Title: Silné stránky charakteru a akademická motivace ve vztahu k optimálnímu prospívání českých vysokoškolských studentů
Variant title:
- Character strengths and academic motivation in relation to flourishing in Czech university students
Source document: Annales psychologici. 2014, vol. 1 (15), iss. 2, pp. 24-39
Extent
24-39
-
ISSN2336-4939 (print)2336-8071 (online)
Stable URL (handle): https://hdl.handle.net/11222.digilib/133854
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Výzkumná studie se zabývá aktuálními tématy pozitivní psychologie. Hlavním cílem je prozkoumat vztah mezi optimálním prospíváním, využíváním silných stránek charakteru a akademickou motivací vysokoškolských studentů. Pro sběr dat, který probíhal na jaře roku 2014 pomocí online anonymního dotazníku, byly použity metody The PERMA Profiler (Kern & Butler, 2013), The Strengths Use Scale (Govindji & Linley, 2007) a The Academic Motivation Scale (Vallerand et al., 1992). Výzkumný soubor tvořilo 403 studentů českých vysokých škol. Získaná data byla zpracována pomocí statistického programu SPSS. Výsledky naznačují, že studenti s vyšší mírou optimálního prospívání více využívají svých silných stránek a uplatňují vnitřní motivaci ke studiu. Výsledky mohou nalézt uplatnění ve výchovně-vzdělávacím procesu při zavádění programů pozitivní edukace zaměřených na identifikaci a rozvoj silných stránek charakteru studentů.
This study examines current topics of positive psychology. The main aim of the study is to explore relations between flourishing, use of character strengths and academic motivation among university students. The online anonymous data collection took place in spring 2014. We used following methods: The PERMA Profiler (Kern & Butler, 2013), The Strengths Use Scale (Govindji & Linley, 2007) and The Academic Motivation Scale (Vallerand et al., 1992). The research sample consists of 403 Czech university students. Obtained data were processed in statistical programme SPSS. The results show that flourishing students use their character strengths and they are driven by inner motivation. The results may find use in educational process, specifically in the implementations of positive education programs aimed at identifying and developing character strengths of students.
References
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[32] Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-Being. Annual Review of Psychology, 52, 141–166. | DOI 10.1146/annurev.psych.52.1.141
[33] Ryff, C. D., & Singer, B. (1998). The role of purpose in life and personal growth in positive human health. In Wong, P. T. P. – Fry, P. S. (Eds.). The human quest for meaning: A handbook of psychological research and clinical applications (213–235). Mahwah: Erlbaum.
[34] Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410–421. DOI 10.1037/0003-066X.60.5.410 |
[35] Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Free Press.
[36] Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14. | DOI 10.1037/0003-066X.55.1.5
[37] Seligman, M. E. P., Randal, M. E., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35, 3, 293–311. | DOI 10.1080/03054980902934563
[38] Senécal, C., Koestner, R., & Vallerand, R.J. (1995). Self-Regulation and Academic Procrastination. The Journal of Social Psychology, Vol. 135, 5, 607–619. | DOI 10.1080/00224545.1995.9712234
[39] Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model. Journal of Personality and Social Psychology, 76(3), 482–497. | DOI 10.1037/0022-3514.76.3.482
[40] Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33, 883–897. | DOI 10.1177/0146167207301014
[41] Slezáčková, A. (2010). Příspěvek pozitivní psychologie oblasti výchovy a vzdělávání. In Krejčová, L. & Mertin, V. (Eds). Sborník z konference Škola jako místo setkávání 2010 (150–163). Praha: Univerzita Karlova v Praze, Filozofická fakulta.
[42] Slezáčková, A. (2011). Využití poznatků pozitivní psychologie v etické výchově. In Krejčová, L. & Mertin, V. (Eds). Sborník z konference Škola jako místo setkávání 2011 (165–175). Praha: Univerzita Karlova v Praze, Filozofická fakulta.
