Primary School Students’ Performance Orientation - The Czech Republic Research

Abstract Introduction: The current school is strongly focused on student performance. Each student faces a large number of learning tasks, which place considerable demands on them, arouse in them a different degree of interest, evoke a different degree of commitment to work, are associated with different expectations or have a different degree of attractiveness. Performance situations are associated with pleasant experiences but also with experiences of failure, which in their essence affect the activity or passivity of the student, and thereby affect the prioritization of the necessity to excel or the need to avoid failure. These needs are the basis of performance orientation, which is analysed in the paper. The aim is to verify whether the motivational orientation of students is related to their beneficial outcomes. Methods: The quantitative nature of the paper made it possible to use both indicators of descriptive statistics (mean, median, mode, standard deviation) and inductive statistics (Mann-Whitney U test, Pearson's Chi-square test, Shapiro-Wilk normality test). The surveyed sample of 363 respondents consisted of an available selection of students from 14 primary schools in five regions of the Czech Republic in 2019. The data were collected physically at schools using a standardized questionnaire. Students were acquainted with its purpose and content. Statistical analysis of the data was carried out electronically, both in terms of methodology in accordance with the research design of Hrabal and Pavelková (2011). Results: The analysis of the data of the sample of respondents revealed that the performance orientation of problem students differs statistically significantly from that of the performance motivation of non-problem students in two cases: 1) the need for successful performance, where differences were verified using hypothesis H1 and 2) in the ratio of performance needs, where the differences were verified using hypothesis H4. In other cases, no statistically significant difference was found between the two groups. Discussion: The presented findings correspond to current domestic (Krykorková & Váňová, 2010) and foreign research (Weiner, 2000). They draw attention to the importance of a positive motivation of the student in terms of his degree of involvement in the development of his own dispositions, which affects the benefit of the student. Positively motivated students achieve better results with a comparable intellect than non-motivated students (Man & Mareš, 2005). The role of the teacher and his knowledge of motivational types of students is of paramount importance in this respect. Limitations: The sample under examination of respondents does not bring a representative sample in terms of the representation of students according to school years, regions of the Czech Republic or according to the representation of so-called problem or non-problem students. The outcomes of the survey can thus be applied only to a given sample of respondents. Conclusion: The benefitting for students in the sample showed lower positive motivation than their intellectually comparable non-problem classmates. It is a question of reserves, the use of which is a challenge not only for themselves, but also for the school and parents. The largest differences between the two groups were recorded in the specific ratio of positive and negative motivation 4: 2 within the T1 type and in the ratio 1: 3 within the T6 type. The attempt to determine the causes of this fact, especially proposing a remedy, is a topic for further research in this area.

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Dog Bites to Children in the Czech Republic: the Risk Situations

Acta Veterinaria Brno ◽

10.2754/avb201079040627 ◽

2010 ◽

Vol 79 (4) ◽

pp. 627-636 ◽

Cited By ~ 4

Author(s):

Jan Náhlík ◽

Eva Baranyiová ◽

Mojmír Tyrlík

Keyword(s):

Czech Republic ◽

Primary Schools ◽

Preventive Measures ◽

Personal Space ◽

Medium Size ◽

Chi Square ◽

The Czech Republic ◽

The Public ◽

Dog Bites ◽

Chi Square Test

The aim of this study was to analyse dog bites to children in the Czech Republic. Data were obtained from a questionnaire completed with children aged 4 to 13 years in 11 urban and rural primary schools. A total of 103 dog bites sustained by 92 children were analysed using chi square test and F test. There were 58 boys (56.3%) and 45 girls (43.7%) bitten, 57.3% of them once, 42.7% repeatedly. The evaluated answers showed that children were bitten when playing with own dogs (69.2%) or dogs known to them (30.8%) but not by unknown dogs (χ2= 25.397, df = 1,p< 0.001). Children were bitten outdoors by loose running unknown dogs (88.5%), known dogs (11.5%) but not by own dogs (χ2= 55.528, df = 2,p< 0.001). Thirty-two children were bitten indoors by small (53.1%), medium size (21.9) or large (25.0%) dogs. Small dogs were biting mostly indoors (51.5%), medium size (73.1%) and large (80.5%) dogs bit mostly outdoors (χ2= 9.0022, df = 2,p= 0.011). Most of the children that disturbed a resting or sleeping dog were bitten indoors (83.3%; χ2= 7.862, df = 1,p< 0.01), predominantly by small dogs (83.3%, χ2= 7.482, df = 2,p= 0.022). When stroking a dog, children were bitten by a medium size (45.5%), large (31.8%) or small dog (22.7%; χ2= 5.588, df = 2,p< 0.068). Children injured by their family-owned dog had accidentally caused pain to it before being bitten (83.3%; χ2= 7.862, df = 1,p< 0.012).These children were always bitten by a small dog (χ2= 7.482, df = 2,p= 0.022). Three children reported deliberately causing pain to a dog – these were all small dogs (100.0%; χ2= 6.279, df = 2,p< 0.05). Children teasing dogs were bitten most frequently by a small dog (75.0%; χ2= 6.98, df = 2,p< 0.032). Male dogs bit more frequently (66.7%) than females (33.3%; χ2= 6.338, d.f. =1,p= 0.014). These data were the first ones obtained from the bitten children. They suggest that in interactions with own, known and small dogs, children were more daring. The personal space of dogs, their warning signals, and defence were underestimated, the resulting aggression was mostly of possessive, territorial and fear type. Additional suggestions are made to complete the information on preventive measures for parents, children and the public. Importantly, all information types should point out that the dog remains a predator despite its long domestication history and close co-existence with humans.

