Content of No. 2/2015:

Psychological Phenomena in Education (editor Lucie Zlámalová)

monothematic issue

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Editorial

 

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ŠPATENKOVÁ, N., SMÉKALOVÁ, L. 2015. Předpoklady úspěšného učení se v dospělosti [Conditions of Succesful Learning in Adulthood]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 8–22. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele201505028

Abstract: Conditions of Succesful Learning in Adulthood.This contribution deals with conditions of successful learning in adulthood. It describes basic parameters of successful learning, psychologically conditioned attributes of learning and relation between age and docility. The findings originate from the insight into psychological and personality changes in adulthood which are consequently applied in educational context. The aim of the contribution is to reflect such aspects of learning of adults which crucially determine successful learning and education in adulthood.

Key words: docility, successful learning, psychological process, psychological changes, personality changes, adults  

 

Theoretical study
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KONVALINKOVÁ, J. 2015. Základní hudební prvky rytmus, melodie, harmonie z pohledu alternativní waldorfské pedagogiky i pohledu psychologicko-neurologického [Basic Elements of Music—Rhythm, Melody, Harmony—from the Point of View of Alternative Waldorf Education and Psychological-neurological Point of View]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 23–31. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele2015050223

Abstract: Basic Elements of Music—Rhythm, Melody, Harmony—from the Point of View of Alternative Waldorf Education and Psychological-neurological Point of View. Waldorf education consciously uses elements of rhythm in the life of a child along with rhythmical activities used for mastering the topics taught. Apart from phenomenon of rhythm also melody of voice, which Waldorf education defines both for the teacher's work and pupil’s development, is emphasized. It observes melodiousness of spoken and sung expression and since the first grade it thoroughly develops child’s strong relation to rhythm, melody and harmony in music. The contribution searches for support and defence of these pedagogical approaches and introduces rhythm, melody and harmony from the psychological-neurological point of view.

Key words: alternative pedagogy, elements of music—rhythm, melody, harmony, music education, neurology, psychology, Waldorf education

 

Theoretical study
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HLAĎO, P. 2015. Sociální vlivy – psychologický fenomén při volbě další vzdělávací a profesní dráhy [Social Influences—a Psychological Phenomenon in the Choice of Further Course of Education and Career]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 32–53. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele2015050232

Abstract: Social Influences—a Psychological Phenomenon in the Choice of Further Course of Education and Career. The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processepp. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journalpp.

Key words: choice of further course of education and career, career decision-making, social environment, parents, peers, career counsellors

 

Theoretical study
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ŘÍČAN, J., CHYTRÝ, V., ZILCHER, L. 2015. Inovativní přístupy ve zjišťování úrovně metakognitivních znalostí: validizace nástroje zjišťujícího metakognitivní znalosti ve specifické doméně čtení [Innovative Approaches to Metacognitive Knowledge Diagnostics: Validation of Metacognitive Knowledge Tool in a Specific Domain of Reading]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 54–78. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele2015050254

Abstract: Innovative Approaches to Metacognitive Knowledge Diagnostics: Validation of Metacognitive Knowledge Tool in a Specific Domain of Reading. The following article introduces results of empirical research which verifies the tool created for metacognitive knowledge diagnostics in a specific domain of reading (it is important to point out that this tool hasn’t been tested in Czech school environment yet). Researchers of educational psychology don’t have enough available alternatives to metacognitive knowledge diagnostics amongst young students because the tools which measure the frequency of use of metacognitive strategies frequently fail in school performance predictionpp. The tool used in this case study has been constructed based on the knowledge that metacognitive knowledge level is determined by ability (or its lack) to choose adequate strategy (chosen from the repertoire of available strategies, which are described due to the declarative knowledge of the individual) depending on the specifics of a certain learning task (condition knowledge). Based on this research we may conclude that the tool statistically significantly correlates with the level of reader's  literacy (according to the score in PIRLS task), but also with the performance of the student (grades in the school subject Czech language).

