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Achievement motivation and general motivational tendencies of social pedagogy students

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dc.title Achievement motivation and general motivational tendencies of social pedagogy students en
dc.contributor.author Martincová, Jana
dc.contributor.author Andrysová, Pavla
dc.contributor.author Trubelíková, Jana
dc.relation.ispartof Asian Social Science
dc.identifier.issn 1911-2017 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
utb.relation.volume 12
utb.relation.issue 1
dc.citation.spage 237
dc.citation.epage 246
dc.type article
dc.language.iso en
dc.publisher Canadian Center of Science and Education
dc.identifier.doi 10.5539/ass.v12n1p237
dc.relation.uri http://www.ccsenet.org/journal/index.php/ass/article/view/54733
dc.subject Achievement en
dc.subject Achievement motivation en
dc.subject Affiliation en
dc.subject Motivational tendencies en
dc.subject Power en
dc.subject Professional training en
dc.subject Social pedagogy en
dc.description.abstract This article introduces readers to the level of motivation of Social Pedagogy students within the context of this discipline in the Czech Republic. Herein it poses a number of topical questions, especially in relation to the manner of future social pedagogues’ preparation, selection of applicants, and their chances in the labor market. Equally it takes account of the elementary methods of measuring achievement motivation. In the empirical part the design of the research is proposed and the findings are presented. The primary aim of the research was to determine the level of achievement motivation of Social Pedagogy students at undergraduate preparation and their motivational tendencies. The secondary aim was to observe change dynamics in the level of achievement motivation and its individual components during university studies. The tests of LMI Achievement Motivation Questionnaire and MMG Multi-Motive Grid were used to obtain the results. In the conclusion of the work, the authors ask the question of how meaningful the contemporary approach of Social Pedagogy as a subject in the Czech Republic is; and they propose potential innovations. Moreover, research findings which have also shown prospective areas of students’ development can provide useful suggestions for pedagogues who research Social Pedagogy or educate future Social Pedagogues. © 2016, Canadian Center of Science and Education. All rights reserved. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1006756
utb.identifier.obdid 43875251
utb.identifier.scopus 2-s2.0-84987942317
utb.source j-scopus
dc.date.accessioned 2016-12-22T16:19:06Z
dc.date.available 2016-12-22T16:19:06Z
dc.rights Attribution 3.0 International
dc.rights.uri http://creativecommons.org/licenses/by/3.0/
dc.rights.access openAccess
utb.contributor.internalauthor Martincová, Jana
utb.contributor.internalauthor Andrysová, Pavla
utb.contributor.internalauthor Trubelíková, Jana
utb.fulltext.affiliation Jana Martincová 1 , Pavla Andrysová 1 & Jana Trubelíková 2 1 Department of Pedagogical Sciences, Faculty of Humanities, Tomas Bata University in Zlín, Zlín, The Czech Republic 2 Tomas Bata University graduate, The Czech Republic Correspondence: Jana Martincová, Department of Pedagogical Sciences, Faculty of Humanities, Tomas Bata University in Zlín, The Czech republic, nám. T. G. Masaryka 1279, 760 01 Zlín, The Czech Republic. Tel: 42-05-7603-7421. E-mail: martincova@fhs.utb.cz
utb.fulltext.dates Received: November 9, 2015 Accepted: November 24, 2015 Online Published: December 21, 2015
utb.fulltext.sponsorship This publication was created as part of Internal Grant Agency Project No. IGA/FHS/2013/002.
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