Psychological constructions of learning potential and a systemic approach to the development of excellence

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F20%3A00511990" target="_blank" >RIV/68081740:_____/20:00511990 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11210/20:10418206

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/13598139.2019.1607722" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/13598139.2019.1607722</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/13598139.2019.1607722" target="_blank" >10.1080/13598139.2019.1607722</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Psychological constructions of learning potential and a systemic approach to the development of excellence

Popis výsledku v původním jazyce

In this article, we introduce a systemic framework for the development of learning potential to professional excellence inspired by the Actiotope model of giftedness. First, we critically reflect on three theoretical approaches representing different psychological constructions of learning potential. We label these approaches theories of giftedness, theories of practice, and theories of motivation. We explore contradictory ways in which these theories construct key factors that determine the successful development of human potential. Based on this comparison, we discuss the limitations of these theories stemming from their philosophical, methodological, and ideological backgrounds, including disproportionate emphasis on selected developmental factors, implicit one-way causality, and the dominant role of an individual over social influences. We further argue that the contradictory conclusions of these approaches may be reconciled within a systemic framework that acknowledges the reciprocal interactions between the key developmental factors proposed by these approaches, including learning outcomes, achievement motivation, practice and the social environment (including developmental resources and demands). We apply our systemic model in the context of the development of academic careers, in which we document the importance of the proposed components and how their interactions result in the processes of “cumulative advantage”, as well as the context-dependency of the model.

Název v anglickém jazyce

Psychological constructions of learning potential and a systemic approach to the development of excellence

Popis výsledku anglicky

In this article, we introduce a systemic framework for the development of learning potential to professional excellence inspired by the Actiotope model of giftedness. First, we critically reflect on three theoretical approaches representing different psychological constructions of learning potential. We label these approaches theories of giftedness, theories of practice, and theories of motivation. We explore contradictory ways in which these theories construct key factors that determine the successful development of human potential. Based on this comparison, we discuss the limitations of these theories stemming from their philosophical, methodological, and ideological backgrounds, including disproportionate emphasis on selected developmental factors, implicit one-way causality, and the dominant role of an individual over social influences. We further argue that the contradictory conclusions of these approaches may be reconciled within a systemic framework that acknowledges the reciprocal interactions between the key developmental factors proposed by these approaches, including learning outcomes, achievement motivation, practice and the social environment (including developmental resources and demands). We apply our systemic model in the context of the development of academic careers, in which we document the importance of the proposed components and how their interactions result in the processes of “cumulative advantage”, as well as the context-dependency of the model.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

High Ability Studies

ISSN

1359-8139

e-ISSN

—

Svazek periodika

31

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

181-212

Kód UT WoS článku

000470450100001

EID výsledku v databázi Scopus

2-s2.0-85065087346