"1" . "3"^^ . "0"^^ . . "0"^^ . . "Ovliv\u0148ov\u00E1n\u00ED u\u010Debn\u00ED motivace" . "Modifying learning motivation"@en . "P(GA406/99/1696), Z(MSM 124100002)" . . "Rheinberg, Falko" . "Starting from different definitions, a general model of learning motivation is proposed. Besides the description of antecendent characteristics of the person and situation, the model stresses the specification of actual variables that affect the quality of learning motivation. It further analyses how actual motivation influences the process and the results (outcomes) of learning. Using this general model, we begin our explanation from Heckhausen\u00B4s Extended Cognitive Model of Motivation (1977) and its further elaboration by Heckhausen and Rheinberg (1980) and Rheinberg (1989). Klinger\u00B4s, Kuhl and Beckmann\u00B4s, Heckhausen\u00B4s, and Gollwitzer\u00B4s theories are also taken into account. Man and collaborators are included, too. We argue that short-term interventions need not be restricted to a pure change in structure that is relevant to the situation, but can also include activity-related incentives. On the other hand, a long-term strategy always focuses on changing characteristics of the person. An exact anal"@en . . . "[DFB1EB377CAA]" . . "Ovliv\u0148ov\u00E1n\u00ED u\u010Debn\u00ED motivace"@cs . "Ovliv\u0148ov\u00E1n\u00ED u\u010Debn\u00ED motivace"@cs . "Man, Franti\u0161ek" . "RIV/60076658:_____/01:00004276!RIV/2003/MSM/120003/N" . "Ovliv\u0148ov\u00E1n\u00ED u\u010Debn\u00ED motivace" . . "Modifying learning motivation"@en . . "Mare\u0161, Ji\u0159\u00ED" . "51" . . "100"^^ . "Pedagogika" . . . "P\u0159ehledov\u00E1 studie shrnuje nov\u011Bj\u0161\u00ED poznatky o u\u010Debn\u00ED motivaci \u017E\u00E1k\u016F. Upozor\u0148uje na dv\u011B pojet\u00ED motivace - u\u017E\u0161\u00ED, zam\u011B\u0159en\u00E9 na p\u0159\u00EDr\u016Fstek \u017E\u00E1kova u\u010Den\u00ED a \u0161ir\u0161\u00ED, kde p\u0159\u00EDr\u016Fstek u\u010Den\u00ED je vedlej\u0161\u00EDm produktem jin\u00FDch, \u010Dasto z\u00E1bavn\u011Bj\u0161\u00EDch \u010Dinnost\u00ED. V teoretick\u00E9 \u010D\u00E1sti studie jsou vylo\u017Eeny dva modely u\u010Debn\u00ED motivace: Rheinberg\u016Fv r\u00E1mcov\u00FD model motivace k u\u010Den\u00ED a Heckhausen\u016Fv a Rheinberg\u016Fv racion\u00E1ln\u00ED model motivov\u00E1n\u00ED k autoregulovan\u00E9mu u\u010Den\u00ED. D\u00E1le jsou diskutov\u00E1ny d\u016Fle\u017Eit\u00E9 determinanty \u017E\u00E1kovsk\u00E9 motivace, jako jsou motivy, orientov\u00E1n\u00ED motivace, individu\u00E1ln\u00ED z\u00E1jmy, v\u016Fle, kognice, nad\u011Bje na \u00FAsp\u011Bch a strach z ne\u00FAsp\u011Bchu, u\u010Debn\u00ED c\u00EDle, vn\u00EDman\u00E9 vlastn\u00ED mo\u017Enosti. Auto\u0159i upozor\u0148uj\u00ED na t\u0159i typy \u017E\u00E1kovsk\u00FDch o\u010Dek\u00E1v\u00E1n\u00ED, kter\u00E9 rovn\u011B\u017E ovliv\u0148uj\u00ED motivaci: jedn\u00E1n\u00ED#v\u00FDsledek, situace#v\u00FDsledek, v\u00FDsledek#konsekvence. Konstatuj\u00ED, \u017Ee z motiva\u010Dn\u00EDho pohledu existuj\u00ED nejm\u00E9n\u011B \u010Dty\u0159i typy \u017E\u00E1k\u016F a zam\u00FD\u0161lej\u00ED se nad t\u00EDm, jak jejich u\u010Den\u00ED m\u016F\u017Ee ovlivnit hodnocen\u00ED v\u00FDsledk\u016F pomoci soci\u00E1ln\u00ED vztahov\u00E9 normy anebo individu\u00E1ln\u00ED vztahov\u00E9 normy. Druh\u00E1 \u010D\u00E1st studie" . "3330-3815" . . "CZ - \u010Cesk\u00E1 republika" . . . "RIV/60076658:_____/01:00004276" . . "1"^^ . "155-184" . "\u0161kola"@en . "690583" .