The topic of the diploma work is the influence of the late parenthood on the style of upbringing. Late parenthood offers experience of the mature parent oriented in time who is aware of the responsibility towards oneself and towards thle child. Mental maturity and life experience determine attitude of the parent to upbringing. In my work I concentrate on healthy families which make the most suitable environment for the upbringing of the children. The natural environment of the healthy, functional family greatly influences the complexity of the impact in educational interaction between parents and the child.

This Diploma Thesis deals with the style of education in contemporary Czech family. The aims of this thesis are to ascertain how educational style diverge in generations, which stimuli affect it and determine the changes in relationship between parent and child. In the theoretical part of the paper the terms family, generation and educational style are defined. The practical part reveals the fact that education style of contemporary parents is more liberal than the one of previous generation. Thus, the shift from parent-child to partner relationship can be observed. This relationship supports the parent's positive attitude towards their child and frankness in mutual discussions. A result of previous statement is also the change of teacher-pupil realtionship where the similar stimuli can be observed. The conclusion passage confirms the veracity of aim of this thesis and hypotheses from the practical parts. KEYWORDS: family, education, intergenerational change, educational style

Socialinė – kognityvinė teorija akcentuoja nuolatinę individo ir jo aplinkos tarpusavio sąveiką: žmonės yra veikiami aplinkos, bet kartu ir patys renkasi veikimo būdus. Jie tuo pat metu reaguoja į situaciją ir kuria ją iš naujo, jie veikia savo aplinkoje esančių individų elgesį ir tuo pačiu formuojasi patys. Darbo objektas: ryšys tarp tėvų auklėjimo stiliaus šeimoje ir paauglių vertybių sistemos bei socialinės kompetencijos. Tyrimo problema: diktatoriška tėvų auklėjimo pozicija šeimoje ir įvairūs draudimai glaudžiai siejasi su paauglystės amžiaus tarpsnio vaikų nekontroliuojamu elgesiu bei netinkama socialine adaptacija visuomenėje. Pataikavimas ir manipuliavimas sukuria tokį šeimos klimatą, kuris trukdo paaugliui sėkmingai socialiai bręsti – paauglio iniciatyva ir savarankiškumas arba iš viso nesivysto, arba vystosi socialiai netinkama kryptimi. Tyrimo tikslas: ištirti tėvų auklėjimo stiliaus ryšį su sportuojančių ir nesportuojančių paauglių vertybių sistemos ir socialinės kompetencijos raiška. Probleminio klausimo ir iš jo išplaukiančios hipotezės formulavimas leido apibrėžti Tyrimo uždavinius: 1. Paauglių tėvų dominuojančių auklėjimo stilių (autokratinis, autoritetinis, liberalus) įvairovės atskleidimas. 2. Sportuojančių ir nesportuojančių 12 – 18 metų paauglių vertybių sistemos reikšmingumo atskleidimas ir palyginimas. 3. Sportuojančių ir nesportuojančių 12 – 18 metų paauglių socialinę kompetenciją formuojančių gebėjimų įvertinimas. 4. Įvertinti paauglių... [toliau žr. visą tekstą] / Social – cognitive theory emphasizes a constant interaction of individual and his or her surroundings: people are influenced of surroundings, but also they can choose means of action themselves. They react into a situation and create it from the beginning. They influence behaviour of other individuals in their own surroundings and at the same time they develop their own behaviour. Object of research Styles of parents upbringing, value system, social competency. Problem Dictatorial or heavy – handed position of upbringing in the family and various prohibitions are connected with adolescentic age of children, who have misbehaviour and incorrect social adaptation. Indulgence and manipulation creates a climate which results to mature not successfully. Teenagers’ initiative and their independency of two ways: it develops in a wrong social way or it doesn’t develop at all. Purpose of research To investigate a relationship of parents upbringing and its style with going in for sports and not going in for sports teenagers, investigating their value system and expression of a social competence. Goals of investigation 1. Teenagers’ parents style of upbringing and its discovery of variety. 2. Going in for sports and not going in for sports 12 – 18 age teenagers a hierarchy of a valuable system, revealing and comparison. 3. Evaluate teenagers of the age 12 – 18 going in for sports and not going in for sports, their level of social competency. 4. To... [to full text]

