Tesi: "Self-Pupil"

1

Muschamp, Yolande Mildred. "Pupil self assessment in the primary classroom". Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389512.

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This thesis examines the extent to which the construction of knowledge by young children involves the practical activity of self assessment and the ways in which such activities can be developed to enhance the learning process. The research programme was carried out using ethnographic and qualitative methods of data collection and analysis within an action research framework in seven classrooms. The investigation of self assessment activities involved the exploration of the children's conceptualisation of progress; their understanding of classroom tasks; their efforts to use their peers for guidance; and their attempts to ensure that their own performance matched that of their peers. It was found that the assessment processes including positive feedback by the seven teachers often provided mixed or erroneous messages and that assessment strategies were not directly taught. Children often failed to differentiate between the teachers I expectations a n relation to their behaviour and their academic performance within a task. A social constructivist model of learning provided a framework for the development and analysis of these self assessmentactivities. In particular it provided the basis for the development of the role of the teacher and of peers as the 'more capable other' and for the location of self assessment strategies within the stages of 'scaffolding', 'handover' and independent learning. The development of self assessment strategies within this framework included the identification and assessment of targets, the use of the pupil portfolio and the development of an assessment vocabulary by the teachers and pupils which ensured a shared understanding of assessment processes. The thesis concludes that self assessment strategies are integral to the learning process and that the development of these activities can enhance the learning process by raising awareness of the activities and allowing them to be taught directly. Self assessment can increase the efficacy of scaffolding by the more capable other which in turn can lead to greater independence for the child.

2

Barnes, Robert H. "Implementing pupil self-assessment in teaching and learning". Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320813.

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3

Shippy, Tanya L. "Relationships among teachers' pupil control ideology, teachers' pupil control behavior, student achievement, and self-regulating behaviors /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842582.

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4

Jackson, Wendy. "A study investigating the role of the teacher pupil relationship in affecting pupils' self-esteem and exploring pupil perceptions of a good teacher pupil relationship". Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1268.

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Teachers are expected to positively impact on the emotional wellbeing of their pupils and raise their self esteem as an outcome of this impact. It has been shown that teachers can contribute to raising the self-esteem of their pupils through different aspects of their role. An element which has been shown to have a significant impact on the self-esteem of pupils is the relationship between the teacher and pupil. Exploration of what a group of year 10 pupils perceive a good teacher pupil relationship to be revealed a number of factors. There were commonalities with the humanist approach to education in that, teacher qualities such as genuineness, prizing, acceptance and trust were identified as being involved in a good relationship. An emphasis was placed on the relationship being a working relationship, involving quality pedagogy and facilitating learning. In addition to this a need for communication was identified as being a key feature of the relationship. It was concluded that it would be beneficial to strike a balance between therapeutic underpinnings and quality pedagogy, to develop a good relationship between the teacher and their pupils. It is proposed that a good working relationships could facilitate learning and also impact positively on a pupil’s self-esteem and hence their overall emotional wellbeing.

5

Cooke, Heather. "The impact of training in a pupil centred behaviour plan on staff self-efficacy, staff burnout, and pupil challenging behaviour". Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27636/.

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Challenging behaviour in schools is a phenomenon focused on by a number of educational documents (Ofsted, 2010) and the media (Vasager, 2011). Challenging behaviour has been shown to have negative impact on a number of student and staff outcomes (DfE, 2012a). Staff outcomes impacted by challenging behaviour include increasing burnout (Crone, Hawken & Bergstrom, 2007) and decreasing self-efficacy (Mitchell & Hastings, 2001), which have been connected to negative impact on staff health (Hastings & Bham, 2003). Time allocated to staff training in schools is decreasing (Bubb & Earley, 2013), highlighting a need for research which considers how school staff can be supported in the limited time available. The impact of a behaviour plan based on solution focused and behavioural principles (developed by a specialist teacher) on students’ challenging behaviour was explored through single case experimental design. Further to this a randomised control design investigated the impact of whole school training relating to the behaviour plan on school staff burnout and self-efficacy. Results showed that the intervention reduced challenging behaviours to differing degrees of all 3 primary students included in the single case experimental design. The whole school training did not significantly impact the number of behaviour plans implemented in classrooms. However, training was shown to have significant positive effects on school staffs’ personal, general, and overall self-efficacy, with no impact on external self-efficacy. The training was also shown to significantly decrease school staffs’ burnout levels; specifically physical fatigue, cognitive weariness, and overall burnout levels, but not emotional exhaustion. This research suggests that the behaviour plan and the accompanying whole school training have the potential to increase teacher self-efficacy, decrease teacher burnout, and provide staff with a suitable intervention to manage challenging behaviour. Areas for further research are highlighted by the limitations and additional observations made during the research process.

6

Peel, Patricia Smith. "The relationship of teacher empowerment and pupil control ideology to student school self-concept /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946286.

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7

Moss, Claudia. "How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem?" Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11584/.

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The research examined the impact of a five week group-based motivational interviewing intervention on pupils’ self-esteem and resilience. The Resiliency Scales for Children and Adolescents (Prince-Embury 2007) and The Self Image Profiles (Butler 2001) were used as tools to obtain pre and post measures of pupil resilience and self-esteem. The researcher also explored teacher and pupil views of mental well being and Goodman’s (1997) Strengths and Difficulties Questionnaire was utilised to measure this. The present study is a randomised control trial sampling 48, mixed participants, aged 13-14, in Y8 of a mainstream secondary school. Participants were initially selected via The Self-Image Profiles (Butler 2001) screener and then randomly assigned to either an experimental or wait list control condition. Statistical analyses indicated a significant increase in the experimental group’s levels of self-esteem in comparison to the wait list control group (The Self Image Profiles, Butler 2001). No significant difference was detected on the Resiliency Scales (Prince-Embury 2007) or the pupil and teacher Strengths and Difficulties Questionnaire (Goodman 1997). Methodological considerations are acknowledged and implications for future practice discussed. Overall, this study offers an insight into the potential of motivational interviewing to positively promote pupil self-esteem when applied across educational contexts with children and young people.

8

Heslop, Christopher. "Exploring pupil perceptions of self and possible occupational selves, in a school for social emotional and behavioural difficulties". Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2644.

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This document comprises of three interrelated papers: a systematic literature review (Chapter 1), a bridging document (Chapter 2) and a piece of empirical research (Chapter 3). An interest in how occupational efficacy may be enhanced during adolescence, led to a systematic review of literature examining the effectiveness of interventions designed to enhance ‘Career Decision Making Self-Efficacy’ (CDSME). The review took a quantitative approach to reviewing the findings of 10 published papers. Findings of this review suggest limited effects of specific short-term interventions designed to increase CDSME in adolescents aged 11-16. An apparent paucity of literature was also apparent regarding CDSME development in young people attending schools for Social Emotional and Behavioural Difficulties (SEBD). Important supplementary outcomes of the review include epistemological reflection on the conceptualisation of self-efficacy, and the methodology employed in its assessment; in particular the seemingly absent perspectives of the young people who partook in the reviewed studies. These considerations led to a piece of qualitative empirical research to explore the views of 6 students attending Riverdale SEBD School regarding perceptions of themselves and their occupational futures. Findings of this study suggest that Riverdale School experiences may potentially contribute to these pupil perceptions of themselves and possible future career options. This tentative understanding of pupils perceptions, developed through interpretation of their accounts, offers implications for local authority professionals responsible for the educational placement and experiences provided for these young people. A bridging document explains how findings of the systematic review led to the development of the research. It details the theoretical and epistemological underpinnings and provides justification for the methodology adopted. It also considers ethical and methodological dilemmas in more detail and provides reflexive commentary on the research process.

