DC pole | Wartość | Język |
dc.contributor.author | Grabowski, Damian | - |
dc.date.accessioned | 2018-04-19T08:53:43Z | - |
dc.date.available | 2018-04-19T08:53:43Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | B. Kożusznik, J. Polak (red.), “Uczyć z pasją : wskazówki dla nauczycieli akademickich” (s. 265-296). Katowice : Wydawnictwo Uniwersytetu Śląskiego | pl_PL |
dc.identifier.isbn | 9788380121362 | - |
dc.identifier.isbn | 9788322622940 | - |
dc.identifier.uri | http://hdl.handle.net/20.500.12128/2899 | - |
dc.description.abstract | The article addresses the claim that efficient motivating means that lecturers adjust
their actions to student’s motivation. A key to student motivation, or in other words,
controlling their behavior, lies in proper diagnosis of a type of motivation or regulation
that prevails in the process of learning and studying. The author introduces the notion of
self-determination continuum formulated by Richard Ryan and Edward Deci, by means
of which we are able to diagnose whether students are motivated to study. It consists
of six motivational constructs observed in students, namely, amotivation, external regulation,
introjection, identification, integration and intrinsic motivation (immanent one).
Immanent motivation refers to those who study because it is inherently interesting and patterns of teachers’ behavior, in other words, ways and styles of teaching. These styles
comprise the so called teacher’s roles. Those patterns of behavior can be brought to role
patterns by means of which lecturers are able to adjust themselves to a type of their
students’ motivation. The author presents the following styles: lessaiz-faire (or indifference)
that matches intrinsic motivation; a reliable counselor that matches integration;
a consultant whose behavior goes well with identification; an informant whose role
refers to introjection; and an expert who takes account of student’s motivation based on
external regulation. Amotivation is the most undesirable condition, for it requires that
a student is offered help, which paves the way for his/her reflection on the sense of
studying a certain subject. | pl_PL |
dc.language.iso | pl | pl_PL |
dc.publisher | Wydawnictwo Uniwersytetu Śląskiego | pl_PL |
dc.rights | Uznanie autorstwa-Użycie niekomercyjne-Bez utworów zależnych 3.0 Polska | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/pl/ | * |
dc.subject | motywowanie studentów | pl_PL |
dc.subject | motywacja w procesie uczenia się | pl_PL |
dc.title | Jak motywować studentów? : próba udzielenia odpowiedzi w świetle teorii autodeterminacji Richarda Ryana i Edwarda Deci’ego | pl_PL |
dc.type | info:eu-repo/semantics/bookPart | pl_PL |
Pojawia się w kolekcji: | Książki/rozdziały (WNS)
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