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Assessing school performance and motivation

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dc.contributor.author Pavelková, Isabella
dc.contributor.author Kubíková, Katerina
dc.date.accessioned 2016-04-13T12:58:49Z
dc.date.available 2016-04-13T12:58:49Z
dc.date.issued 2016
dc.identifier.citation Polskie Forum Psychologiczne 2016, T. 21, nr 1. en_US
dc.identifier.uri http://repozytorium.ukw.edu.pl/handle/item/3576
dc.description.abstract We verify the theoretical hypothesis that individual reference norm helps the development of positive achievement motivation and lowers the performance fear of pupils. The research was carried out with pupils aged 9 to 12 years. The article presents the results of the research in using reference norms with 61 teachers in connection with achievement motivation of their 1144 pupils. The research also mapped the real school situations for the teachers involved, based partly on observation during lessons and detailed records from the lessons, and verified the possibilities and limitations of using the individual reference norm for school assessment. Both parts of the research showed that using the individual reference norm does not necessarily lead to the increase of achievement motivation of pupils or lowering the pupils' fear at school. en_US
dc.language.iso en en_US
dc.publisher Wydawnictwo Uniwersytetu Kazimierza Wielkiego w Bydgoszczy en_US
dc.subject reference norms en_US
dc.subject achievement motivation en_US
dc.subject anxiety en_US
dc.subject hope of success en_US
dc.subject fear of failure en_US
dc.title Assessing school performance and motivation en_US
dc.title.alternative Ocena osiągnięć szkolnych i motywacji en_US
dc.type Article en_US

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