Объектом исследования явились психологические особенности подростков. Предметом исследования послужили психологические особенности подростков, занимающихся в школе искусств, в контексте занятий творческой деятельностью. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (73 источников) и приложения, включающего в себя описание применявшихся методик. Объем магистерской диссертации 81 страница, на которых размещены 4 рисунка и 13 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются гипотезы, указываются методы и методологическая база, а также практическая значимость работы. Первая глава включает в себя обзор отечественной литературы по теме психологических особенностей подростков. Представлены разделы, посвященные исследованию психологических черт личности творческих детей, проблематике мотивации к обучению в детской школе искусств в контексте подросткового возраста, вопросам построения психологического сопровождения воспитанников в детских школах искусств. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: опроснику «Определение творческих способностей» Г. Дэвиса, опроснику «Определение типов мышления и уровня креативности (творческих способностей)» Дж. Брунера, опроснику «Личностная креативность» Е. Е. Туник, тесту «Мотивация учебной деятельности: уровни и типы» И. С. Домбровской. Также в главе представлен сравнительный анализ результатов исследования в зависимости от вида творческой деятельности. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study was the psychological characteristics of adolescents. The subject of the study was the psychological characteristics of adolescents engaged in art school, in the context of creative activities. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (73 sources) and an appendix, which includes a description of the methods used. The volume of the master's thesis is 81 pages, which contain 4 figures and 13 tables. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the research, defines the object and subject of the research, formulates hypotheses, specifies methods and methodological basis, as well as the practical significance of the work. The first chapter includes a review of Russian literature on the topic of psychological characteristics of adolescents. The sections devoted to the study of the psychological personality traits of creative children, the problems of motivation to study in a children's art school in the context of adolescence, the issues of building psychological support for students in children's art schools are presented. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods studies and results obtained by all used methods: questionnaire "Definition of creativity" the City of Davis questionnaire "to determine the types of thinking and level of creativity (creative abilities)" George. For Bruner, the questionnaire of "Personal creativity" E. E. Tunick, test "Motivation of educational activity: levels and types of" I. С. Dombrovskaya. The chapter also presents a comparative analysis of the results of the study, depending on the type of creative activity. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized and possible prospects for further development of this problem are described.