9

Shi, Bin. "Multiscale Statistical Analysis of Self-Similar Processes with Applications in Geophysics and Health Informatics". Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/6887.

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In this dissertation, we address the statistical analysis under the multiscale framework for the self-similar process. Motivated by the problems arising from geophysics and health informatics, we develop a set of statistical measures as discriminative summaries of the self-similar process. These measures include Multiscale Schur Monotone (MSM) measures, Geometric Attributes of Multifractal Spectrum (GAMFS), Quasi-Hurst exponents, Mallat Model and Tsallis Maxent Model. These measures are used as methods to quantify the difference (or similarities) or as input (feature) vectors in the classification model. As the cornstone of GAMFS, we study the estimation of multifractal spectrum and adopt a Weighted Least Squares (WLS) schemes in the wavelet domain to minimize the heteroskedastic effects , which is inherent because the sample variances of the wavelet coefficients depend on the scale. We also propose a Combined K-Nearest-Neighbor classifier (Comb-K-NN) to address the inhomogeneity of the class attributes, which is indicated by the large variations between subsets of input vectors. The Comb-K-NN classifier stabilizes the variations in the sense of reducing the misclassification rates. Bayesian justifications of Comb-K-NN classifier are provided. GAMFS, Quasi-Hurst exponents, Mallat Model and Tsallis Maxent Model are used in the study of assessing the effects of atmospheric stability on the turbulence measurements in the inertial subrange. We also formulate the criteria for success in evaluating how atmospheric stability alters the MFS of a single flow variable time series as a statistical classification model. We use the multifractal discriminate model as the solution of this problem. Also, high frequency pupil-diameter dynamic measurements, which are well documented as measures of mental workload, are summarized using both GAMFS and MSM. These summaries are further used as the feature vector in the Comb-K-NN classifier. The serious inhomogeneity among subjects in the same user group makes classification difficult. These difficulties are overcome by using Comb-K-NN classifier.

10

Bhana, Kamal. "Evaluating the impact of whole-class self-management and interdependent group contingency approaches on pupil engagement and disruptive behaviour". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44943/.

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This study investigates the efficacy of two whole-class approaches to classroom management, self-management and interdependent group contingency, in a sample of 8-9 year olds in the UK. Phase A investigates which approach is most effective in reducing off-task and disruptive behaviours in target lessons, and in improving behaviour in general. Phase B investigates whether combining the approaches further reduces off-task and disruptive behaviour, and improves general behaviour. The research employed a quasi-experimental design. In Phase A, pupils were allocated to one of four conditions: self-management (n=30), interdependent group contingency (n=29), waitlist control receiving daily rule reminders (n=28), or a waitlist control who continued as usual (n=26). The approaches were delivered by class teachers over four-weeks. In Phase B, the class receiving self-management in Phase A, received interdependent group contingency as well, for a further four weeks. The waitlist control group continued as per Phase A. Pre- and post-test measures for both phases were obtained through structured observations of whole-class on-task, off-task and disruptive behaviours. Teachers also completed the Strengths and Difficulties Questionnaire (SDQ) for each pupil. Findings indicated that self-management and interdependent group contingency reduced off-task behaviour, however only interdependent group contingency reduced disruptive behaviour. Combining the approaches led to no further reductions in these behaviours. SDQ data suggested that self-management, either alone or combined with interdependent group contingency, had no significant impact on general behaviour. However, interdependent group contingency alone, appeared to lead to greater general behaviour concerns. The findings are reviewed in light of the literature with limitations acknowledged. Avenues for future research are also identified. In conclusion, this research presents tentative evidence supporting the efficacy of these individual approaches for off-task and/or disruptive behaviour. Findings that the combined approach is not efficacious and that neither approach improves general behaviour, should be interpreted cautiously given the study’s limitations.

11

Overfelt, Kevin. "Middle school instructional teacher team's pupil control behavior and its relationship to student self-esteem and attitude toward school /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924910.

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12

Leather, Mark Frederick. "An exploratory case study of a 'successful' pupil referral unit (PRU)". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97436.

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This thesis is an exploratory case study that investigates a 'successful' pupil referral unit (PRU) for key stage 3 secondary school pupils located in the semi-rural southwest of England. The achievement of the PRU was externally acknowledged by the Office for Standards in Education (Ofsted) with a recently reported overall grade of 1 or ‘Outstanding’. This exploratory study took a social constructionist approach and was informed by the methodology of illuminative evaluation. This study explored the stories and experiences of pupils and staff using interviews, a focus group and video diaries for the pupils. The analysis of these data was from a socio-cultural theoretical perspective. The research data suggested that success was in a state of flux for all in the PRU. For pupils there were personal transformations in their attitudes, behaviours and values. Pupils’ social and emotional capital was increased by the ‘deep relationships’ that developed between pupils and staff. The innovative approach to the curriculum allowed pupils to engage positively with education and featured lessons that were routinely based upon experiential learning. This included weekly outdoor learning lessons which provided a rich context for informal learning to take place alongside the formal objectives. Leadership and management appeared to be the keystone of the PRU success. There was a clear well founded educational philosophy that was successfully articulated through the operational systems of the PRU. All of these parts contributed to the holistic success of the PRU. Findings from this case study are not generalisable due to its specificity to one particular setting and small number of participants. However, ‘naturalistic generalisations’ may be arrived at by the reader. For example, the reader may be able to apply some aspects of good practice, such as developing deep relationships, to their own context when working with those pupils who are, or have the potential to be, disaffected.

13

Karpeby, Johansson Helena. "Se mig, så finns jag! : En intervjustudie om lärares erfarenheter kring bekräftelse". Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3579.

