EFFECT OF TEACHERS’ ABILITIES ON STUDENTS’ MOTIVATION WITH VARYING LEVELS OF INTELLECTUAL ABILITIES IN THE ECONOMICS

Authors

  • Kateřina Berková University of Economics, Prague
  • Kristýna Krejčová University of Economics, Prague

DOI:

https://doi.org/10.7160/eriesj.2016.090304

Keywords:

Economic Education, Educational Methods, Motivation, Intellectual Abilities, Secondary Business School, Teacher’s Abilities

Abstract

Intelligence and motivation are two crucial components of the education process that can significantly influence its efficiency. The level of intelligence determines our ability to learn from experience and to solve a problem successfully, whereas motivational processes energize and organize our behavior to reach our goals. This paper is connected to our previous article focused on the influence of teachers’ abilities on secondary business schools’ students’ motivation in the Economics. In our current study, we monitored the motivational potential of teachers’ abilities in a connection with students’ level of intelligence, measured by Vienna Matrices Test. As we would expect according to the results of our previous study, the expertise of teachers has the most important influence in the groups of both the above-average intelligent and the average intelligent students. Nevertheless, we found some differences in other preferences of both groups: except the teachers’ expertise, the average intelligent students refer to be motivated mostly by exposition of curriculum and ability to develop thinking, whereas above-average students refer only about the exposition of curriculum (except the teachers’ expertise). The next factor that we observed in our study is an amount of time that students spend on preparation to school.

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Additional Files

Published

2016-09-29

How to Cite

Berková, K. and Krejčová, K. (2016) ’EFFECT OF TEACHERS’ ABILITIES ON STUDENTS’ MOTIVATION WITH VARYING LEVELS OF INTELLECTUAL ABILITIES IN THE ECONOMICS’, Journal on Efficiency and Responsibility in Education and Science, vol. 9, no. 3, pp. 81-87 https://doi.org/10.7160/eriesj.2016.090304.

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Section

Research Paper