. "V\u00FDkonov\u00E1 motivace, z\u00E1jem a autonomie ve vyu\u010Dov\u00E1n\u00ED t\u011Blesn\u00E9 v\u00FDchovy: Kompatibilita nebo kontraverze?" . "1" . "\u0158epka, Emil" . "Humanitn\u00ED z\u00E1klady kinantropologick\u00FDch studi\u00ED" . "[04A491C9BCCB]" . . . . "200"^^ . . "V\u00FDkonov\u00E1 motivace, z\u00E1jem a autonomie ve vyu\u010Dov\u00E1n\u00ED t\u011Blesn\u00E9 v\u00FDchovy: Kompatibilita nebo kontraverze?"@cs . . . "Achievement motivation, interest and autonomy in school PE: Are they compatible?"@en . "Hanex" . "103-113" . . "The contribution overviews the similarities between the development of interest and the development of achievement motivation. Theory of achievement motivation had to be %22subject-indifferent%22, while interests are subject-related motivations. Both activity-related and consequences-related incentives are taken into consideration. Self-determination theory (Deci & Ryan) serve to elucidating discrepancies and overlaps between educational theory of interest and theory of achievement motivation. We agree with Krapp taht basic needs are satisfied in an optional manner during a peron\u00B4s contact with the interest object. Besides need for autonomy and for social relatedness, the need for competence is named first as people\u00B4s striving to experience their ability to act and to increase their comptence to cope with the importent tasks and problems. So defined, the need for competence is not far from the concept of achievement motivation as this has been introduced into European psychology by Heckhausen (1965), i.e"@en . "80-85783-34-3" . . "0"^^ . "Achievement motivation, interest and autonomy in school PE: Are they compatible?"@en . . "RIV/60076658:12410/01:00003087!RIV/2002/MSM/124102/N" . "Auto\u0159i se zab\u00FDvaj\u00ED zejm\u00E9na vztahem v\u00FDvoje v\u00FDkonov\u00E9 motivace a z\u00E1jmu. Zv\u00FDraz\u0148uj\u00ED skute\u010Dnost, \u017Ee v\u00FDkonov\u00E9 motivace je lhostejn\u00E1 k objektu, zat\u00EDmco z\u00E1jmy jsou na objektu z\u00E1visl\u00E9. Uva\u017Eov\u00E1ny jsou incentivy vztahuj\u00EDc\u00ED se k aktivit\u011B i ke konsekvenc\u00EDm. Na z\u00E1klad\u011B autodetermina\u010Dn\u00ED teorie p\u0159eklenuj\u00ED v\u011Bt\u0161inu rozd\u00EDlnost\u00ED mezi v\u00FDkonovou motivac\u00ED a pedagogickou teori\u00ED z\u00E1jmu. Z pojet\u00ED baz\u00E1ln\u00EDch pot\u0159eb (kompetence, autonomie, soci\u00E1ln\u00ED za\u010Dlen\u011Bn\u00ED) je z\u0159ejm\u00E1 bl\u00EDzkost pot\u0159eby kompetence a evropsk\u00E9ho pojet\u00ED v\u00FDkonov\u00E9 motivace. Rozvoj v\u00FDkonov\u00E9 motivace a z\u00E1jmu m\u016F\u017Ee b\u00FDt veden p\u0159es autonomii ve vyu\u010Dov\u00E1n\u00ED \u010Di koresponduj\u00EDc\u00ED prom\u011Bnn\u00E9 v\u00FDkonov\u00E9 motivace (aspira\u010Dn\u00ED \u00FArove\u0148, atribuce a vztahov\u00E9 normy). V tomto kontextu je diskutov\u00E1na ot\u00E1zka toho, co skute\u010Dn\u011B m\u016F\u017Eeme ve vyu\u010Dov\u00E1n\u00ED m\u011Bnit.Jsou to motivy nebo %22life management skills%22? Odpov\u011B\u010F na ni je v\u0161ak z\u00E1visl\u00E1 na pou\u017E\u00EDvan\u00E9m motiva\u010Dn\u00EDm konstruktu." . "2"^^ . "0"^^ . . "Z(MSM 124100002)" . "2"^^ . "V\u00FDkonov\u00E1 motivace, z\u00E1jem a autonomie ve vyu\u010Dov\u00E1n\u00ED t\u011Blesn\u00E9 v\u00FDchovy: Kompatibilita nebo kontraverze?" . "Hanex Olomouc" . "V\u00FDkonov\u00E1 motivace, z\u00E1jem a autonomie ve vyu\u010Dov\u00E1n\u00ED t\u011Blesn\u00E9 v\u00FDchovy: Kompatibilita nebo kontraverze?"@cs . "RIV/60076658:12410/01:00003087" . . "Man, Franti\u0161ek" . . "701160" . "12410" . "autonomie"@en . .