Self-determination approach to understanding of motivation in students of helping professions

The paper presents research results aimed at the identification of the motivation to learn of students in the preparation of helping professions. Student motivation is an important part of the self-regulated learning process, yet not sufficient attention is paid to this issue at the tertiary level of education. The research aims to discover the extent to which students' motivation to learn is internalized, and also to determine the extent to which this motivation is domain-specific. For research purposes, we chose a questionnaire method among 286 students of helping professions. The questionnaire contained 23 items divided according to the type of motivation, ranging from amotivation to intrinsic motivation. Motivation in students ranges from introjected to the identified type of regulation. Intrinsic motivation as the predominant type of motivation occurs only sporadically in the research sample. The motivation to learn is domain-specific in three types of external regulation and in intrinsic motivation. No distinct type of motivation was detected in a large number of the respondents. The more the students perceive their discipline as important and useful, the more internalized their motivation is, and vice versa. In a large number of students, there are multiple motives encouraging their learning within a specific discipline, these are often in opposition. Motivation is the key to success in one's studies and it is reflected in the professional quality of future graduates in helping profession. (C) 2016 Published by Elseiver Ltd. This is an open access article under the CC BY-NC-ND license

MENTORING IN THE PROFESSIONAL DEVELOPMENT OF PRIMARY AND SECONDARY SCHOOL TEACHERS

The contribution presents the results of research focused on analysing methodical support for teacher education via mentoring, and familiarizes itself with the ascertained efficiency of the established mentoring programme in pilot schools in the Zlín region from the perspective of primary and secondary school teachers. The research shows that teachers’ evaluation of their own professional coaching competencies plays an important role in the perception of the mentoring’s efficiency. The higher the level of mastery of these competencies that the teachers attain in their own opinion, the better mentors they feel they are, the more they perceive mentoring as beneficial, and the more they use it in practice. At the same time, it is shown that the evaluation of own professional coaching competencies depends on the level of inner motivation to become involved in the mentoring course

Teachers' beliefs about socially disadvantaged pupils in the Czech Republic

One of the significant factors influencing education of socially disadvantaged pupils is the teachers' beliefs about the group of pupils. Teachers' beliefs can influence teachers' judgements and teaching approach. The aim of this study is to determine if there is any relation between teachers' beliefs of socially disadvantaged pupils and selected determinants. In the context of the sociocognitive theories the study presents the results of the survey which point out the impact of the selected determinants to teachers' beliefs about socially disadvantaged pupils. We suppose that the determinants can significantly affect teachers' beliefs about the group of pupils. The research sample comprised 245 teachers who work at the educational level ISCED 1 and 2 in three regions of the Czech Republic. For the research was used variety of the research methods: questionnaire and Semantic differential (containing 12 scales with bipolar adjectives). Within the survey it was found that teachers' beliefs are influenced by the sociocultural context of the locality where the teachers work and length of practice. It was also found that teachers' beliefs about socially disadvantaged pupils are not influence by, experience with education of socially disadvantaged pupils and positive perceptions of pupils' diversity. Presented study by using various research methods, tries to point out the significant determinants of education of socially disadvantage pupils. The focus of the research is the teachers' beliefs of socially disadvantaged pupils, which might be according to our findings influenced by the socio-cultural context and length of practice. (C) 2016 Published by Elsevier Ltd

Vliv metakognitivních strategií na rozvoj autoregulace učení

Pojem autoregulace souvisí s popisem studenta regulujícího tři složky svého učení: metakognici, vnitřní motivaci a použití strategií. Jako aktivní účastníci všech fází autoregulačního procesujsou autoregulující žáci zaangažováni na aktivitách, jako je strategické plánování, organizování, sebemonitorování, sebehodnocení a sebeuvědomění. Pro přesné porozumění toho, jak se stát autoregulujícím žákem, je nutné poskytnout souvislosti mezi metakognitivními strategiemi a autoregulací žáků školního věku a postupného vývoje jejich autoregulačního procesu.The term self-regulated has been used to describe learners, who are metacognitive, intrinsically motivated and strategic. As active participants in all phases of learning, self-regulated learnersengage in so activities as goal-setting, planning, organization, self-monitoring, seíf-evaluation and self-awareness. To truly understand what it means to become a self-regulated learner need to put metacognitive strategies into connection with young children’s self-regulated learning as a part of a gradual developmental self-regulation process

Self-regulation of behaviour in children and adolescents in the natural and institutional environment

