EFFECT OF TEACHERS’ ABILITIES ON STUDENTS’ MOTIVATION WITH VARYING LEVELS OF INTELLECTUAL ABILITIES IN THE ECONOMICS
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.
- Aff, J., Fortmüller, R. (2013) Entrepreneurship education as a counter-hegemonic project, Kollektive Monographie Entrepreneurship-Erziehung im wissenschaflichen diskurs, Wien: MANZ.
- Berková, K., Králová, A. (2015) ‘Analysis of Teaching Styles of Teachers of Economic Subjects, with the Emphasis on Teaching Accounting in Secondary Schools' Education in the Czech Republic’ 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2015, Albena, pp. 37-44.
- Boekaerts, M. (2004) ‘Motivation to learn’, International bureau of education, General Conference of UNESCO, Geneva, pp. 14-15.
- Čáp, J., Mareš, J. (2001) Psychologie pro učitele, Praha: Portál.
- Dytrtová, R., Krhutová, M. (2009) Učitel. Příprava na profesi, Praha: Grada.
- Elliot, A.J. (1999) ‘Approach and avoidance motivation and achievement goals’, Educational Psychologist, vol. 34, no. 3, pp. 169-189.
- Ferreira, M., Cardosob, A.P., Abrantesc, J.L. (2011) ‘Motivation and Relationship of the Student with the School as Factors Involved in the Perceived Learning’, Procedia - Social and Behavioral Sciences, vol. 29, pp. 1707–1714. http://dx.doi.org/10.1016/j.sbspro.2011.11.416
- Fontana, D. (2014) Psychologie ve školní praxi, Praha: Portál.
- Forman, A.K. (2002) Vídeňský maticový test, Praha: Testcentrum.
- Gerstenberg F.X.R., Imhoff R., Banse R., Schmitt, M. (2014) ‘Discrepancies between implicit and explicit self-concepts of intelligence: Relations to modesty, narcissism, and achievement motivation’, Frontiers in Psychology, vol. 5. http://dx.doi.org/ 10.3389/fpsyg.2014.00085
- Jonsson, A.C., Beach, J. (2012) Teachers’ implicit theories of intelligence: influences from different disciplines and scientific theories. European Journal of Teacher Education, vol. 35, no. 4, pp. 387-400. http://dx.doi.org/10.1080/02619768.2012.662636
- Kolman, L., Chýlová, H., Selby, R. (2012) ‘An Attempt on New Systematization of work Motivation Theories’, Journal on Efficiency and Responsibility in Education and Science, vol. 5, no. 2, pp. 92-98. http://dx.doi.org/10.7160/eriesj.2012.050204
- Králová, A. (2009) ‘Zkvalitňování práce učitelů v předmětu ekonomika na středních školách’, Acta Oeconomica Pragensia, Praha, vol. 17, no. 2, pp. 52-65.
- Krejčová, L. (2013) Žáci potřebují přemýšlet. Praha: Portál.
- Krejčová, K., Berková, K. (2016) ‘Abilities of Economic Subjects’ Teachers and Their Impact on Students’ Motivation’, Proceedings of the 13th International Conference Efficiency and Responsibility in Education 2016, Prague, pp. 286-292.
- Lipovská, H., Fischer, J. (2016) ‘Talented Students and Their Family Background’, Proceedings of the 13th International Conference Efficiency and Responsibility in Education 2016, pp. 319-326.
- Pasiar, L. et al. (2015) Osobnosť učiteľa v ekonomickom vzdelávaní, Bratislava: vydavateľstvo EKONÓM.
- Plháková, A. (2003) Učebnice obecné psychologie. Praha: Academia.
- Popa, D. (2015) ‘The Relationship Between Self-Regulation, Motivation and Performance at Secondary School Students’, Procedia - Social and Behavioral Sciences, vol. 191, pp. 2549–2553. http://dx.doi.org/10.1016/j.sbspro.2015.04.410
- Sternberg, R.J. (2005). ‘The Theory of Successful Intelligence’, Revista Interamericana de Psicología/Interamerican Journal of Psychology, vol. 39, no. 2, pp. 189-202.
- Sternberg, R.J., Williams, W.M. (2010) Educational Psychology, Upper Saddle River: Merril.
- Tetteh, G.A., Sarpong, F.A. (2015) ‘Infuence of type of assessment and stress on the learning outcome’, Journal of International Education in Business, vol. 8, no. 2, pp. 125-144.
- Tohidi, H., Jabbari, H.M. (2012) ‘The effects of motivation in education’, Procedia - Social and Behavioral Sciences, vol. 31, pp. 820-824. http://dx.doi.org/10.1016/j.sbspro.2011.12.148
- Vostrá Vydrová, H., Jindrová, A., Dömeová, L. (2012) ‘Evaluation of Results in Chosen Subjects and analysis of the Motivation of Distance Student’, Journal on Efficiency and Responsibility in Education and Science, vol. 5, no. 1, pp. 36-45. http://dx.doi.org/10.7160/eriesj.2012.050104
- Windham, D.M. (1988) ‘Effectiveness Indicators in the Economic Analysis of Educational Activities’, International Journal of Educational Research, vol. 12, no. 6, pp. 575-665.
- Zoller, U. (2015) ‘Research–Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think‘, Sustainabilit, vol. 7, no. 4, pp. 4474-4491.
- Žitný, P., Halama, P. (2012) ‘Validity of cognitive ability tests - comparison of computerized adaptive testing with paper and pencil and computer-based forms of administrations’, Studia Psychologica, vol. 54, no. 3, pp. 181-194.
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.