[pt] O estudo da motivação do estudante de ensino médio tem ganhado notável relevância em busca do bem-estar desses alunos e de uma aprendizagem mais eficiente, como forma de enfrentamento das altas taxas de evasão escolar nesta última etapa da educação básica brasileira. Diversos atores podem influenciar no florescimento humano dos indivíduos, especialmente a família que, por meio de suas práticas, se torna causa de colaboração ou de transtorno para a motivação do adolescente. Esta pesquisa teve como objetivo geral investigar as relações entre os estilos parentais e a motivação do aluno do ensino médio. Para tal, recorreu-se ao aporte teórico dos Estilos Parentais de Maccoby e Martin e da Teoria da Autodeterminação de Deci e Ryan. O trabalho se dividiu em duas etapas, utilizando métodos mistos. Na primeira etapa, de contorno qualitativo, foram coletadas entrevistas abertas de 41 estudantes de uma escola federal do Rio de Janeiro, cujo objetivo foi realizar um levantamento inicial das percepções dos estudantes acerca das razões que os levam a estudar e ir para escola, de tal modo que este estudo exploratório pudesse subsidiar a construção de uma escala de motivação para alunos do ensino médio. Embora tenha sido verificado que a maioria das categorias encontradas eram intercambiáveis, identificou-se categorias específicas para cada pergunta. Esses dados revelam que, apesar de a maior parte dos motivos ser semelhante, existem particularidades motivacionais que precisam ser avaliadas dentro do seu contexto específico. A segunda etapa, de cunho quantitativo, consistiu na aplicação de três escalas psicométricas em uma amostra de 818 estudantes fluminenses. O primeiro instrumento utilizado, denominado de Escala de Motivação para Estudar no Ensino Médio, foi desenvolvida, ao longo deste trabalho, com base nos resultados da primeira etapa. A análise fatorial exploratória empregada revelou um modelo tridimensional, agrupando a nova estrutura em 31 itens, de modo que o tipo de motivação que obteve a maior média por item foi a controlada, seguida da autônoma e figurando a desmotivação com a menor média. Novos ajustes foram sugeridos para aperfeiçoar a estrutura do modelo, como apontado pela análise fatorial confirmatória. A segunda escala, Medida de Motivação para Aprendizagem no Ensino Técnico Profissional, foi usada também para avaliar a motivação desses alunos, tendo como enfoque aspectos que levam os estudantes para ir à escola. A análise da média por dimensões verificou que a maior pontuação foi da motivação identificada, enquanto, a desmotivação notabilizou-se com a menor média. A terceira escala aplicada foi o Instrumento para Avaliar Responsividade e Exigência Parental Percebidas na Adolescência. Foi observado que as dimensões de exigência e responsividade das mães e dos pais têm o potencial de influenciar na motivação dos filhos, ainda que de forma fraca ou moderada. Em relação aos estilos de parentalidade, a pesquisa constatou que mães e pais autoritativos favorecem uma motivação mais autônoma, em seus filhos; mães autoritárias têm uma propensão maior a ter filhos com motivação controlada; e mães e pais negligentes tendem a ter filhos desmotivados. Da síntese desses resultados, pode-se concluir que práticas parentais com maior nível de responsividade e exigência são mais benéficas para a motivação dos adolescentes, do que práticas que tenham nível alto de exigência, mas baixo em responsividade. As piores práticas podem ser consideradas aquelas que tenham um nível baixo para essas duas dimensões. / [en] The study of high school students motivation has gained remarkable relevance in the pursuit of their well-being and more efficient learning, as a way to address the high truancy rates in this final stage of Brazilian basic education. Several actors can influence the flourishing of individuals, especially the family, which, through its practices, becomes a source of collaboration or disruption to adolescent motivation. This research aimed to investigate the relationships between parenting styles and high school students motivation. To do so, we relied on the theoretical framework of Maccoby and Martin s Parenting Styles and Deci and Ryan s Self-Determination Theory. The work was divided into two stages, using mixed methods. In the first stage, of qualitative assessment, open interviews were performed with 41 students from a federal school in Rio de Janeiro. The objective was to do an initial assessment about students perceptions of the reasons that lead them to study and go to school, in such a way that this exploratory study could contribute to the construction of a motivation scale for high school students. Although it was observed that most of the categories found were interchangeable, specific categories were identified for each question. These data reveal that, despite most motivations being similar, there are motivational particularities that need to be evaluated within their specific context. The second, of quantitative assessment, consisted of applying three psychometric scales to a sample of 818 students from Rio de Janeiro. The first instrument used, called the High School Study Motivation Scale, was developed, throughout this work, based on the results of the first stage. The exploratory factorial analysis employed revealed a threedimensional model, grouping the new structure into 31 items, so that the type of motivation that obtained the highest average per item was controlled, followed by autonomous and demotivation appearing with the lowest average. New adjustments were suggested to refine the structure of the model, as pointed out by the confirmatory factorial analysis. The second scale, Measure of Motivation for Learning in Technical and Vocational Education, was also used to evaluate the motivation of these students, focusing on aspects that motivate students to go to school. The analysis of the avarage by dimensions found that the highest score was identified motivation, while demotivation stood out with the lowest average. The third scale applied was Instrument to Assess Perceived Parental Responsiveness and Demand in Adolescence. It was observed that both maternal and paternal demand and responsiveness dimensions have the potential to influence children s motivation, even though weakly or moderately. Regarding parenting styles, the research found that authoritative mothers and fathers promote more autonomous motivation in their children, authoritarian mothers tend to have children with controlled motivation, and neglectful mothers and fathers usually have demotivated children. From the synthesis of these results, it can be concluded that parenting practices with a higher level of responsiveness and demand are more beneficial for adolescent motivation than practices that have a high level of demand but low responsiveness. The worst practices can be considered those that have a low level for these two dimensions.