The aim of the study is to present the results of research aimed at comparing the level of self-regulation of behaviour in children and adolescents in the natural and institutional environment. Institutionalisation occurs over a period of time in children and adolescents living in institutions. We can frequently observe the symptoms of institutionalisation in these groups of children and adolescents, which is a major obstacle to their functional self-regulation of behaviour and to their return to the natural social environment. The research sample was comprised of 2,776 children and adolescents from the natural and institutional environment in the Czech Republic (children and adolescents living in total institutions such as correctional institutions for children and minors and children's homes). The Self-regulation Questionnaire (SRQ) used in the study contained 12 items aimed at 3 areas of self-regulation of behaviour: Affect, Awareness and Empowerment. The results have shown that the level of self-regulation of behaviour is lower among children in the institutional environment. We recorded the most significant differences between children from the institutional and natural environment in the area of Affect (i.e. the regulation of emotions). It means that children and adolescents from institutional environments have more trouble controlling their emotions than children from a natural environment. We also found that the level of self-regulation of behaviour is dependent on the perceived level of problematic behaviour of children and adolescents. A higher level of problematic behaviour of children and adolescents indicates a lower level of self-regulation of their behaviour. We also found that differences in the level of self-regulation of behaviour, depending on the perceived degree of problematic behaviour, are not significant in either type of environment. It means that the perceived degree of problematic behaviour is reflected in the level of self-regulation of behaviour in a similar way in the natural and institutional environment. (C) 2016 Published by Elseiver Ltd. This is an open access article under the CC BY-NC-ND license

Self-regulation in children and minors in institutional care

The study deals with self-regulation in children and minors (aged 11 to 19 years) living in so-called "total institutions". It examines the degree of self-regulation of behaviour from the perspective of the children and minors themselves and from the perspective of their key workers. Children and minors and their key workers differ significantly in perception of the wards' self-regulation of behaviour in the short and long-term context. The lowest rate of self-regulation in children and minors in institutional care is reflected in the area of regulation of emotions. The results point to certain specificity of the institutional care environment. © The author(s)

Students' self-regulation in relation to perceived risk behavior

The paper deals with the issue of students' self-regulation depending on their perceptions of risk behavior. A low level of self-regulation is often associated with risk behavior and is often investigated in environments where children are at risk. In our research, we focused on students at primary and secondary schools (N = 2,652) and investigated how self-regulation occurred in cognitive, emotional, and behavioral areas. We also examined how self-efficacy, school achievement, economic status, and perceived influence from others contributed to self-regulation. The results suggest that the level of self-regulation was lower in students with perceived risk behavior, but, at the same time, it did not differ from perceived efficacy. In both monitored groups (depending on perceived risk behavior), perceived self-efficacy influenced the degree of self-regulation. School achievement and economic status also contributed to self-regulation in pupils without perceived risk behavior. The perceived influence of friends was a strong predictor for self-regulation in pupils with perceived risk behavior. © 2018 Masaryk University, Faculty of Arts. All rights reserved

The Czech adaptation of motivated strategies for learning questionnaire (MSLQ)

The aim of this paper is to provide theoretical and methodological insights into the process of self-regulated learning, and to describe the adaptation of The Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1993). This Likert-scaled instrument was designed to assess motivation orientations and use of learning strategies. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The motivation scales originally tap into three broad areas: (1) value, (2) expectancy, and (3) affect. In exploratory factor analysis a 3-factor model was generated and good internal consistency of the adapted instrument was achieved. In this version the questionnaire has 27 items with overall reliability of α = 0.83. The alphas for the three subscales range from 0.70 to 0.86 and explaines 35% of the total variance. The data proved a student's academic self-efficacy (F1), task value (F2) and test anxiety (F3) to be strong predictors of students' motivation

Self-regulation of emotions in relation to students' attitudes towards school life

The paper focuses on assessing, how the use of emotional regulation strategies and perceived position in formal and informal school life processes are related. The paper also aims to identify, which of the assessed school life processes are involved in the use of emotional regulation strategies, i.e. the use of adaptive emotional regulation strategies and non-adaptive emotional regulation strategies, or in the suppression of emotional manifestations. The research was carried out on a sample of 1,133 upper-primary school students using Cognitive Regulation of Emotion and Students’ Attitudes to School Life questionnaires. The results imply that the degree of use of adaptive strategies is affected by a combination of predominantly strengthening stimuli in the school environment, i.e. the perception of success and opportunity, and social inclusion in peer groups. On the contrary, high-risk environmental attributes connected with a feeling of negative experience at school play a larger part in the use of non-adaptive emotional regulation strategies. A combination of two opposing stimuli, i.e. a negative experience of school life and a positive approach by the teacher towards the pupils, contributes to the suppression of emotional manifestations. The perception of position in formal and informal school life processes as an important prerequisite for the use of students’ self-regulating mechanisms in the school environment.Tomas Bata University in Zlín, TBU; Grantová Agentura České Republiky, GA ČR, (GA CR 17-04816S)Czech Science Foundation [GA CR 17-04816S

Pupils’ self-regulated skills in relation to their perceived position in formal and informal school life processes

The paper focuses on assessing the extent to which pupils in the upper-primary school level use self-regulation skills related to interpersonal cognitive problem-solving. The paper also aims to identify the extent to which self-regulation in pupils is dependent on their perceived position in formal and informal school life processes; such processes may play a supportive or endangering role in their learning. A multiple linear regression was employed to determine to what extent the perceived position in formal and informal processes of school life predict self-regulation in pupils (N = 1,133). The results showed that experiencing success and opportunity, pupils’ social inclusion in peer groups, and teacher’s positive attitude towards pupils are the most relevant predictor of how pupils apply their self-regulation skills. Negative experiencing did not explain any additional variance in the final scores. © 2018 Taylor & Francis Group, London