2005
Causality in self-assessment of success/failure at basic school pupils.
POLEDŇOVÁ, IvanaZákladní údaje
Originální název
Causality in self-assessment of success/failure at basic school pupils.
Název česky
Kauzalita v sebeposouzení úspěchu/neúspěchu u žáků základních škol.
Autoři
POLEDŇOVÁ, Ivana (203 Česká republika, garant)
Vydání
1.vyd. Halle (Saale), Germany, 2005
Nakladatel
Stress and Anxiety Research Society (STAR)
Další údaje
Jazyk
angličtina
Typ výsledku
Audiovizuální tvorba
Obor
50100 5.1 Psychology and cognitive sciences
Stát vydavatele
Německo
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Kód RIV
RIV/00216224:14230/05:00014509
Organizační jednotka
Fakulta sociálních studií
Klíčová slova anglicky
causality; success/failure
Štítky
Změněno: 30. 6. 2008 22:17, PhDr. Ivana Poledňová, CSc.
V originále
Our project is part of ELSPAC (European Longitudinal Study of Pregnancy and Childhood) branch Brno, Czech Republic. The research is based on recent theories of achievement motivation; by means of causal analysis, they interrelate activities evaluated in terms of success and failure. The study was conducted on a sample of 13-year-old pupils of basic schools. The aim of the study was to explore how the situational/dispositional attribution of school achievement/failure differs from the attribution in non-academic achievement situation. Bipolar scales for four causal factors were used (skills, effort, task difficulty, luck); the data was analyzed separately (a) for pupils with good school results and for pupils with poor school results; and separately (b) for pupils successful and unsuccessful in the achievement situation.
Česky
Our project is part of ELSPAC (European Longitudinal Study of Pregnancy and Childhood) branch Brno, Czech Republic. The research is based on recent theories of achievement motivation; by means of causal analysis, they interrelate activities evaluated in terms of success and failure. The study was conducted on a sample of 13-year-old pupils of basic schools. The aim of the study was to explore how the situational/dispositional attribution of school achievement/failure differs from the attribution in non-academic achievement situation. Bipolar scales for four causal factors were used (skills, effort, task difficulty, luck); the data was analyzed separately (a) for pupils with good school results and for pupils with poor school results; and separately (b) for pupils successful and unsuccessful in the achievement situation.
Návaznosti
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