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Vi måste spegla oss och få bekräftelse av andra för att utvecklas. Tidigare forskning och litteratur inom socialpsykologi och pedagogik visar att genom att bli sedda med andras ögon får vi syn på oss själva. Hur vi speglas eller bekräftas påverkar den bild vi har av oss själva. Syftet med föreliggande studie var att undersöka vad lärare anser att bekräftelse innebär samt vad deras erfarenheter av bekräftelsens betydelse för elevers självbild är. Studien har en kvalitativ ansats och studiens empiri utgörs av fyra enskilda intervjuer med lärare verksamma i klasser med elever i åldrarna sex till tretton år. I studiens resultat framkom att bekräftelse innebär att synliggöra elever. Lärarna arbetar aktivt med bekräftelse som ett verktyg för att bland annat lyfta elever, för att stärka tilltron till den egna förmågan och för att ge eleverna svar på vad som kan vara rätt och fel. Bekräftelse kan uttryckas verbalt, skriftligt och med kroppsspråk. Resultatet visar även att de motiv lärarna uppger sig ha för att bekräfta elever leder till att elevernas självbilder stärks. Slutsatsen är att lärare har en betydande roll i elevens utveckling. När lärare ger positiv bekräftelse, påverkas elevens självbild vilket i sin tur främjar elevens personlighetsutveckling.

We require reflection and affirmation from others to develop. Both litterature and previous researches within socialpsyhology and pedagogy makes clear, that we get sight of ourselves by seeing ourselves through the eyes of others. The way we are reflected or are affirmed has an effect on which image we have of ourselves. The purpose of this study was to examine what teachers consider affirmation is and also their experience of what impact affirmation has on a pupils' self-image. This study has a qualitative approach and the material of the study is the result of four individual interviews. The interviewees are teachers working in classes with pupils between the age of six and thirteen. This study's result showed that giving affirmation is to take notice to the pupils. The teachers are actively working with affirmation as a tool. The teachers use affirmation for exampel to raise pupils, to reinforce confidence in pupils' own ability and to give pupils answers of what can be right and wrong. Affirmation is expressed verbally, written or by bodylanguage. The result of this study also shows that the reasons the teachers are giving on why they affirm pupils, do lead to strengthening the pupils' self-image. The conclusion of this study is that teachers' role are of great importance in pupils development. When teachers affirm pupils, the pupil’s self-image are effected, which means that pupils personalitydevelopment is promoted.

14

Sines, Jennie Ellen. "Perceptions of self, peers and school : the use of multi-method approach for eliciting pupil voice in provision for boys with social, emotional and behavioural difficulties". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020637/.

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There is a lack of research exploring the views of young people with social, emotional and behavioural difficulties (SEBO), especially the views of those in specialist settings. This thesis aimed to explore the perceptions of boys in a secondary setting for SEBO. Areas explored included self-perception, perceptions of peers, perceptions of different provisions and perceptions about being inteNiewed. Sixteen boys were inteNiewed aged between 11 and 16 years of age. A multi-method approach to inteNiewing was used which utilised tools from educational psychology (EP) practice (solution-focussed questioning [such as scaling], and tools from personal construct psychology [such as draw a person]), as well as a life-grid method. Each inteNiew was analysed using thematic analysis. Themes which emerged from the data included perceptions about the self with regard to emotions, relationships and behaviour, barriers to achieving their ideal futures, and benefits and drawbacks of mainstream and specialist provisions. The boys also appeared to have an overall positive view of the methods used and spoke about the benefits of eliciting pupil voice. This research highlights the need for further exploration into the views of pupils within specialist settings as well as having important implications for future practice of EPs and school based professionals.

15

Lindell, Sofie. "Elevers självkänsla : En intervjustudie om hur lärare förhåller sig till och arbetar med självkänsla hos elever". Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3413.

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Begreppet självkänsla innebär kännedom om det egna jaget. Enligt forskare har en god självkänsla en betydande effekt på vår livskvalité. Trots stora olikheter används begrepp inom självbildsforskningen ofta synonymt med varandra i vardagstal. Om detta skulle ske i vetenskapliga sammanhang är det allvarligt, då det kan leda till felaktiga slutsatser. Detta arbete fokuserar på vad läraren kan göra för att stärka den enskilda elevens självkänsla i klassrummet.

De lärare som deltagit i undersökningen är rörande överens när det kommer till barns självkänsla. Samtliga respondenter har tankar om begreppets betydelse och vikt, även om svaren skiljer sig något. Litteraturöversikten och intervjuerna visar att det finns mycket läraren kan göra för att stärka eleverna i klassrummet. En negativ parameter är tyvärr tidsbrist, vilken medför att lärarna inte alltid räcker till för de elever som är i behov av att stärka självkänslan.

Syftet med detta examensarbete var att undersöka hur medvetna dagens lärare är när det gäller självkänsla, vilken vikt de lägger vid begreppet samt om de aktivt arbetar med att stärka den enskilde elevens självkänsla. Det finns en påvisad problematik när det gäller att identifiera elever med låg självkänsla. Det har därför även varit av intresse att ta reda på om verksamma lärare själva anser sig ha lätt för att identifiera låg självkänsla bland eleverna. Undersökningen är genomförd enligt kvalitativ metod och innefattar sex stycken intervjuer med lärare som alla är verksamma inom grundskolan.

Lärarna i undersökningen anser sig ha relativt lätt att identifiera låg självkänsla hos barn. Studier och min undersökning visar att lärare identifierar självkänslan hos barn genom att se till vissa typiska karaktärsdrag. Forskning visar dock att det finns stora svårigheter att upptäcka de elever som har lägst självkänsla i en klass. Detta är mycket oroande då de barn som behöver uppmärksammas och stärkas mest istället riskerar att glömmas bort.

Det kan genom detta arbete konstateras att lärarens förhållningssätt i allra högsta grad påverkar eleverna och undervisningen. Hur läraren ser på sina elever har en avgörande betydelse för hur eleven utvecklas i skolan. För att en lärares förhållningssätt ska ha en positiv inverkan och gynna barnen krävs det att denne ofta reflekterar över sig själv och sin lärarroll. Som ytterligare slutsats kan nämnas att lärare och dess omgivning tror att lärare kan identifiera låg självkänsla hos barn. Det finns dock forskning som visar att i själva verket har lärare fel två gånger av tre när det kommer till att identifiera barnen med lägst självkänsla. Här skiljer sig litteraturen och intervjuerna en del. Lärarna i undersökningen finner det relativt lätt att identifiera dessa elever, medan en del av litteraturen jag tagit del av säger att de med lägst självkänsla ofta förbises. Man kan med andra ord säga att lärare saknar kunskap om hur elever med lägst självkänsla upptäcks.

16

Sartory, Elizabeth Anne. "Eliciting and foregrounding the voices of young people at risk of school exclusion : how does this change schools' perceptions of pupil disaffection?" Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15829.

