Bela Kozeki
Biographic Data
| ID | 2746700 |
|---|---|
| NAME | Bela Kozeki |
| GIVEN NAMES | Bela |
| FAMILY NAME | Kozeki |
| SIGNATURE | KOZEKI B |
| AFFILIATIONS | Czech Academy of Sciences, Institute of Psychology |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 1989 |
| H-INDEX | 1 |
Pupils‘ Perceptions of School and Teachers Ii ‐ Relationships With Motivation and Approaches to Learning
S ummary . The previous article has described the development of scales designed to measure pupils' perceptions of school and teachers. Previous comparative studies have shown interesting differences in motivation and approaches to learning between Britain and Hungary, which were considered to reflect different methods of teaching. This article explores the relationships between a set of inventory scores describing perceptions of school and teach…
Pupils‘ Perceptions of School and Teachers I ‐ Identifying the Underlying Dimensions
S ummary . Previous comparative studies have shown interesting differences in motivation and approaches to learning between Britain and Hungary, which were considered to reflect different methods of teaching. The present study reports the development of scales designed to measure pupils' perceptions of school and teachers with the intention of relating those perceptions to school motivation and approaches to learning. The scales covered a wide ra…
Relationships Between School Motivation, Approaches to Studying, and Attainment, Among British and Hungarian Adolescents
Samples of 614 British and 579 Hungarian pupils aged 13-17 completed an inventory covering 20 sub-scales of school motivation and approaches to studying. Indices of attainment in arts and science were also obtained. The factor structure of the inventory proved to be remarkably stable across nationality and sex, with school motivation accounting for two factors (the emotional and moral domains, and the cognitive domain) and approaches to studying …
Identifying Dimensions of School Motivation in Britain and Hungary
S ummary . Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself. In Hungary extensive interview studies have led to the development of an integrated descrip…
Describing and Utilizing Motivational Styles in Education
Describing and utilizing motivational styles in education
Relationships Between School Motivation, Approaches to Studying, and Attainment, Among British and Hungarian Adolescents
Samples of 614 British and 579 Hungarian pupils aged 13-17 completed an inventory covering 20 sub-scales of school motivation and approaches to studying. Indices of attainment in arts and science were also obtained. The factor structure of the inventory proved to be remarkably stable across nationality and sex, with school motivation accounting for two factors (the emotional and moral domains, and the cognitive domain) and approaches to studying …
Identifying Dimensions of School Motivation in Britain and Hungary
S ummary . Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself. In Hungary extensive interview studies have led to the development of an integrated descrip…
Describing and Utilizing Motivational Styles in Education
Describing and utilizing motivational styles in education
Identifying Dimensions of School Motivation in Britain and Hungary
S ummary . Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself. In Hungary extensive interview studies have led to the development of an integrated descrip…
Relationships Between School Motivation, Approaches to Studying, and Attainment, Among British and Hungarian Adolescents
Samples of 614 British and 579 Hungarian pupils aged 13-17 completed an inventory covering 20 sub-scales of school motivation and approaches to studying. Indices of attainment in arts and science were also obtained. The factor structure of the inventory proved to be remarkably stable across nationality and sex, with school motivation accounting for two factors (the emotional and moral domains, and the cognitive domain) and approaches to studying …
Pupils‘ Perceptions of School and Teachers Ii ‐ Relationships With Motivation and Approaches to Learning
S ummary . The previous article has described the development of scales designed to measure pupils' perceptions of school and teachers. Previous comparative studies have shown interesting differences in motivation and approaches to learning between Britain and Hungary, which were considered to reflect different methods of teaching. This article explores the relationships between a set of inventory scores describing perceptions of school and teach…
Pupils‘ Perceptions of School and Teachers I ‐ Identifying the Underlying Dimensions
S ummary . Previous comparative studies have shown interesting differences in motivation and approaches to learning between Britain and Hungary, which were considered to reflect different methods of teaching. The present study reports the development of scales designed to measure pupils' perceptions of school and teachers with the intention of relating those perceptions to school motivation and approaches to learning. The scales covered a wide ra…
Psychology (6 works) · Social Psychology (6 works) · Developmental psychology (4 works) · Teacher Professional Development and Motivation (4 works) · Education, Achievement, and Giftedness (3 works) · Motivation and Self-Concept in Sports (3 works) · Mathematics education (2 works) · Perception (2 works) · Attention Economy in Education and Business (1 works) · Cognition (1 works)