"Temperamentem a styly u\u010Den\u00ED u st\u0159edo\u0161kolsk\u00FDch student\u016F" . . "RIV/00216224:14230/05:00039605" . "80-210-3804-7" . . "546222" . "2"^^ . . "Masarykova univerzita v Brn\u011B" . . . . . . "Temperament and learning styles in high school students"@en . "15"^^ . "2"^^ . . . . . "[8CB19BFD722A]" . . "Prost\u0159ednictv\u00EDm korela\u010Dn\u00ED studie jsme u st\u0159edo\u0161kolsk\u00FDch student\u016F (N=460) zkoumali souvislosti mezi \u0161\u00ED\u0159eji pojat\u00FDm temperamentem m\u011B\u0159en\u00FDm dotazn\u00EDkem TE-ZA-DO (Sm\u00E9kal, 1983) a styly u\u010Den\u00ED, zji\u0161\u0165ovan\u00FDmi prost\u0159ednictv\u00EDm \u010Desk\u00E9 \u00FApravy dotazn\u00EDku LSI (Mare\u0161, Skalsk\u00E1, 1993). Uk\u00E1zaly se \u010Detn\u00E9 souvislosti mezi temperamentov\u00FDmi dimenzemi a styly u\u010Den\u00ED, a\u010Dkoliv hodnoty koeficient\u016F korelace byly obvykle pom\u011Brn\u011B n\u00EDzk\u00E9. Poda\u0159ilo se replikovat zji\u0161t\u011Bn\u00ED o souvislosti mezi aktivitou a intencion\u00E1ln\u00EDmi aspekty u\u010Den\u00ED (tzn. vnit\u0159n\u00ED motivac\u00ED, vytrvalost\u00ED, odpov\u011Bdnost\u00ED), aktivita se tak jev\u00ED jako v\u00FDznamn\u00FD protektivn\u00ED faktor u\u010Den\u00ED. P\u0159ekvapiv\u011B se uk\u00E1zalo, \u017Ee se stejn\u00E1 temperamentov\u00E1 vlastnost (emotivita; primarita) m\u016F\u017Ee vztahovat k jin\u00FDm styl\u016Fm u\u010Den\u00ED u mu\u017E\u016F a \u017Een."@cs . "temperament; learning styles; learning style; LSI; TE-ZA-DO"@en . "Temperament and learning styles in high school students"@en . . "We used correlational study to investigate relations of broadly conceptualized temperament (measured by TE-ZA-DO questionnaire, Sm\u00E9kal, 1983) to learning styles, which we ascertained by the Czech version of LSI questionnaire (Mare\u0161, Skalsk\u00E1, 1993). Plenty of relations appeared, although the rates of correlational coeficients were usually quite low. We replicated the finding of relation of activity and intentional aspects of learning (that means inner motivation, persistence, responsibility) - activity may be therefore understood as an important protective factor of learning. Surprisingly we found out that the same temperament feature (emotivity, primarity) may lead to different learning styles in men and women."@en . "2005-01-01+01:00"^^ . "Temperamentem a styly u\u010Den\u00ED u st\u0159edo\u0161kolsk\u00FDch student\u016F"@cs . "Prost\u0159ednictv\u00EDm korela\u010Dn\u00ED studie jsme u st\u0159edo\u0161kolsk\u00FDch student\u016F (N=460) zkoumali souvislosti mezi \u0161\u00ED\u0159eji pojat\u00FDm temperamentem m\u011B\u0159en\u00FDm dotazn\u00EDkem TE-ZA-DO (Sm\u00E9kal, 1983) a styly u\u010Den\u00ED, zji\u0161\u0165ovan\u00FDmi prost\u0159ednictv\u00EDm \u010Desk\u00E9 \u00FApravy dotazn\u00EDku LSI (Mare\u0161, Skalsk\u00E1, 1993). Uk\u00E1zaly se \u010Detn\u00E9 souvislosti mezi temperamentov\u00FDmi dimenzemi a styly u\u010Den\u00ED, a\u010Dkoliv hodnoty koeficient\u016F korelace byly obvykle pom\u011Brn\u011B n\u00EDzk\u00E9. Poda\u0159ilo se replikovat zji\u0161t\u011Bn\u00ED o souvislosti mezi aktivitou a intencion\u00E1ln\u00EDmi aspekty u\u010Den\u00ED (tzn. vnit\u0159n\u00ED motivac\u00ED, vytrvalost\u00ED, odpov\u011Bdnost\u00ED), aktivita se tak jev\u00ED jako v\u00FDznamn\u00FD protektivn\u00ED faktor u\u010Den\u00ED. P\u0159ekvapiv\u011B se uk\u00E1zalo, \u017Ee se stejn\u00E1 temperamentov\u00E1 vlastnost (emotivita; primarita) m\u016F\u017Ee vztahovat k jin\u00FDm styl\u016Fm u\u010Den\u00ED u mu\u017E\u016F a \u017Een." . "Dalajka, Ji\u0159\u00ED" . "Z(MSM0021622406)" . . "Temperamentem a styly u\u010Den\u00ED u st\u0159edo\u0161kolsk\u00FDch student\u016F"@cs . "RIV/00216224:14230/05:00039605!RIV10-MSM-14230___" . "V\u00FDvoj a utv\u00E1\u0159en\u00ED osobnosti v soci\u00E1ln\u00EDch a etnick\u00FDch kontextech" . . . . "Brno" . "Caga\u0161, Petr" . "Temperamentem a styly u\u010Den\u00ED u st\u0159edo\u0161kolsk\u00FDch student\u016F" . "14230" . . "Brno" .