"Man, Franti\u0161ek" . . . . "Z(MSM 124100002)" . "Paradoxn\u00ED \u00FA\u010Dinky u\u010Ditelov\u00FDch motiva\u010Dn\u00EDch postup\u016F" . "teachers expectation, teachers perceptions of students, selfperception of students, learning motivat"@en . "3" . "Man, Franti\u0161ek" . "721123" . . "Paradoxn\u00ED \u00FA\u010Dinky u\u010Ditelov\u00FDch motiva\u010Dn\u00EDch postup\u016F"@cs . "12"^^ . . . . "3330-3815" . "Paradoxn\u00ED \u00FA\u010Dinky u\u010Ditelov\u00FDch motiva\u010Dn\u00EDch postup\u016F" . . "Paradoxical Effects of Teacher\u00B4s Motivational Approaches"@en . . "2"^^ . "3"^^ . "12410" . "RIV/60076658:12410/00:00002371!RIV/2001/MSM/124101/N" . "224" . "50" . . "Pedagogika" . "Stuchl\u00EDkov\u00E1, Iva" . "Mare\u0161, Ji\u0159\u00ED" . "Paradoxical Effects of Teacher\u00B4s Motivational Approaches"@en . . "Studie nejprve shrnuje sou\u010Dasn\u00E9 poznatky o vlivu u\u010Ditelova o\u010Dek\u00E1v\u00E1n\u00ED na v\u00FDkony \u017E\u00E1k\u016F (sebenapl\u0148uj\u00EDc\u00ED proroctv\u00ED, Pygmalion-efekt). Pot\u00E9 se zam\u011B\u0159uje na nov\u00FD probl\u00E9m: vztah mezi u\u010Ditelov\u00FDm vysok\u00FDm \u010Di n\u00EDzk\u00FDm o\u010Dek\u00E1v\u00E1n\u00EDm v\u016F\u010Di \u017E\u00E1kovi a \u017E\u00E1kovou \u0161koln\u00ED \u00FAsp\u011B\u0161nost\u00ED,u\u010Ditelov\u00FDm chv\u00E1len\u00EDm nebo k\u00E1r\u00E1n\u00EDm dan\u00E9ho \u017E\u00E1ka a \u017E\u00E1kov\u00FDm vn\u00EDm\u00E1n\u00EDm sv\u00FDch schopnost\u00ED. Empirick\u00FD v\u00FDzkum u 182 \u017E\u00E1k\u016F 6. a 7. t\u0159\u00EDd z\u00E1kladn\u00ED \u0161koly potvrdil z\u00E1v\u011Bry jin\u00FDch badatel\u016F, \u017Ee za ur\u010Dit\u00FDch podm\u00EDnek m\u016F\u017Ee doj\u00EDt k motiva\u010Dn\u00EDmu paradoxu. U\u010Ditelova pochvala za \u00FAsp\u011Bch m\u016F\u017Ee informovat \u017E\u00E1k\u016F o tom, \u017Ee jeho schopnosti pova\u017Euje u\u010Ditel za n\u00EDzk\u00E9, zat\u00EDmco kritika a pok\u00E1r\u00E1n\u00ED za ne\u00FAsp\u011Bch mohou b\u00FDt pro \u017E\u00E1ka informac\u00ED, \u017Ee mu u\u010Ditel p\u0159ipisuje vysok\u00E9 schopnosti." . "RIV/60076658:12410/00:00002371" . . . "[5DE8F31BFC49]" . . "Stuchl\u00EDkov\u00E1, Iva" . "Paradoxn\u00ED \u00FA\u010Dinky u\u010Ditelov\u00FDch motiva\u010Dn\u00EDch postup\u016F"@cs . . "Past research on teaching has concentrated on personality and behavior of teachers, without much attention to cognitive activity. Yet, except for radical behaviorists who treat cognitive activities and subjective experience more as epiphenomena accompaning behavior, there has been increasing recognition of the need to study these factors, both in teachers and students in order to develop complete and accurate accounts of clasroom events. Similar approaches have been applied in European research. This study examines the students' perception of their teachers, and their evaluative reactions after success and failure in ordinary classroom tasks. 115 students (ages of 12-13) were evaluated (chosen) by their teachers as gifted (N = 53) or nongifted (N = 62)on the basis of general ability. The findings revealed that low-rated students reported, generally speaking, significantly different assessment of a poor grade after failing at a moderately difficult task. However, the teachers expressed marginally more"@en .