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This thesis comprises two papers. Paper One: Previous research in relation to young people who are at risk of school exclusion can be criticised for the lack of studies that truly elicit and foreground the voices of these young people within a school context. While retrospective studies have explored their views post exclusion, few have examined their perceptions within a mainstream context prior to exclusion. This can be explained in terms of the inherent difficulties of engaging disaffected young people with research, often attributed to a combination of poor language skills and negative perceptions of adults, and schools’ reluctance to foreground these voices. This paper reports how a participatory research method, which took into account the individual needs of disaffected young people, overcame these difficulties and succeeded in eliciting the voices of ten young people at risk of school exclusion within their mainstream context. Rich, meaningful and contextualised data were generated about disaffected young people’s perceptions of their mainstream school experiences. The data were thematically analysed and then interpreted using self determination theory (Ryan & Deci, 2000). This revealed that from young people’s perspectives the need for a sense of relatedness was more relevant than the need for a sense of autonomy. The need to feel competent only became relevant in certain subject contexts. Findings showed a more holistic and nuanced perspective of disaffection. The young people perceived their engagement to be context driven and, importantly, were able to view themselves as positively engaged with some aspects of school. This highlights the need for further research into disaffected young people’s voices regarding what they perceive to be positive engagement as this may differ from practitioners’ perceptions. Implications for practice are that Educational Psychologists (EPs) are well placed to foreground the voice of disaffected young people with practitioners. In so doing they help them make better sense of disaffected young people’s school experiences and enhance practitioners’ ability to support these young people. Paper Two: Interventions in relation to young people at risk of exclusion tend to be drawn from education practitioner views which focus on a particular perspective of disaffection such as within child or curricular factors. Consequently interventions are ‘done to’ rather than ‘with’ young people and lack an integrated, holistic approach. In this small case study the researcher facilitated an intervention with seven Learning Mentors (LMs) set within two different school contexts. The aim of the intervention was to engage LMs with the voice of disaffected young people. The LMs met in two groups over two months during which vignettes of disaffected young people’s voices were used as stimuli for prioritising, implementing and evaluating changes to current LM practice. LMs’ personal constructs of disaffected young people were elicited pre and post intervention. The findings reveal that when LMs are facilitated to engage with the voice of disaffected young people it can have a positive impact on their perceptions of those young people. The effectiveness of the impact was dependent on the context of the school, level of training received and the extent to which LMs engaged with the facilitative process. As this is one of few studies which have implemented an intervention to engage schools with the voice of disaffected young people, further research exploring whether the intervention could be replicated in other school contexts would be of value. This study adds to the body of knowledge on school disaffection in young people and indicates that EPs are well placed to manage facilitative processes aimed at engaging schools with the voices of disaffected young people. In doing so they support practitioners to broaden their understanding of these young people and, importantly, enable them to act on their voices.

17

Ottosson, Anna. "Faktorer som påverkar flickors och pojkars självkänsla i skolan. : en kvantitativ studie i form av enkätundersökning". Thesis, University of Skövde, School of Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3372.

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Syftet med denna studie var att undersöka vilka faktorer som påverkar flickors och pojkarssjälvkänsla i skolan, samt att finna eventuella genusskillnader. En kvantitativ metod i form aven enkätundersökning användes, där eleverna i årskurs 8 på en högstadieskola i VästraGötalands län deltog. Studien visar att flickorna har lägre självkänsla än pojkarna i skolan.Flickorna skattar sin egen kunskapsnivå lägre än pojkarna, trots att de har högre betyg änpojkarna. Flickor har svårare än pojkar att få fram sina åsikter i skolan. Flickor tycker det ärsvårare än pojkar att prata i helklass. Elever med aktiv fritid hade bättre självkänsla än eleverutan aktiv fritid. Detta resultat framkom bland bägge könen, men speciellt känsliga för dettaverkar flickor vara. Flickor utan fritidsaktivitet var de som hade lägst självkänsla och de somtrivdes sämst i skolan. Samband mellan aktiv fritid och självkänsla behöver tittas mer på.Personer med stark självkänsla upplever ökad livskvalitet och bättre hälsa. Låg självkänsla gersämre livskvalitet och sämre hälsa. Skillnaden mellan flickors och pojkars självkänsla kanantas vara så stor att särskild hänsyn behöver tas till detta i skolan. Skolan behöver ta merhänsyn till de olika behoven mellan könen, så att alla får lika förutsättningar och möjligheteratt kunna utvecklas på bästa sätt.

The purpose of this study was to examine the factors affecting girls' and boys' self-esteem inschool, and to find any gender differences. A quantitative method in form of a questionnairesurvey was used, where students in grade 8 in a secondary school in the region of VästraGötaland participated. The study shows that girls have lower self-esteem than boys in school.The girls estimate their own knowledge lower than boys despite having higher grades thanboys. Girls are more difficult than boys to obtain their views in school. Girls find it harderthan boys to talk when the whole class has lessons together. Students with active leisure timehad better self-esteem than students without active leisure. This result emerged among bothsexes but especially susceptible to this seems to be girls. Girls without leisure had the lowestself-esteem and enjoyed school the least. The links between active leisure and self-esteemneeds to be further looked into.People with strong self-esteem are experiencing improving quality of life and health. Lowself-esteem gives worse quality of life and poorer health. The difference between girls' andboys' self-esteem can be so great that special attention needs to be taken of this in school.Schools need to take more into account the different needs between the sexes, so that all haveequal conditions and opportunities to develop the best.

18

Cremin, Hilary. "An investigation into whether the 'iceberg' system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children". Thesis, University of Northampton, 2001. http://nectar.northampton.ac.uk/2800/.

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This thesis evaluates the effectiveness of peer mediation programmes in 3 primary schools in Birmingham. It investigates whether the ‘Iceberg’ system of peer mediation training, and the setting up of a peer mediation service, can reduce bullying, and have an effect on the self- concept of Year 5 pupils. The literature review section of the study reviews existing literature concerning peer mediation, humanism in education (humanistic values underpin the mediation process) behaviour management in schools and bullying. These are all areas that are revisited as part of the empirical research. The empirical research has a quasi-experimental research design which uses both quantitative and qualitative analysis. The experiment was set up to answer the main research questions as objectively as possible, given the author’s existing wider involvement in this area of work. Pre-test and post-test measures include pupil questionnaires and interviews with teachers and headteachers. The positivist framework of the main experiment, however, proved to be somewhat restrictive in answering some interesting new questions which emerged as a result of the programme not being implemented as planned in 2 of the experimental schools. The findings suggest that peer mediation can be used as a strategy to reduce bullying and improve pupil feelings of empowerment and self-esteem provided it forms part of a wider strategy to empower pupils and improve their personal and social skills. The difficulties of carrying out an experiment in a school setting, however, make the results inconclusive and more research is recommended in order to understand the links between peer mediation, humanistic practices in the classroom, and the apparently central role of the headteacher

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Knoblauch, Deanne E. "Contextual factors and the development of student teachers' sense of efficacy". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085620654.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 136 p.; also includes graphics Includes bibliographical references (p. 125-136). Available online via OhioLINK's ETD Center

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Hanin, Luc. "Du soi-élève au soi-enseignant : une approche clinique d'orientation psychanalytique". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1227.