[43] Slezáčková, A. (2012). Průvodce pozitivní psychologií: Nové přístupy, aktuální poznatky, praktické aplikace. Praha: Grada Publishing.
[44] Slezáčková, A., & Škrabská, S. (2013). Vztah silných stránek charakteru s životní a pracovní spokojeností učitelů a studentů pedagogiky. Klinická psychologie a osobnost, 2(1), 27–44.
[45] Slezáčková, A., & Havigerová, J.M. (2013). Positive education: Principles and contribution to the prevention of socially pathological phenomena at school. In Miłkowska, Grazyna. Prevention in School - Prevention in Education. Toruń: Wydawnictwo Adam Marszałek, s. 152–168. International Forum for Education; 2(4). ISBN 978-83-7780-750-7.
[46] Smith, E.J. (2006). The Strength-Based Counselling Model. The Counselling Psychologist, 34, 1, 13–79. | DOI 10.1177/0011000005277018
[47] Svoboda, M., Humpolíček, P., Šnorek, V. (2013). Psychodiagnostika dospělých. Praha: Portál.
[48] Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education [elektronická verze]. Educational and Psychological Measurement, 52, 1003–1017. | DOI 10.1177/0013164492052004025
[49] Van Oudenhoven, J. P., De Raad, B., Timmerman, M.E., Askevis-Leherpeux, F., Boski, P., Carmona, C., Choubisa, R., Del Carmen Dominguez, A., Bye, H.H., Kurylo, A., Lahmann, C., Mastor, K., Selenko, E., Slezáčková, A., Smith, R., Tip, L., & Yik, M. (2014). Are Virtues National, Supranational, Or Universal? Springerplus, Germany: Springer, 2014, 2, 232. ISSN 2193–1801. Doi:10.1186/2193–1801–3-223. | DOI 10.1186/2193–1801–3-223
[50] Wood, A. M., Linley, P. A., Maltby, J., Kashdan, T. B., Hurling, R. (2011). Using personal and psychological strengths leads to increases in well-being over time: A longitudinal study and the development of the strengths use questionnaire. Personality and Individual Differences. 50, 15–19. | DOI 10.1016/j.paid.2010.08.004
[2] Cawley III, M.J., Martin, J.E., Johnson, J.A. (2000). A virtues approach to personality. Personality and Individual Differences, 28, 997–1013 | DOI 10.1016/S0191-8869(99)00207-X
[3] Cokley, K. O. (2001). A psychometric investigation of the academic motivation scale using a united states sample. Measurement and Evaluation in Counseling and Development, 34(2), 109–119.
[4] Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. | DOI 10.1037/0033-2909.125.6.627
[5] Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains [elektronická verze]. Canadian Psychology, 49(1), 14–23. | DOI 10.1037/0708-5591.49.1.14
[6] Diener, E. (2000). Subjective well-being: The science of happiness and proposal for a national index. American Psychologist, 55(1), 34–43. DOI 10.1037/0003–066X.55.1.34 |
[7] Faye, C., & Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of behavioural Science, 40(4), 189–199. | DOI 10.1037/a0012858
[8] Fox Eades, J. M. (2008). Celebrating strengths: Building strengths-based schools. Coventry, UK: CAPP Press.
[9] Gillham, J., Adams-Deutsch, Z., Werner, J., Reivich, K., Coulter-Heindl, V., Linkins, M., Winder, B., Peterson, C., Park, N., Abenavoli, R., Contero, A., & Seligman, M.E.P. (2011). Character strengths predict subjective well-being during adolescence. The Journal of Positive Psychology, Vol. 6, No. 1, January 2011, 31–44. | DOI 10.1080/17439760.2010.536773
[10] Gilman, R., Huebner, E. S., & Furlong, M. J. (Eds.) (2009). Handbook of positive psychology in schools. New York: Routledge.