The central theme of the research is an investigation into what motivates FET phase learners to learn. All learners are interested in learning certain things however, learners interests often do not correspond with what teachers are required to teach. Teachers are therefore constantly searching for ways to motivate learners to learn. This challenge is not easy for teachers in a culturally homogenous classroom, but becomes even greater when the classes are comprised of learners from diverse cultural backgrounds. So then how does a teacher motivate learners in general, and more specifically learners from different cultural orientations? This is a difficult question to answer but one that needs to be addressed considering the diversity of cultures found in the South African classroom. In this study an attempt is made to examine what motivates learners to learn, and the influence of culture on the motivation to learn of Further Education and Training (FET) phase learners in a multicultural classroom. Data on these two elements is collected through the use of structured questionnaires and focus group interviews and is analysed in order to answer the research question. / Psychology of Education / M. Ed. (Psychology of Education)

Studiens syfte utgår ifrån hur hunden kan vara till stöd för att motivera barns lust till lärande, synliggöra skillnader mellan utbildningar, samt lyfta fram hur utbildning kring HAP ser ut för hundekipage. Studien har en kvalitativ ansats med motivationsteorier som utgångspunkt i bearbetning och analys av resultat. Den valda metoden har utgått från halvstrukturerade intervjuer som har genomförts med tre hundekipageutbildare och tre hundförare i Mellansverige. Baserat på tidigare forskning, motivationsteori och studiens resultat kan vi påvisa att hunden i prestations- och inlärningssituationer påverkar främst motivation och tro på den egna självförmågan. Både resultat och tidigare forskning påvisar dessutom att HAP kan bidra till bättre skolklimat där lärande blir till något lustfyllt. Det i sig påverkar barnets inre och yttre motivation att lära sig nya och svårare saker vilket i förlängningen leder till ökad måluppfyllelse. Vi kan även se utifrån resultatet att HAP bidrar till att barn utvecklar sina färdigheter inom kommunikation, samspel och motorik, när barnet rör sig och leker tillsammans med hunden. Med andra ord påvisas bättre arbetsförmåga och högre prestationsförmåga i närvaron av en hund.  Forskning som vi använt oss av har främst riktat sig mot skolan. Dock är vår rådande uppfattning att detta koncept är användbart också i förskolan. Utifrån resultatet kan vi se att HAP med stor sannolikhet skulle kunna bidra till att barn utvecklar sina färdigheter och förmågor inom kommunikation, samspel och motorik i förskolan. Även om förskolans undervisning inte nödvändigtvis fokuserar på att mäta kunskaper som skolan gör, så finns det utrymme att hävda att hunden kan vara till hjälp också inom ramen för förskolans lärområden.

The central theme of the research is an investigation into what motivates FET phase learners to learn. All learners are interested in learning certain things however, learners interests often do not correspond with what teachers are required to teach. Teachers are therefore constantly searching for ways to motivate learners to learn. This challenge is not easy for teachers in a culturally homogenous classroom, but becomes even greater when the classes are comprised of learners from diverse cultural backgrounds. So then how does a teacher motivate learners in general, and more specifically learners from different cultural orientations? This is a difficult question to answer but one that needs to be addressed considering the diversity of cultures found in the South African classroom. In this study an attempt is made to examine what motivates learners to learn, and the influence of culture on the motivation to learn of Further Education and Training (FET) phase learners in a multicultural classroom. Data on these two elements is collected through the use of structured questionnaires and focus group interviews and is analysed in order to answer the research question. / Psychology of Education / M. Ed. (Psychology of Education)