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Cette thèse, qui s’inscrit dans le champ clinique d’orientation psychanalytique en sciences de l’éducation et de la formation, propose d’analyser selon quelles modalités le soi-élève influence l’enseignant à son insu dans sa pratique professionnelle. La thèse comporte 5 parties. La première partie est consacrée à la construction de l’objet de recherche. Le chercheur y explore notamment les concepts de soi-élève et de soi-enseignant. La seconde partie, est consacrée au cadre théorique dans lequel cette recherche s’inscrit. Le chercheur y expose notamment sa rencontre avec les savoirs de la psychanalyse puis explore la question de la scientificité de la démarche en ce qu’elle a de singulier et de spécifique. Le cadre théorique ainsi posé permet de préciser le rapport entre le chercheur et son objet-sujet de recherche, et d’exposer comment la construction singulière de son rapport au savoir s’exprime à son insu dans sa pratique professionnelle. La troisième partie, présente la méthodologie mobilisée pour le recueil et l’analyse des données, à savoir les groupes d’analyse des pratiques professionnelles, les notes d’après-coup, et le travail dans le cadre d’un groupe supervision qui permet entre autre l’élaboration du contre-transfert. A l’aide de situations issues de groupes d’analyse de pratiques que le chercheur a menés, il rend compte du travail d’élaboration que sous-tend la démarche clinique d’orientation psychanalytique afin de percevoir comment le soi-élève s’exprime inconsciemment dans les pratiques des enseignant.e.s ou des formateurs. La quatrième partie, est consacrée à un entretien clinique de recherche effectué auprès d’une enseignante d’histoire géographie du secondaire. A l’aide du matériel analysé, le chercheur examine selon quelles modalités son soi-élève l’oriente dans sa pratique professionnelle et dans ses choix pédagogiques. La cinquième et dernière partie, propose d’approfondir les concepts qui ont émergé lors de la recherche afin d’étayer plus en profondeur les analyses, ainsi que de proposer quelques perspectives pour la formation des enseignants et la recherche
This thesis, which fits in the psychoanalytically-oriented clinical field of Éducationand training sciences, proposes to analyze the ways in which the pupil-self unwittingly influences the teacher in his or her professional practice. The thesis is divided into five parts.The first part is devoted to the construction of the research object. In particular, the researcher explores the concepts of pupil-self and teacher-self. The second part is devoted to the theoretical framework within which this research is embedded. In particular, the researcher describes his encounter with psychoanalytic knowledge, and then explores the question of the « scientificity » of the approach in all its singular and specific aspects. The theoretical framework thus established makes it possible to clarify the relationship between the researcher and his object-subject of research, and to show how the singular construction of his relationship to knowledge expresses itself unbeknownst to him in his professional practice.The third part presents the methodology used for data collection and analysis, i.e. the practice analysis groups, the subsequent notes, and the work in a supervision group, which, among other things, enables the elaboration of counter-transference.Using situations from groups of professionnel practices analysis groups that the researcher has led, he reports on the work of elaboration that underlies the psychoanalytically-oriented clinical approach, in order to perceive how the pupil-self unconsciously expresses itself in the teachers or trainers practices.The fourth part is devoted to a clinical research interview with a secondary school history-geography teacher. Using the analyzed material, the researcher examines the ways in which her pupil-self guides her professional practice and pedagogical choices. In the fifth and final part, the concepts that emerged during the research are explored in greater depth to thoroughly underpin the analyses, as well as to propose some perspectives for teacher training and research

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Ljusberg, Anna-Lena. "Pupils in remedial classes". Doctoral thesis, Stockholm : Department of Child and Youth Studies, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8514.

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Trygger, Maria. "Do I feel included? A study of Secondary Pupils’ Perception of Inclusion in a Compulsory School in Sweden : With a particular focus on pupils with self-reported special education needs". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159820.

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For a long time, inclusion or inclusive education (IE) has been high on the agenda both internationally and in Sweden, not least since the signing of the Salamanca Declaration in 1994 and the ratification of the United Nations Convention on the Rights of Persons with Disabilities in 2006. These call for inclusion to be the norm and are guided by the principle that all pupils, regardless of needs, feel that their social, emotional and academic needs are being met. Since the introduction of Lgr11 (2011), the most recent Swedish curriculum, special educational needs (SEN) should be seen as arising out of educational environments and methods that are not adapted enough to be accessible to a wide diversity of pupils. Despite a significant body of research into inclusive education, several researchers raised that few studies focused on the pupil perspective, few were collaborative and few focused on all pupils, that is to say, their focus lies only on pupils with SEN. Arguably, selecting certain groups to investigate goes against the ethos of inclusion and risks missing information from pupils experiencing difficulties that are not yet identified. When considering factors impacting feelings of inclusion, many studies have raised the importance of socio-emotional functioning alongside academic self-concept. This collaborative study looks at how included pupils in a free school in Stockholm feel, with a focus on whether there is a difference between the pupils’ perception of inclusion depending on whether they have self-reported SEN or not, what grade they are in and their gender. This is measured using a new instrument, the ‘Perception of Inclusion Questionnaire (PIQ) - student version’, which is also being validated as a tool for measuring inclusion in Sweden. Results indicate clearly that pupils with SEN feel significantly less included than their typically-developing peers across all three scales, emotional inclusion, social inclusion and academic self-concept. In addition, grade has an impact, with pupils in Grade 8 having lower feelings of emotional inclusion, social inclusion and academic self-concept than in Grade 5. This difference was apparent for all pupils but the effect was greater in pupils with SEN. Gender returned insignificant results on all three scales. Another interesting result is that more pupils self-report actual or suspected SEN than the school reports, indicating that there are a number of pupils with difficulties who would be overlooked in studies that do not include all pupils. The Swedish version of the PIQ for Students has been validated.

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Swersky, Liz. "Developing Skills for Successful Learning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.

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周黃麗梅. "The play therapy process and self-efficacy effects of a low achievement pupil". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/21841191717517334701.

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碩士
國立新竹教育大學
人資處輔導教學碩士班
94
The purpose of this study was to explore the change process of the child-centered play therapy for enhancing the self-efficacy of a fourth grade underachiever. The session was twice per week, 35 minutes per therapy for twelve sessions. The entire process was audio and videotaped which were later transcribed so as to examine the change process of the verbal behaviors, nonverbal behaviors, the types of play, and the self-efficacy. The major results of this study are as follows: 1.During the child-centered play therapy, the underachiever can actively express his feeling and emotion. The verbal behaviors become more relaxed and diverse gradually. 2.The nonverbal behaviors become relaxed and natural. The underachiever seems to enjoy the play gradually. 3.There were three stages of the type of the play. First, the underachiever enjoys playing real life games. Then, preferring the aggressive games. Finally, tending the creative games. 4.In terms of the change of self-efficacy, the underachiever becomes more confident, easier to make decisions, aspires to accomplish assignment, insists to solve problem, and accept challenge. However, the underachiever will attribute his failure to someone else occasionally. 5.Both of the teacher and the parent thought that the underachiever has more positive self-appraisal, has improved the interpersonal relationship and has academic progress. This research discussed the findings and made some suggestions for further research and counseling practice.

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HSIU-JUNG, CHEN, e 陳秀蓉. "Identification and Self-esteem Experiences in Watching Sports Cartoon for the pupil Grade 5th and 6th". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/48179075859212437589.

