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Lecturer(s)
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Beňová Jarmila, Mgr. Ph.D.
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Course content
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Students' motivation to learn - the definition of theoretical positions. Motivation of learning activities (structure of pupil motivation, pupil self-perception of motivation motives, Teacher perceptions of pupils' motivations motives. The development of student motivation. Gender characteristics of student's motivation. Changes in student's motivation over the past 20 years). Relationship to the future and motivation. Cognitive motivational processes. Interaction between teacher's and student's motivation and its implications. Diagnosis of motivation to learn. Developing of learner's motivation - short-and long-term strategy for influencing classroom motivation. Student's not-motivational and motivational factors largely reducing school performance (fear and boredom at school).
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Learning activities and teaching methods
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Students' portfolio, Seminar
- Contact hours
- 26 hours per semester
- Preparation for formative assessments (2-20)
- 26 hours per semester
- Contact hours
- 26 hours per semester
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| prerequisite |
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| Knowledge |
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| - basic orientation in educational psychology and diagnosis of the pupil. |
| - describe the pupil's personality and define the prerequisites for its diagnosis |
| Skills |
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| - apply terms from educational psychology to practice |
| - create your own presentation and appear in front of the group |
| - use basic methodological procedures in the field of diagnostics of pupil personality. |
| Competences |
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| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| - to acquire knowledge about individual types of motivation, which are usable in school practice |
| - to describe individual manifestations of pupil's non-motivation |
| - explain the issue of perspective orientation and influences reducing pupil's performance |
| - evaluate in depth the function and efficiency of self-diagnostic methods |
| Skills |
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| - create own methodology of self-diagnostic methods |
| - apply theoretical knowledge in the field of pupil motivation development in practice |
| - prepare a plan for the development of student performance for the general public |
| - decide what learning strategies are effective in specific pedagogical situations |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Seminar |
| Students' portfolio |
| Task-based study method |
| Skills |
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| Cooperative instruction |
| Competences |
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| Seminar |
| Task-based study method |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Skills |
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| Individual presentation at a seminar |
| Competences |
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| Project |
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Recommended literature
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Čapek, Robert. Odměny a tresty ve školní praxi : kázeňské strategie, zásady odměňování a trestání, hodnocení a klasifikace, podpora a motivace žáků. 2., přepracované vydání. 2014. ISBN 978-80-247-4639-5.
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HRABAL, V., MAN, F., PAVELKOVÁ, I. Psychologické otázky motivace ve škole. 1. vyd. Praha : SPN, 1984.
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Hrabal, Vladimír; Pavelková, Isabella. Jaký jsem učitel. Vyd. 1. Praha : Portál, 2010. ISBN 978-80-7367-755-8.
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Jutta Heckhausen, Heinz Heckhausen. Motivation and action, 2nd edition. New York, 2010. ISBN 9780521149136.
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LOKŠOVÁ, I., LOKŠA, J. Pozornost, motivace, relaxace a tvořivost dětí ve škole. Praha : Portál, 1999. ISBN 80-7178-205-X.
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Nakonečný, Milan. Motivace lidského chování. 1. vyd. Praha : Academia, 1996. ISBN 80-200-0592-7.
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Pavelková, Isabella. Motivace žáků k učení : perspektivní orientace žáků a časový faktor v žákovské motivaci. Praha : Univerzita Karlova, 2002. ISBN 80-7290-092-7.
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