Key words: metacognition, metacognitive strategies, reading literacy, quantitative research, qualitative standard

 

Empirical study
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HANÁKOVÁ, A., STEJSKALOVÁ, K. 2015. Fenomén symptomatických poruch řeči u osob se senzorickým postižením z pohledu logopedů [Phenomenon of Symptomatic Speech Disorders of People with Sensory Disability from the Point of View of Speech Therapists]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 79–97. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele2015050279

Abstract: Phenomenon of Symptomatic Speech Disorders of People with Sensory Disability from the Point of View of Speech Therapistpp. The issue of symptomatic speech disorders of people with sensory disabilities currently is not in the centre of attention of researchers in theoretical field and, based on our research, not even of the professionals in the speech therapy practice. Though it can more or less substantially influence individual's development and his communication. Even though the speech disorder does not represent dominant problem in the scope of primary disability, it can significantly influence individual's life quality, mainly its psychosocial dimension. We were interested in what is the attitude of speech therapists in practice to this issue, what are their needs and experience. From the collected qualitative and quantitative data there were identified several aspects which determine the care of individuals with sensory disability from the point of view of speech therapistpp. There appeared mainly questions concerning available resources of professional literature, use of aids, possibilities of further development, question of awareness, experience, approach and general knowledge of speech therapists concerning observed issue.      

Key words: symptomatic speech disorders, sensory disability, speech therapy, psychosocial dimension, communication

 

Empirical study
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PELCÁK, pp., HOFERKOVÁ, pp., BĚLÍK, V. 2015. Smysl pro soudržnost a adherence ke zdravému životnímu stylu u adolescentů [Sense of Coherence and Adherence to Healthy Lifestyle Amongst Adolescents]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 98–108. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele2015050298

Abstract: Sense of Coherence and Adherence to Healthy Lifestyle Amongst Adolescentpp. The article describes the risk behaviour syndrome in adolescence. WHO established adolescents as individual at-risk population group, we speak about so-called new morbidity of adolescents which is currently the main cause of mortality in this development period. Seriousness of risk behaviour manifestation is within the multi-causal aethiopathogenesis also influenced by salutoprotective factors of lifestyle. High level of sense of coherence prove individual's progress towards active health.

Key words: adolescence, identity crisis, risk behaviour in adolescence, salutoprotective factors of lifestyle

 

Empirical study
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ĎURICOVÁ, L., TROJANOVÁ, V. 2015. Self-koncept ve vzťahu k zvládaniu záťaže v adolescencii [Self-concept in Relation to Coping with Stress in Adolescence]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 109–122. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele20150502109

Abstract: Self-concept in Relation to Coping with Stress in Adolescence. The research objective of this study is to contribute to description of possible relations between self-image and coping with stressful situations in adolescence (secondary school and university students, N = 101). Emotional aspect of self-image or self-evaluation but also conative aspect or self-efficacy appear to represent parameters which are up to some extent related to choice of particular strategies of coping with stress (Tobin’s Coping Strategy Inventory). Research results show also certain development and gender differences in observed parameterpp.

Key words: self-image, self-efficacy, coping strategies

 

Empirical study
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VENDEL, Š. 2015. Vzťah osobnostných faktorov k školskému výkonu vysokoškolských študentov [Relationship Between Personality Traits and Academic Achievement Among College Students]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 123–133. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele20150502123

Abstract: Relationship Between Personality Traits and Academic Achievement Among College Studentpp. The study aims to investigate the relationship between personality traits and academic achievement of university studentpp. The sample consisted of 100 students, aged from 22 to 25 yearpp. The shortened version of NEO-FFI was used to measure personality traitpp. Academic achievement was measured by the grade point average gained during the first three years of university study. The data were evaluated by the Multiple linear regression analysipp. The research has shown the negative effect of extraversion, and a positive effect of conscientiousness on academic achievement. As expected, the relationship between academic achievement and neuroticism, agreeableness and openess to experience was not confirmed.

Key words: academic achievement, personality traits

 

Empirical study
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FALTÝNKOVÁ, M., SMETANOVÁ, V. 2015. Motivovanost k výkonu učitelského povolání v souvislosti s osobnostními předpoklady studentů v kontextu teorie Johna L. Hollanda [Motivation for Becoming a Teacher in Relation to Personal Characteristics of Students in the Context of John L. Holland’s Theory]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 134–147. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele20150502134

Abstract: Motivation for Becoming a Teacher in Relation to Personal Characteristics of Students in the Context of John L. Holland’s Theory. This study is based on John L. Holland’s theory in which he defined six career personality typepp. Following this theory one of the aims of the study is to find out what is the percentage of individual types amongst students of pedagogical programmepp. Further the research aims to discover how much are students of pedagogical programmes motivated to become teachers and what is the relation between the motivation to become a teacher and scores in scales of a Questionnaire of career choice and planning of professional career. We also attempted to identify the motivation related to gender and different pedagogical study programmepp. The results show that the most motivated are students of Kindergarten teacher training and Primary school teacher training. Generally female students are more motivated than male studentpp. From the personality types amongst students of pedagogical programmes the most common is Social type (S) and the least common is the Investigative type (I).