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HOW DO ENTREPRENEURS FEEL BANKRUPTCY?

International Journal of Entrepreneurial Knowledge ◽

10.37335/ijek.v8i1.103 ◽

2020 ◽

Vol 8 (1) ◽

pp. 89-101

Author(s):

Khurram Ajaz Khan ◽

Robert Dankiewicz ◽

Yana Kliuchnikava ◽

Judit Oláh

Keyword(s):

Czech Republic ◽

Slovak Republic ◽

Score Test ◽

Test Methods ◽

Chi Square ◽

Important Conclusion ◽

Bankruptcy Risk ◽

The Czech Republic ◽

Significant Difference ◽

And Control

Bankruptcy risk is always a constant threat to the SMEs, which determines how long the firms will survive. Since its identification, management, and control vested in the hands of the entrepreneurs and managers. A lot depends on their interpretations and beliefs. Therefore, to investigate this phenomenon, the present study aimed to investigate the attitude of the managers and entrepreneurs towards bankruptcy risk and to draw the conclusion on how the entrepreneurs’ attitude differs among the Czech Republic and Slovak republic entrepreneurs as well. The study was conducted among 822 small and medium-sized companies from the Czech Republic and Slovakia. Chi-square and z-score test methods were used to test for the existence of a statistically significant difference between bankruptcy attitudes among Czech and Slovak entrepreneurs. Slovak entrepreneurs are more likely to regard bankruptcy as a natural part of the business, and they are less likely to identify an entrepreneur’s mistake as the cause of bankruptcy. An important conclusion is that the experience of bankruptcy for entrepreneurs of both countries is assessed as a vital experience gained, which, however, negatively affects the self-esteem of an entrepreneur. This study contributes to the literature by offering insights over the attitude of SMEs’ owners and entrepreneurs about bankruptcy risk in the context of the Czech Republic and the Slovak republic. From the policymakers’ viewpoint, it is imperative to understand the attitude of SMEs’ owners and entrepreneurs to design effective policies aiming to improve entrepreneurs with adequate skills, ability, and state support. The Originality of the paper deals with the entrepreneur’s perception, behaviour, and attitude towards bankruptcy risk in SMEs.

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School injuries and their prevention from the present perspective

Baltic Journal of Health and Physical Activity ◽

10.29359/bjhpa.13.1.06 ◽

2021 ◽

Vol 13 (1) ◽

pp. 45-53

Author(s):

VACLAV BERANEK ◽

PETR STASTNY ◽

VIT NOVACEK

Keyword(s):

Czech Republic ◽

School Environment ◽

Primary Schools ◽

Annual Reports ◽

The Czech Republic ◽

Primary Level ◽

Children And Young Adults ◽

The Subject ◽

Presentation Methods ◽

Significant Health

Background: ‪Injuries are considered worldwide to be the most significant health problem, especially in childhood. In the Czech Republic, injuries are the most common cause of death among children and young adults. The aim of the study was to provide more insight in school accidents in the Czech Republic from 2008 to 2018 and to estimate future trends. Material and methods: ‪Annual reports of the Czech School Inspectorate (CSI) from 2007 to 2017 were the main sources of data. Results: ‪A high number of injuries occur in the school environment, especially at the primary level. In the Czech Republic, there has been a trend of rising numbers in reported school injuries over the last three years, from 33,000 in 2008 to 46,000 in 2018. Over the last 5 years, the number of reported accidents has increased by 1,000 per year. The most injuries occur in primary schools, within the subject Physical Education. Conclusions: ‪There are many activities which focus on the prevention of child injuries, the incidence of which has improved in recent years. Experience shows that when prevention programs include innovations and interesting presentation methods, they are successful.