The diploma thesis is concerned on the issues of introduction of the additional ethical education program to the primary schools. The diploma thesis is focused on the second period (4. 5. grade) of the primary school, which defines RVP ZV. Theoretical part of the diploma thesis explains the initial concept of the ethical education, mainly work of R. R. Olivar, who is followed by L. Lencz. Then, it is concerned on the possibilities of introduction of the ethical education to the School Educational Program and analysis of expected output created by the ethical education in the second period of the primary school. The crux of the diploma thesis is the practical part, where is compiled a part of the output, which are expected in the education program Ethical education for second period. The purpose of the diploma thesis was to show the teachers, who are starting to teach the ethical education, how to fulfil the lessons.

This diploma thesis is focused on the use of didactic guiding styles in the teaching of sports games on secondary schools in the district of Břeclav. The research was made on randomly selected secondary schools by means of a questionnaire and an observation. The questionnaire was given to the teachers of physical education personally after finishing the observations of the lessons of physical education. The results gained by the methods of the questionnaire and the observation are processed into graphs and charts which are supplemented with brief comments. The gained results are given a more detailed commentary in the discussion section.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Cette thèse s’inscrit dans une démarche de « recherche-action » dans la mesure où la recherche a permis d’aboutir à la mise en place d’une action d’intervention auprès de collégiens démobilisés scolairement, de leurs parents et des enseignants, nommée « Temps de Réflexion sur l’Exclusion Scolaire », en partenariat avec plusieurs établissements médico-sociaux et collèges. Dans le cadre d’une perspective interactionniste (Wallon, 1959), nous nous interrogeons sur le rôle des parents dans la construction identitaire de l'adolescent considéré comme acteur de son propre développement, et dans les significations et les attitudes que celui-ci va attribuer en regard du monde scolaire. Nous avons ainsi retenu le concept d’engagement parental en référence à l’approche dimensionnelle de Deslandes et al. (2000), nous permettant ainsi de décrire les styles éducatifs parentaux et des modes de participation parentale au suivi scolaire (Cloutier, Fortin et al., 2005). Par ailleurs, les travaux de Charlot, Bautier et Rochex (1992) sur le rapport au savoir, nous ont permis d'appréhender le concept de mobilisation scolaire. Considérant l’estime de soi comme une dimension socio-affective de l’identité personnelle (Oubrayrie et al., 1994), nous l’opérationnalisons dans notre recherche comme une dimension médiatrice et explicative de l’influence de la représentation de l’engagement éducatif parental sur la mobilisation scolaire de l’adolescent. Nous faisons l’hypothèse selon laquelle la représentation de l’engagement éducatif parental par les adolescent(e)s scolarisé(e)s au collège, oriente leur estime de soi laquelle joue un rôle sur leur mobilisation scolaire. Une première étude exploratoire a été effectuée à partir d’entretiens semi-directifs en vue de construire une échelle de mobilisation scolaire donnant lieu à des analyses qualitatives (ALCESTE et N'VIVO). Une étude extensive nous a permis ensuite d’opérationnaliser les dimensions de l’étude : l’engagement éducatif parental, l’estime de soi et la mobilisation scolaire, auprès d’un échantillon de 405 adolescent(e)s, âgé(e)s de 11 à 15 ans, inscrits dans des collèges en filière générale. Une seconde étape a permis de valider toutes les échelles auprès de notre échantillon (mobilisation scolaire, estime de soi et engagement parental), en ayant recours aux analyses factorielles exploratoires, puis confirmatoires avec le modèle d’équations structurelles (LISREL). Des analyses de régression linéaire et des analyses de variance ont finalement permis de tester le sens de nos hypothèses. Les résultats confortent notre hypothèse selon laquelle l’estime de soi présente des effets médiateurs sur la relation entre l’engagement parental et la mobilisation scolaire. Ainsi, l’estime de soi socio-émotionnelle, suivi du soi scolaire médiatisent plus particulièrement la relation entre l’engagement éducatif parental (notamment la communication père-enseignants) et la mobilisation scolaire. Des vignettes cliniques permettent d’illustrer nos résultats, avec deux présentations de cas d’adolescents suivis en psychothérapie dont les problématiques identitaires, familiales et scolaires s’entrecroisent. / This thesis is a process of "action-research" in the sense that this research resulted in the establishment of an action for assistance to demobilized “college” secondary schools pupils, their parents and their teachers, called "Time for Thinking about School Exclusion, in partnership with several medical and social structures and “colleges”. Belonging to an interactionist perspective (Wallon, 1959), we question the part played by parents on the adolescent identity construction considered as an actor of his own development and on the meanings and behaviors he will assign to his school world. We have adopted the concept of parental involvement in reference to Deslandes et al. (2000) dimensional approach, allowing us to describe the parental educational styles and the different types of parental involvement in the schooling (Cloutier, Fortin et al, 2005). Moreover, Charlot, Bautier and Rochex (1992) studies on the relationship to knowledge have enabled us to define the concept of school mobilization. Considering self-esteem as a socio-emotional personal identity dimension (Oubrayrie et al., 1994), we operationalize it in our research as a dimension of explanatory and mediating influence of the representation of the educational parental involvement on the school mobilization of adolescents. We hypothesize that the representation of educational parental involvement by adolescents in “colleges” secondary schools, directs their self-esteem which plays a part on their school mobilization. A first exploratory study was carried out using semi-structured interviews to construct a scale of school mobilization leading to qualitative analysis (ALCESTE and N'VIVO). An extensive study has allowed us then to operationalize the dimensions of the study: parental involvement, self-esteem and school mobilization among a sample of 405 adolescents from 11 to 15 years old enrolled in “colleges” in general education. A second step validated all the scales from our sample (school mobilization, self-esteem and parental involvement), using exploratory factor analysis and the confirmatory structural equation model (LISREL). Linear regression analysis and ANOVA finally enabled us to test the direction of our hypotheses. The results support our hypothesis that self-esteem has mediating effects on the relationship between parental involvement and school mobilization. Thus, socio-emotional and school self-esteem specifically mediate the relationship between parental educational involvement (including communication father-teacher) and school mobilization. Clinical vignettes illustrate our results with two case reports of adolescents treated in psychotherapy whose issues of identity, family and school are mixed.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