[pt] Essa pesquisa investigou a motivação para aprender de jovens alunos do ensino médio da Rede Pública Estadual do Rio de Janeiro frente às adversidades vivenciadas durante o isolamento social imposto pela pandemia de covid-19 e ao uso das TIC e/ou de material impresso para continuar, de forma remota, os estudos no ano de 2020. Para tanto, olhamos para o campo delimitado - alunos de nove escolas de ensino médio da rede pública de ensino do Rio de Janeiro -, pelos preceitos da Teoria da Autodeterminação, que afirma que existem três necessidades psicológicas básicas – de autonomia, competência e pertencimento (vínculo) – cuja satisfação é imprescindível para a motivação e o bem-estar, mas podem sofrer influências contextuais. A pesquisa consistiu de 3 estudos articulados: um estudo quantitativo, realizado com alunos que estudaram majoritariamente pelo uso do aplicativo Classroom; um estudo quantitativo com alunos que fizeram uso de material impresso; um estudo de base qualitativa, com alunos de ambos os grupos, realizado a partir de entrevistas. Os materiais dos dois estudos de base quantitativa foram submetidos a análises estatísticas psicométricas; as entrevistas foram submetidas a análise de conteúdo. Os resultados foram discutidos à luz da literatura sobre motivação, especificamente a Teoria da Autodeterminação, e da literatura sobre cultura escolar. De modo geral, os resultados indicam que as condições de estudo em 2020 não favoreceram as percepções dos alunos quanto ao atendimento das necessidades psicológicas associadas à motivação para aprender (autonomia, vínculo e competência), principalmente o vínculo. Indicam, ainda, a falta de letramento digital e de autorregulação da aprendizagem. / [en] This research investigated the motivation to learn of young high school students from the State Public Network of Rio de Janeiro in face of the adversities experienced during the social isolation imposed by the covid-19 pandemic and the use of ICT and/or printed material to remotely continue the studies in the year 2020. Therefore, we look at the delimited field - students from nine high schools in the public education system in Rio de Janeiro -, according to the precepts of the Self-Determination Theory, which states that there are three basic psychological needs – autonomy, competence and belonging (bond) – whose satisfaction is essential for motivation and well-being but may suffer contextual influences. The research consisted of 3 articulated studies: a quantitative study, carried out with students who studied mainly through the use of the Classroom application; a quantitative study with students who used printed material; a qualitative-based study, with students from both groups, carried out through interviews. The materials from two quantitatively-based studies were subjected to psychometric statistical analyses; interviews were subjected to content analysis. Results were discussed from the perspective of the literature on motivation, specifically the Self-Determination Theory, and the literature on school culture. Overall, the results indicate that study conditions in 2020 did not favor the student s perceptions of meeting the psychological needs associated with the motivation to learn (autonomy, bonding and competence), especially bonding. They also indicate the lack of digital literacy and self-regulation of learning.

The thesis is concerned with methodological specifics of beginner piano teaching of students at different age levels. It attempts to give a complex view of its various aspects. The thesis is subdivided into several chapters, drawing on available psychological and methodological literature, piano course books and a questionnaire survey. The first chapter focuses on a beginner piano learner as an individual undergoing a particular stage of psychological development. It explores learners' general as well as music- specific characteristics and links these characteristics to piano playing. In addition, it describes motivational tendencies prevailing at different development stages, and other factors which can substantially influence the learning process, but have not hitherto been discussed with respect to piano teaching in greater detail although a pedagogue can more easily deal with potential problems that may arise at beginner levels when thoroughly informed. It namely discusses learning and teaching styles, hindrances to learning and learning disabilities. The second chapter is devoted to methodological specifics of teaching learners of different age groups. The third chapter then expands on the subject of beginner piano teaching specifics, comparing techniques used in beginner piano books aimed at various...

本研究探討訓練情境中的情緒激發與知覺訓練難度對訓練成效之影響。本研究使用實驗法，採3（情緒激發：正向、負向、無激發）×2（知覺訓練難度：簡單與困難）完全受試者間設計，依變項為受訓者的自我效能、學習動機、訓練有用性與訓練學習結果。受試者為國立政治大學的127名大學生，受試者隨機分派到六種實驗情境之一，在實驗室中依序進行情緒激發作業、訓練作業，最後填寫研究問卷。本研究以變異數分析（ANOVA）與共變數分析（ANCOVA）（控制性別之影響）來檢驗情緒激發與知覺訓練難度對各依變項之影響。研究結果顯示情緒激發與知覺訓練難度之交互作用會影響受訓者的自我效能與學習動機。最後，本研究針對研究結果進行討論、並對研究限制、未來研究方向、理論與實務意涵加以闡述。 / This study focuses on the effect of emotional arousal and perceived training difficulty on training outcomes. A 3 (emotional arousal: positive, negative, control) x 2 (perceived training difficulty: easy, difficult) between-subject experimental design is used. The dependent variables are trainees’ self-efficacy, motivation to learn, utility judgment and learning outcome. Subjects (N=127) were randomly assigned to one of the six experimental situations and completed the emotional arousal task, training task, and research questionnaire in order. The researcher uses ANOVA and ANCOVA (controlling the gender effect) to examine the influence of emotional arousal and perceived training difficulty on each dependent variable separately. The results of the present study indicate that trainees’ self-efficacy and motivation to learn can be influenced by the interaction of emotion arousal and perceived training difficulty. At last, the results, limitation, further research directions and implications are discussed.