Key words: motivation, personality characteristics, career choice, pedagogical programmes students

 

Empirical study
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GUNIŠOVÁ, D., DUCHOVIČOVÁ, J. 2015. Subjektívny pohľad žiaka na spȏsob štruktúrovania učiva učiteľom [Subjective Point of View of a Student on Ways of Subject Matter Structure Creation by the Teacher]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 148–171. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele20150502148

Abstract: Subjective Point of View of a Student on Ways of Subject Matter Structure Creation by the Teacher. Authors in this contribution focus on issue of subject matter structure creation by the teacher as an important psycho-didactic domain of education process and how does a student perceive this structure. The aim of the teacher is not only to impart the knowledge to students but also to show them and teach them possible ways of how to understand the subject matter better and how to get to the fundamentals of it. Based on the structure of subject matter created by the teacher a student creates cognitive frames which become basis for his further learning. We pay attention to definition of epistemology of subject matter structure, questions of psycho-didactic approach to teaching, creating structure of subject matter and how does  the teacher work with the text. Empirical part of the contribution investigates teachers' preferences of subject matter structure and statistically describes subjective perception of level of understanding of the subject matter by a student influenced by the particular subject matter structure realized by the teacher.   

Key words: psycho-didactics, linear structure of a subject matter, non-linear structure of a subject matter, meaningful learning, mind maps

 

Empirical study
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PECINA, P., SVOBODA, I. 2015. Aspekty učení v didaktice odborných předmětů a praktického vyučování v kontextu výukových metod [Aspects of Learning in Didactics of Technical Subjects and Practical Training in the Context of Teaching Methods]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 172–200. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele20150502172

Abstract: Aspects of Learning in Didactics of Technical Subjects and Practical Training in the Context of Teaching Methodpp. Aim of this study is to introduce issue of employment of psychological knowledge in the process of teaching of technical subjects and practical training at secondary technical schools to the professional public. In these processes application of adequate teaching methods plays a key role. In the first part we defined the solved issue, we explained topicality and seriousness of this issue, we described the aims of the study, its content and we focused on current state of solution of this issue. In the following part attention is paid to two questions of learning and mastering of knowledge in the process of technical subjects teaching with gradation to creativity dimension. Next part focuses on psychological questions concerning practical training with emphasis on mastering the psychomotor skills and employment of creative approaches in the course of teaching. Also partial findings in the field of development of technical creativity of secondary school students are presented.

Key words: technical subjects didactics, practical training didactics, educational psychology, teaching process, dimensions of learning, creativity, psychomotor skills, pedagogical research

 

Empirical study
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FORMANOVÁ, L., et al. 2015. Prvky kooperace a kompetice ve výuce z pohledu středoškolských učitelů [Elements of Cooperation and Competition in Teaching as Perceived by Secondary School Teachers]. Lifelong Learning – celoživotní vzdělávání, vol. 5, no. 2, pp. 201–220. ISSN 1804-526X.
DOI: http://dx.doi.org/10.11118/lifele20150502201

Abstract: Elements of Cooperation and Competition in Teaching as Perceived by Secondary School Teacherpp. This contribution deals with use of elements of cooperation and competition in teaching at secondary schools as perceived by secondary school teacherpp. For the research quantitative questionnaire survey is used. The objective of the research is to find out whether secondary school teachers use elements of cooperation and competition in their teaching, eventually up to what extent, then which advantages and disadvantages of these methods they find. Research sample consists of 108 respondents—secondary school teacherpp. Obtained data were evaluated using descriptive statistics and then interpreted. From the obtained results recommendations for teaching practice in the field of secondary school education are provided in the final part of the contribution.

Key words: cooperation, competition, secondary schools, teachers

 

Empirical study -
student work

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