[11] Govindji, R., & Linley, A. (2007). Strengths use, self-concordance and well-being: Implication for strengths coaching and coaching Psychologists. International Coaching Psychology Review, 2(2), 143–153.
[12] Grant, A. M., & Schwartz, B. (2011). Too much of a good thing: The challenge and opportunity of the inverted U. Perspectives on Psychological Science, 6, 61–76. | DOI 10.1177/1745691610393523
[13] Hefferon, & K., Boniwell, I. (2011). Positive psychology. McGraw-Hill International.
[14] Hegarty, N. (2010). Application of the academic motivation scale to graduate school students. The Journal of Human Resource and Adult Learning, 6(2), 48–55.
[15] Karris, M., A., & Craighead, W. E. (2012). Differences in character among U. S. college students. Individual Differences Research, 10(2), 69–80.
[16] Kern, M. L., & Butler, J. (2013). The PERMA-Profiler: A brief multidimenzional measure of flourishing. 3rd World Congress on Positive Psychology, Los Angeles, USA, June 2013.
[17] Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222. | DOI 10.2307/3090197
[18] Kossakowska, M., Kern, P., & Butler, J. (2014). Well-being in Poland according to PERMA Profiler. 3rd World Congress on Positive Psychology, Los Angeles, USA, June 2013.
[19] Linley, P. A., Maltby, J., Wood, M. A., Joseph, S., Harrington, S., Peterson, Ch., Park, N., & Seligman, M. E. P. (2007). Character strengths in the United Kingdom: The VIA Inventory of Strengths. Personality and Individual Differences. 43, 341–351. | DOI 10.1016/j.paid.2006.12.004
[20] Linley, A. (2008). Average to A+: Realising strengths in yourself and others. Coventry, UK: CAPP Press.
[21] Linley, P. A., Willars, J., & Biswas-Diener, R. (2010). The strengths book. Coventry, UK: CAPP Press.
[22] Louis, M.C. (2012). Strengths interventions in higher education: The effect of identification versus development approaches on implicit self-theory. The Journal of Positive Psychology, 6:3, 204–215. | DOI 10.1080/17439760.2011.570366
[23] Lounsbury, J.W., Fisher, L.A., Levy, J.L. & Welsh, D.P. (2009). An Investigation of Character Strengths in Relation to the Academic Success of College Students. Individual Differences Research, Vol. 7, No. 1, pp. 52–69. ISSN: 1541–745X.
[24] Malatincová, T. (2015). The Mystery of "Should": Procrastination, Delay, and Reactance in Academic Settings. Personality and Individual Differences, Elsevier, 72, C, pp. 52–58. ISSN 0191–8869. DOI 10.1016/j.paid.2014.08.015. |
[25] Park, N., Peterson, C., & Seligman, M. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23(5), 03–619.
[26] Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College & Character, 10(4), 1–10. | DOI 10.2202/1940-1639.1042
[27] Park, N., Peterson, C., & Seligman, M.E.P. (2012). Character strengths in fifty-four nations and the fifty US states. The Journal of Positive Psychology, 1:3, 118–129. | DOI 10.1080/17439760600619567
[28] Peterson, C., Park, N., & Seligman, M. E. P. (2006). Greater strengths of character and recovery from illness. Journal of Positive Psychology, 1, 1, 17–26. | DOI 10.1080/17439760500372739
[29] Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: Handbook of clasification [elektronická verze]. New York: Oxford University Press.
[30] Proctor, C., Maltby, J., & Linley, P. A. (2009). Strengths use as a predictor of well-being and healthrelated quality of life. Journal of Happiness Studies, 10, 583–630.
