@article {1221,
	title = {LEARNING EXPERIENCE AS A FACTOR OF MOTIVATION IN LOWER-SECONDARY SCHOOL IN FOREIGN LANGUAGE LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {437-448},
	abstract = {This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by D{\"o}rnyei.  
The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression {\textquotedblleft}German{\textquotedblright} in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. 
The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement.
},
	keywords = {foreign language, learning experience, motivation in education, qualitative research methods, quantitative research methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.437},
	url = {http://oaji.net/articles/2019/457-1561382464.pdf},
	author = {Eva Stranovsk{\'a} and Anik{\'o} Ficzere and Silvia Hvozd{\'\i}kov{\'a} and Be{\'a}ta Hockickov{\'a}}
}
@article {1154,
	title = {TEACHERS MOTIVATION TOWARDS ASSESSMENT OF THEIR PROFESSIONAL COMPETENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {561-574},
	abstract = {A relevant field of research in teacher{\textquoteright}s professional competence assessment is taking the factor of motivation into account, as this enables teachers to differentiate between, i. e. to be aware of the significance of the individual professional competences and their development through their assessment. This research supports the understanding of how important motivation is in the process of the (continual) development of a teacher{\textquoteright}s professional competence, taking his/her perception of the importance of competences in the educational process into account. The emphasis of the current research lays on the perception of the assessment by the selected number of primary and secondary school teachers. The following is the range of teacher{\textquoteright}s motivation perception: 1) motivating, 2) discouraging, 3) unnecessary, and 4) unfair in the process of life-long development of their professional competences. The research aim is to find out the differences in the individual motivational degrees in mutual assessment (motivating, discouraging, unnecessary, unfair, and other) relating to professional competences and find out the differences between the perception of the importance of the respective professional competences in the motivational category. Seven hundred thirty respondents - primary and secondary school teachers from Slovakia {\textendash} participated in the research. The results showed the difference between the perception of the importance of professional competences among teachers who consider assessment to be motivating, discouraging, unnecessary, or unfair concept. Motivation towards assessment supports student-oriented competences, educational process and self-development of the teacher. },
	keywords = {educational process, teacher competences assessment, teachers{\textquoteright} motivation, teachers{\textquoteright} professional competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.561},
	url = {http://oaji.net/articles/2017/457-1533495930.pdf},
	author = {Eva Stranovsk{\'a} and M{\'a}ria Lalinsk{\'a} and Ivana Bobo{\v n}ov{\'a}}
}