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碩士
亞洲大學
休閒與遊憩管理學系碩士在職專班
98
Abstract The main purpose of this research is to explore the effects of sports spectating on self-esteem through the identification of players for the 5th and 6th grade students, and to understand whether the self-esteem development of the children would influence the effects. The research is conducted by mixed methods with an experimental design, qualitative interviews, focus groups, observation and survey. From an elementary school, 30 participants were recruited. They were interviewed and surveyed to understand their self-esteem develompent and experiences in watching sports cartoon. Then, the participants were divided into 5 groups to watch the sports cartoon “Young Boys Baseball Story.” The participants answered the Rosenberg Self-Esteem（RES）scale（1965）before and after watching sports cartoon. The two scores were compared. After watching the film, the participants were also interviewed about their experiences in wtaching the film. The results showed that students had the self-esteem experiences in watching sports cartoon.The students had identified with players in watching sports cartoon. The level of identification was positively related to the self-esteem experience. The higher the identification, the stronger the self-esteem experience. The self-esteem development might influence the identification and self-esteem experiences and their relationship. The sports cartoon could be good teaching materials in schoool to promote self-esteem.

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Lo, Chen-Wen, e 羅貞雯. "Effect Research of Children Picture Books for improving Self-Concept ofFifth Grade Pupil of Primary School". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/98433411743444097445.

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碩士
樹德科技大學
兒童與家庭服務系
100
This study aims to fifth-grade students to study in Kaohsiung City, Explore the use of children’s picture books effectiveness of self-concept research. The goals of this study are as follows: a) understanding the relationship of children for picture book teaching of self-physiological effects；b) understanding the relationship of children for picture book teaching of self- physiological impact； c) understanding the relationship of children for picture book teaching of self and peer influence；and d) understanding the relationship of children for picture book teaching of self and family. This study adopts literature review and data analysis to construct the theory and a research framework and picture books teaching methods which are the basis of its research tools. Since February 10,2011 onwards, to July 31,2011 only, the actual usable questionnaires 64. Surveying tools as the ”fifth-grade students self-concept scale” is the Questionnaire in addition to those basic information Tianda, divided into for parts“self-physiological” and “self-psychology” and self and peer relations”；self and family relations”, The effective sample data to be analyzed paired samples T-test. The findings are as follows: 1. A picture book teaching for fifth-grade students “self-physical” and “self-psychology” obvious progress. 2. Teaching with picture books for fifth-grade students “self-physical” relationship with remarkable results. 3. Teaching with picture books for fifth-grade students ”self-psychological” relationship, did not receive instruction in teaching before and after picture books, begin up to a significant level. 4. Teaching with picture books for fifth-grade students “self-concept and peer relations”, in teaching before they interact with their methods. 5. Teaching with picture books for fifth-grade students ”self-concept and family relationships”, in teaching preexisting relationship with their family relationships.

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Hsiung, Chiu Fu, e 邱富雄. "A Study of the Relation between Pupil of Primary School Learning Style, Self-Concept,Action Control Strategy and Mathematics Study Achievement". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/01237374430850091906.

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碩士
國立新竹教育大學
人資處輔導教學碩士班
99
This research aims at probing into the relation of the pupil of primary school ‘learning style’,‘self-concept’, ‘action control strategy’ and ‘mathematics study achievement’. This research include students who studied at Taoyuan Country School in 2010 , and amounts to students of grade five of 11 school‘s, it is urban area 6 schools, suburb area 2 schools,and remote area 3 schools , it is 755 pupils altogether. The researcher offered ‘learning style questionnaire’, ‘self-concept’, ‘action control strategy’ and ‘mathematics study achievement’s test’, etc. In order to describe statistical analysis, ANOVA analysis, Bivariate Correlations and Regression analysis. This result of study was found as follows: 1.Different reflector type in ‘learning style’ have difference ; but ‘self-concept’ and ‘action control strategy’ has no difference , for person who think pupil of sex. 2.Reflector type in ‘learning style’ is mostly persons who think, secondly it is activist type; In addition , lean to the theorist type and pragmatist type.There are less using types, and by leaning to pragmatist type fewest. 3.The pupil of primary school of the different ‘learning style’ does not have difference on the ‘self-concept’ ; In ‘action control strategy’ and ‘mathematics study achievement’ have difference. 4.The pupil of primary school in various different degree of the ‘self-concept’ and ‘action control strategy’ on the ‘mathematics study achievement’ have difference. 5.The ‘mathematics study achievement’, with ‘learning style’ is reflector type , theorist type and pragmatist type , with ‘self-concept’ is study type and social type , with ‘action control strategy’ have positive relevant, in addition , the ‘mathematics study achievement’ , with ‘learning style’ is activist type , with ‘self-concept’ is negative oneself type have negative relevant. 6.The pupil of primary school ‘learning style’ and ‘action control strategy’ have strength of predicted to the ‘mathematics study achievement’.

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Yeh, Po-yu, e 葉柏佑. "Investigate the Relationship Among the Primary School pupil''s mathematics success or failure attribution, mathematics attitude, mathematics self-efficacy, and mathematics achievement". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/80443394752313145944.

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碩士
國立臺南大學
應用數學研究所碩士班
99
The purpose of this study is to investigate the relationship among the primary school pupil''s mathematics success or failure attribution, mathematics attitude, mathematics self-efficacy, and mathematics achievement. This study adoptes questionnaire investigations. The research samples are chosen by utilizing and combining cluster sampling and stratified random sampling from sixth graders in Tainan City. The research materials are analyzed by using Independent t-test, one-way ANOVA, posterior comparison Scheff’s method, and multiple regression analysis etc. The results of this study are as follows: 1. There is significant difference for primary school pupils of genders and districts in mathematics failure attribution. 2. There is no significant difference for primary school pupils of genders and districts in mathematics success attribution. 3. There is significant difference for primary school pupils of genders and districts in mathematics attitude. 4. There is significant difference for primary school pupils of districts in mathematics self-efficacy. There were no significant difference for primary school pupils of genders in mathematics self-efficacy. 5. There is a positive relationship between success-luck and mathematics achievement. 6. There is a negative relationship between mathematics self-confidence and mathematics achievement.

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蔡翠玲. "The Study of New-Immigrant and Local Children Upon Self-Concept and Life-Adjustment For Grade 5-6th Pupil of Elementary School in Taichung City". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/62390095980038197179.

