no statistically or substantively significant differences in the level of overall performance motivation between full-time and part-time students.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

EduPort

ISSN

2695-0936

e-ISSN

—

Svazek periodika

6

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

16

Strana od-do

38-53

Kód UT WoS článku

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EID výsledku v databázi Scopus

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