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Analýza aktuálních kompetencí žáků a studentů v určování českých druhů obratlovců

Envigogika ◽

10.14712/18023061.454 ◽

2014 ◽

Vol 9 (2) ◽

Author(s):

Jan Andreska ◽

Kateřina Švecová

Keyword(s):

Czech Republic ◽

Secondary School ◽

Secondary School Students ◽

Practical Knowledge ◽

Common Species ◽

Reference Species ◽

School Students ◽

The Czech Republic ◽

Primary And Secondary School

This study focuses on research into the practical knowledge of primary and secondary school students. It is aimed at exploring common species of vertebrates (fish, amphibians, reptiles, birds and mammals) in the Czech Republic. It builds on research byLang and Pravda, 1971. It takes a large part of their methodology and compares the results with selected reference species. The results are presented in graphs and tables.

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Setting expectations: Building the blocks of phonemic awareness

10.31219/osf.io/3xg5n ◽

2021 ◽

Author(s):

W. L. Quint Oga-Baldwin ◽

Kaori Nakao ◽

Luke K. Fryer

Keyword(s):

Elementary School ◽

Phonemic Awareness ◽

Primary Schools ◽

School Students ◽

English Classes ◽

Instructional Context ◽

Significant Difference ◽

The Difference ◽

Identity Test ◽

English Instruction

Young learners require developmental benchmarks to improve awareness of the phonemes in a new language. This study aimed to extend our understanding of Japanese elementary school students’ general and specific phonemic awareness across four years of English instruction. A public elementary school 3rd-6th year students in Japan (n=261, ages=8–12) participated in this study. The phoneme-identity test used consisted of fifteen items employing words during students' regular English classes. The effect of year on achievement and the difference between grades was tested. There was a significant effect of students' year on test score (p<.05). While there were no statistically significant difference years 4-5, and between years 5-6, students’ phonemic awareness increased two-year increments. Moreover, patterns of specific phoneme difficulties were identified. The present study provides preliminary guidelines for understanding the intersection between first and foreign languages, instructional context and their shared contribution towards listening and reading development in primary schools.

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The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

Education Sciences ◽

10.3390/educsci11090550 ◽

2021 ◽

Vol 11 (9) ◽

pp. 550

Author(s):

Irena Labak ◽

Mirela Sertić Perić ◽

Ines Radanović

Keyword(s):

Primary School ◽

Student Performance ◽

Primary Schools ◽

Eighth Grade ◽

Primary School Students ◽

School Students ◽

Block Scheduled ◽

Learning Success ◽

Eighth Grade Students ◽

Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

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Resilience and Gender as Determinants of Entrepreneurial Intentions among Secondary School Students in Kwara State, Nigeria

Indonesian Journal of Educational Counseling ◽

10.30653/001.202042.132 ◽

2020 ◽

Vol 4 (2) ◽

pp. 153-160

Author(s):

Umar Talatu Ibrahim

Keyword(s):

Secondary School ◽

Primary Schools ◽

Secondary School Students ◽

Early Stage ◽

Entrepreneurial Intentions ◽

School Students ◽

Ex Post ◽

Significant Difference ◽

Ex Post Facto ◽

And Gender

The purpose of this study was to investigate resilience and gender as determinants of entrepreneurial intentions among secondary school students in Kwara State, Nigeria. Descriptive research design of ex-post-facto type was used in the study. Five hundred respondents were selected randomly from 5 Local Government Area in Kwara State, Nigeria. The respondents were measured with validated scale and the data obtained was analyzed using the Pearson Product Moment Correlation (PPMC) statistical analysis. Two research hypotheses were formulated and tested at 0.05level of significance. The result showed that there was significant relationship between the resilience and entrepreneurial intentions among secondary school students (r = 0.817; p < 0.05) and there no significant difference in the entrepreneurial intentions of male and female secondary school students (t = 0.71; p > 0.05). In view of these findings, the study recommended that the entrepreneurship training should be made compulsory at all levels of learning from primary schools to the tertiary institutions and curriculum should be tailored towards learning the skills for starting businesses after graduation from school, thus changing the orientation of the students at an early stage towards entrepreneurship.

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