[31] Proctor, C., Maltby, J., & Linley, P. A. (2011). Strengths use as a predictor of well-being and healthrelated quality of life [elektronická verze]. Journal of Happiness Studies, 12(1), 153–169. | DOI 10.1007/s10902-009-9181-2
[32] Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-Being. Annual Review of Psychology, 52, 141–166. | DOI 10.1146/annurev.psych.52.1.141
[33] Ryff, C. D., & Singer, B. (1998). The role of purpose in life and personal growth in positive human health. In Wong, P. T. P. – Fry, P. S. (Eds.). The human quest for meaning: A handbook of psychological research and clinical applications (213–235). Mahwah: Erlbaum.
[34] Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410–421. DOI 10.1037/0003-066X.60.5.410 |
[35] Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Free Press.
[36] Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14. | DOI 10.1037/0003-066X.55.1.5
[37] Seligman, M. E. P., Randal, M. E., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35, 3, 293–311. | DOI 10.1080/03054980902934563
[38] Senécal, C., Koestner, R., & Vallerand, R.J. (1995). Self-Regulation and Academic Procrastination. The Journal of Social Psychology, Vol. 135, 5, 607–619. | DOI 10.1080/00224545.1995.9712234
[39] Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model. Journal of Personality and Social Psychology, 76(3), 482–497. | DOI 10.1037/0022-3514.76.3.482
[40] Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33, 883–897. | DOI 10.1177/0146167207301014
[41] Slezáčková, A. (2010). Příspěvek pozitivní psychologie oblasti výchovy a vzdělávání. In Krejčová, L. & Mertin, V. (Eds). Sborník z konference Škola jako místo setkávání 2010 (150–163). Praha: Univerzita Karlova v Praze, Filozofická fakulta.
[42] Slezáčková, A. (2011). Využití poznatků pozitivní psychologie v etické výchově. In Krejčová, L. & Mertin, V. (Eds). Sborník z konference Škola jako místo setkávání 2011 (165–175). Praha: Univerzita Karlova v Praze, Filozofická fakulta.
[43] Slezáčková, A. (2012). Průvodce pozitivní psychologií: Nové přístupy, aktuální poznatky, praktické aplikace. Praha: Grada Publishing.
[44] Slezáčková, A., & Škrabská, S. (2013). Vztah silných stránek charakteru s životní a pracovní spokojeností učitelů a studentů pedagogiky. Klinická psychologie a osobnost, 2(1), 27–44.
[45] Slezáčková, A., & Havigerová, J.M. (2013). Positive education: Principles and contribution to the prevention of socially pathological phenomena at school. In Miłkowska, Grazyna. Prevention in School - Prevention in Education. Toruń: Wydawnictwo Adam Marszałek, s. 152–168. International Forum for Education; 2(4). ISBN 978-83-7780-750-7.
[46] Smith, E.J. (2006). The Strength-Based Counselling Model. The Counselling Psychologist, 34, 1, 13–79. | DOI 10.1177/0011000005277018
[47] Svoboda, M., Humpolíček, P., Šnorek, V. (2013). Psychodiagnostika dospělých. Praha: Portál.
[48] Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education [elektronická verze]. Educational and Psychological Measurement, 52, 1003–1017. | DOI 10.1177/0013164492052004025
[49] Van Oudenhoven, J. P., De Raad, B., Timmerman, M.E., Askevis-Leherpeux, F., Boski, P., Carmona, C., Choubisa, R., Del Carmen Dominguez, A., Bye, H.H., Kurylo, A., Lahmann, C., Mastor, K., Selenko, E., Slezáčková, A., Smith, R., Tip, L., & Yik, M. (2014). Are Virtues National, Supranational, Or Universal? Springerplus, Germany: Springer, 2014, 2, 232. ISSN 2193–1801. Doi:10.1186/2193–1801–3-223. | DOI 10.1186/2193–1801–3-223
[50] Wood, A. M., Linley, P. A., Maltby, J., Kashdan, T. B., Hurling, R. (2011). Using personal and psychological strengths leads to increases in well-being over time: A longitudinal study and the development of the strengths use questionnaire. Personality and Individual Differences. 50, 15–19. | DOI 10.1016/j.paid.2010.08.004