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碩士
國立新竹教育大學
人資處輔導教學碩士班
95
Abstract The main purposes of this study are to explore the self-concept and the life-adjustment of the new-immigrant children and to compare those with the local students of grade 5-6 pupil of elementary schools in Taichung City, and to figure out the relations between the self-concept and life-adjustment of New-Immigrant children, then to give teachers and related educational administrators some suggestions. The subjects were 109 children chosen by random cluster sampling from the new-immigrant members 349 0f grade 5-6th elementary school in Taichung City. Also chose 109 local students based on the same Social Economic Status as a comparative group. The subjects were evaluated by〝Questionnaire of the background information for the elementary school students in Taichung City〞,〝Self-Concept Scale of the Elementary School Children〞by Yu-Yi Wu & Ya-Ling Hou (2000) and〝Life-Adjustment Scale of the Elementary School Children〞by Xin-Hua Wu (1996). All data had been dealt and analyzed by SPSS for Windows 10.0, descriptive statistics, three-way ANOVA and canonical correlation analysis. Summary of the results of this study were as follows: 1. There were only significant differences in family self-concept and school self-concept between new-immigrant and local students. However, there were no significant differences in appearance self-concept, body self-concept, emotion self-concept and global self-concept. That is, the first assumption of this study was partially substantiated on self-concept attributed sex and social economic status factors between new-immigrant and local students. 2. There were only significant differences in social skills, social adjustment, adjustment in study and play game, sense of inadaptability, physical inferiority, neurosis and global life- adjustment between new-immigrant and local students. However, there were no significant differences in affiliation, goals for living, behavioral immaturity and emotional unstability. That is, the second assumption of this study was partially substantiated on life-adjustment attributed sex and social economic status factors between new-immigrant and local students. 3. The self-concept and the life- adjustment of the new-immigrant children are significantly related. That is, the third assumption of this study was mostly substantiated. Finally, according to these research results, some guidance policies were provided upon social education, educational administration, school education and family education for new-immigrant children. Besides, there were some suggestions for future researches.

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Homoky, Vendula. "Hodnotící kompetence učitele na 1. stupni základní školy se zaměřením na sebehodnocení žáků". Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-375577.

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The dissertation refers to the issue of school evaluation. It focuses on the competence of a primary school teacher to develop self-assessment of pupils. The theoretical part is devoted to the personality of the teacher, his profession including the qualities of the teacher and the professional standard. Furthermore, the teacher's professional competences, the concept of teaching and the ability of reflection and self-reflection in the teacher's profession. Then, in this part, autor is dedicated to the personality of the pupil in the learning process, the climate in the classroom and the interaction between the pupil and the teacher. In conclusion, the author focuses on the evaluation in the learning process, the objectives of the evaluation and its types. Particular attention is paid to formative assessment, especially self-evaluation of pupils, methods and methods of implementation. The research part presents the results of the research, for which the qualitative design of the case study was used. The subject of the survey was the evaluation competence of the teacher and activities aimed at self-assessment of pupils. The main objective of the research was to find out how primary school teachers develop the self-assessment of pupils in the learning process. In addition, the author has set several...

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Dudová, Zdeňka. "Sebehodnocení na 1.stupni ZŠ se zaměřením na integrované žáky". Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-338667.

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This thesis is divided into two main parts. The theoretical part defines the concept of self-assessment and focuses on the significance and forms of self-assessment, as well as the factors arising during implementation of self-assessment in education. This part also contains findings from specialized publications analysing the relationship between assessment and self-assessment directed towards individualisation (personalisation). The practical part of this thesis takes the form of pro-active research, the aim of which is to observe implementation of self- assessment by a specific pupil with a specific learning disability. It describes how to teach an integrated pupil to self-assess, confirms that the pupil is able to self-assess his work and describes the steps involved in the implementation. Key words evaluation, self-assessment, pupil with special needs, integrated pupil, descriptive language, evaluation criteria, quality indicator, forms of self-assessment, action research

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JIŘIČKOVÁ, Renata. "Zkušenost žáků 2. stupně ZŠ se specifickými poruchami učení". Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173431.

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The topic of the diploma theses are specific learning difficulties. It specialises in experience with specific learning difficulties of pupils of upper primary schools. The diploma theses is divided into two parts, four chapters. The first chapter is focused on specific learning difficulties. The second part deals with occurence of specific learning difficulties. The third chapter deals with self image of pupils with learning difficulties. The practical part concentrates on a research. It finds out how pupils of upper primary schools understand their difficulties in learning. It finds out how much they reflect them, if the difficulties affect their self confidence, their integration into the group. The core of the theses is the work with the individual interviews, their analyses, interpretation.

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Kulková, Markéta. "Učitel a jeho možnosti při tvorbě sebepojetí žáka". Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306503.

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This thesis entitled "Teachers and their possibilities of building pupils' self- realization" is both, theoretical and empirical. Its objective is to map the problems of pupils' self-realization in school environment. It pays close attention to the self-realization of pupils and the possibilities of its shaping by people participating on the educational process. The thesis attempts to define the likely causes of pupils' failure to succeed and do well at school. It also provides possible solutions which might help shape pupils' personality and build their self-realization. The solutions might be of great use to teachers in their classes. The objective of the empirical part in the first place is to analyze the connection between pupils' self- realization, teachers' assessment of pupils' self-realization and pupils' attainment. Key words: selfhood, personality, self-realization, teacher, pupil, school success and failure, self-esteem, self-assessment, pedagogical and psychological diagnostics, pupils' (school) self- realization level, attainment

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Lin, Yen-Chen, e 林艷真. "The Effect of Learning Motivations, Self-Efficacy, Learning Attitudes on the Learning Achievement for Middle-High Graders Participating in Environmental Experience Education Programs - The Xuan-Feng Group’s Pupil Participants of the Society of Wilderness as Example". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/b32s88.

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碩士
大葉大學
休閒事業管理學系碩士在職專班
103
The purpose of this study was to explore the effects of learning motivations, self-efficacy, and learning attitudes in the learning achievement of middle-high graders participating in environmental experience education programs. The Xuan-Feng Group’s pupil participants of the Society of Wilderness became the major population for further survey. The 720 participants, who are pupils between Grade 3 and Grade 6 of the 20 Xuan-Feng Groups of the Society of Wilderness, answered general surveys with well-defined and structural questionnaires and their response provided substantial data. A total of 625 participants received the survey questions, 495 copies were returned, and 273 copies were valid for further statistical analysis within SPSS18.0. The following concludes the main findings. 1.Survey said learning motivations among the participants were impartial. 2.The effects of gender difference were found to be significantly different in self-efficacy among the 3 dimensions of “time control”, “skill acquisition”, and “teamwork”. Girls had higher self-efficacy performance than boys. 3.Inexperienced participants with “Little Ant Club” expressed significant difference in self-efficacy of “time control”. 4.Gender distinction significantly differed in learning attitudes associated to the 2 dimensions of “proactive participation” and “Cooperative learning”. Girls also had higher learning attitudes than boys. 5.Learning motivations, self-efficacy, and learning attitudes towards learning achievement show essential effects on children’s mental development and education. As a vital reference, the conclusion is deliberately provided with concrete suggestions to the parents, concerned institutes, and the government.

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Brunátová, Pavla. "Hodnocení žáků na 1.stupni základní školy". Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379449.