In this work we have been researching how Ethic Education influences the pupils behaviour and the social climate in the classroom. For this research we have used a mixed quantitative and a qualitative methodology. In the quantitative part we have realized our research through the natural experiment with one observed independent variable which applicated the programme of Ethic Education for basic school pupils and secondary school students. We have observed these dependant variables of pupils behaviour: the amount of the prosocial behavior, the amount of anxiety and the amount of the behavioural problems. In a group we have observed: the quality of the social climate and the amount of the trust. In the qualitative part we have tried to examine how pupils and teachers perceive Ethic Education and what principles they use for it. We have used these methods of collecting information: a nomination technigue, a questionary About Your Fellowstudents, a questionary About Your Emotions, a questionary CES, a questionary SDQ. In the qualitative part we have used a questionary with this open question. We think that we can make a conclusion about this research that in the quantitative part the hypothese proved that Ethic Education reduces the amount of the anxiety and the other emocional aspects within the pupils...

6 Title: The relationship between teachers' educational styles and the perceived academic efficacy of primary school students Author: PhDr. Mgr. Tomáš Komárek Department: Department of Psychology Supervisor: PhDr. Simona Horáková Hoskovcová, Ph.D. Abstract: The presented doctoral thesis examines the issue of perceived academic efficacy in relation to teachers' educational styles in the transitional period between the first and second half of primary school (equivalent to transition from primary school to secondary school). The main research aim was to test the hypothesis that teachers' educational styles influence the perceived academic efficacy of students using quantitative statistical methods. The second aim was to compare regular schools with schools using the teaching programme 'Step by Step' in both main variables and to determine the extent to which these schools differ. The research sample was comprised of fifth-grade students from both types of schools (N = 896). The data was obtained using three questionnaires: the questionnaire 'Interaction of the teacher and students' examines the teacher's educational style; questionnaires 'Myself as a learner scale' and 'Children self-efficacy scale' focus on measuring the students' perceived academic efficacy. The results confirmed a statistically significant...