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The presented thesis focuses on the problem of evaluation of pupils at primary school using teacher's action research. The target of the thesis is to determine the influence of analytical feed-back on the self-evaluation of pupils in the 1st to 4th grade. First part of the thesis contains the theory of problem of evaluation, feed-back and self-evaluation, as well as findings from evolutionary psychology. The second part summarizes results obtained from the action research that were aimed on capturing of the evolution of self-evaluation during the individual grades. Conclusions include confirmation that systematic performance of a proper analytical feed-back by the teacher leads to the development and improvement of the self- evaluation skill. Influence of the feedback on self-evaluation is also evaluated. Thesis confirms importance of partnership approach in education.

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Hornová, Jana. "Žák mladšího školního věku a jeho sociální pozice ve třídě". Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-315825.

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This thesis has theoretical and research character. The theoretical part deals with general theoretical foundations and bases of relating to pupil primary school and his/her social position in the class. The practical focus of the project, which aims to improve relations in the team and help pupils who are not satisfied with their social status in class, get a better position.

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Mathunyane, L. H. "Pupil identity formation with special reference to the black adolescent". Diss., 1992. http://hdl.handle.net/10500/18168.

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The research was undertaken to determine the way in which the Black adolescent forms a pupil identity. Special attention was focussed on the various relationships formed by th~ Black adolescent within and outside the school environment. Literature indicates that pupil-identity is one of a variety of identities formed. Once a positive pupil-identity is established, the adolescent is in a position to actualise himself adequately. The empirical research was undertaken by administering a questionnaire to 555 Black secondary school pupils. The questionnaire comprised four categories namely, the adolescent's relationship with the self, parents, peer-group and the school. It was found that each of the four categories showed a significant positive correlation with pupil-identity formation. As this research project could not cover all aspects of the Black adolescent, recommendations for future research have been made.
Psychology of Education
M.Ed. (Psychology of Education)

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Štěpánová, Aneta. "Formativní hodnocení na 1. stupni ZŠ". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354605.

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The master thesis follows up on the topic of an increasingly used method called formative assessment. The goal is to analyze formative assessment as a complex method. It includes its development, psychological context of assessment, essential methods and techniques of this kind of assessment and a part about competences mainly of a teacher beginner to be a professional evaluator, whose methods reflect his personality and individual principles based on the best intentions. The first chapter of the practical part introduces qualitative research which took a place in Czech Republic and foreign countries. Results from Czech Republic refer to the fact, that Czech teachers use techniques of formative assessment, but not yet as a complex system. The results from foreign countries connect teachers' working conditions for using formative assessment based on the adjustment of schooling curriculums in the countries they teach in. The second chapter of the practical part is a methodological collection of formative assessment techniques. KEYWORDS Assessment, personal approach to a pupil, classroom climate, evaluation norms, self- assessment, peer-assessment, criteria, learning objectives, motivation, core competencies.

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Jarchovská, Lenka. "Podíl výtvarné keramické tvorby hendikepovaných na jejich seberealizaci". Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-390085.

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This thesis aims at the problematics of personal growth of students with special needs in the field of art education. For example in ceramics they move from mechanical imitation of certain craftmanship to their own artistic self-realization. The goal of this thesis is to explore, dokument and describe in what ways can succes of a student be influenced. The claim will be verified, that though specifically chosen artistic tasks, that do not také place only in ceramics workshop, not only work related but also intelectuall skills that are connected with interiorization of the procedures can be developer. The subject of this research are the exspressions of verbal communicetion between students. The course of these interactions, their connection to the special needs of the students, and to the formationof their roles in the group, and what influence it has on these roles. This research is designed as a qualitative multiple case study according to theory of Strauss and Corbin. The main means of this research are transcription and analysis of data aquired from video recordings throughthe ATLAS.ti program and their interpretation. The output of this research could srve as a starting poind for creatings a more sffective methodology for teaching ceramics to students with special needs. The new educational...

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DUŠKOVÁ, Barbora. "Partnerství mezi učitelem a žáky na ZŠ". Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-55623.

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Abstract (sommario):

DUŠKOVÁ, Barbora. The relationship between the teacher and the pupils at the elementary school. České Budějovice: University of South Bohemia, Pedagogical Faculty, Department of Pedagogy and Psychology, 2011, 85 pp., Supervisor of the diploma thesis PhDr. Marta Franclová. This diloma thesis is focused on the topic of the relationship between the teacher and the pupils at the elementary school.The theoretical part describes changes in the czech school system after 1989 and concerns developement of the new educational aims. It also deals with the personality of a teacher and his temperament, choice of teacher´s profession and requirements for this job. The theoretical part also contains the question of mutual relationship between the teacher and the pupils. In the practical part the author focuses on the results of the research of teacher´s interactive style which was accomplished by the method of the questionnaire.

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Ulvrová, Renata. "Osobnostní a sociální výchova a její vliv na klima třídy". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-342080.

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Abstract (sommario):

This work is focused on the topic of school class climate and its enhancement by the methods of personality and social education in a concrete class where the author is working as a teacher. The theoretical part is dedicated to the class climate and its characteristics. It describes what influences, by which methods it can be investigated and what can it be influenced by. In the practical part the author uses the methods of the teacher's active research to investigate the climate in her own class and also self-reflexively examines herself from the view of the beginning teacher. During the time period of one school year continually monitors the climate in her class and states the most effective ways towards improvement. The results of the research show that the methods of personality and social education have an influence to the class climate if they are used in a natural and casual manner. KEY WORDS: Class climate, teacher's active research, beginning teacher, social skills, self - reflection, begin together, personality and social education, cooperation, relations, pre - puberty, problematic pupil, method.

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Zangqa, Sharleen Nomonde. "Factors which influence the academic achievement of senior secondary pupils in the rural Eastern Cape". Diss., 1999. http://hdl.handle.net/10500/17871.

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Abstract (sommario):

This research was conducted to confirm and identify possible and intrinsic factors which may influence the academic achievement of senior secondary pupils in the rural Eastem Cape. The literature study indicates that factors such as parental involvement, motivation, the role of teachers and peers as well as learners' attribution of meaning, involvement, and experience have a direct influence on academic achievement. To confmn the influence of the above factors, the researcher conducted a structured interview with ten respondents, consisting of four pupils, their parents and two teachers. Questions to parents investigated their relationship with theii·children in terms of discipline, motivation as well as involvement in their education. Questions to pupils investigated their relationship with their parents, teachers, peers and self. Learners' level of self-actualization in terms of attribution of meaning, involvement, experience and self-concept was also examined. The research revealed that most of the parents are not adequately involved in their children s education, and the fmdings confirmed this as an extrinsic factor that influenced the learners achievement. The findings also indicated that teachers have somewhat lost sight of their role in promoting learners' potential, contributing to the high failure rate in the Eastern Cape rural schools. The fmdings further confirmed that the learners level of self actualization, in terms of attribution of meaning, involvement and experience influences academic achievement. Based on the findings, recommendations were made to improve the situation of education in the rural Eastern Cape.
Psychology of Education
M. Ed. (Psychology of Education)

Tesi sul tema "Self-Pupil"

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