<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ivana Poledňová</style></author><author><style face="normal" font="default" size="100%">Zdenka Stránská</style></author><author><style face="normal" font="default" size="100%">Hana Niedobová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ACHIEVEMENT MOTIVATION OF SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR SOCIAL POSITION IN THE CLASS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">social position</style></keyword><keyword><style  face="normal" font="default" size="100%">sociometry</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/444-1403293992.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study was based on a theoretical presumption that social climate and relationships in the class can be in specific ways connected with students’ achievement motivation. Previous research in the area of student motivation was mostly based on self-reports and was therefore focused on explicit motives, i.e. personal goals which the respondents strived for. Self-report measures of motivation, however, can be affected by biases and misperceptions of one’s own self. Our study approached achievement motivation at its implicit, i.e. non-conscious level. It was conducted with students in five classes of a secondary school, N = 138, 107 female and 31 male, with an average age of 17 years. The respondents were administered a sociometric questionnaire and the projective Thematic Apperception Test (TAT) in McClelland´s adaptation using Heckhausen´s content-analytical clue for the measurement of achievement motivation. The hypothesized relation between social position in class and achievement motivation was only partly supported. Affiliation was unrelated to achievement motivation, even when analyzed for both achievement motives separately. We found a slight negative relationship between influence in the class and achievement motivation, especially with the motive to achieve success. These results, partly diverging from theoretical presumptions, can be explained in terms of specific features of the sample as well as a general methodological disparity in previous research, especially a lack of differentiation between implicit and explicit motives in the interpretation of the findings.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">61-70</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ivana Poledňová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHILDREN´S ANXIETY AND PARENTING STYLES IN FAMILY IN EIGHT-YEAR-OLDS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">anxious children</style></keyword><keyword><style  face="normal" font="default" size="100%">parenting styles</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/444-1400504133.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Anxiety is a recurrent topic in personality psychology of today. According to Z. Matějček’s (1991) estimation, the issue of anxiety assumes the third place as for the number of clients in children’s counselling service (behind the issue of intellectual capabilities and ADHD) in the Czech Republic. In children where it occurs to a higher degree, it can have a negative impact on their socialisation, achievements, development of self-confidence. The most influential factor in developing an anxious personality appears to be family environment. If the family fails to satisfy the child’s basic needs – feeling of security and confidence – the child’s development can be in jeopardy. The current research is concentrated on how the style of parenting in families (the so-called parenting styles) is related to anxiety in children at a younger school age. The aim of the research is to find out what relationship there is between the individual components of parenting in families (positive – negative component, component of requirements – freedom) and anxiety in eight-year-olds. These relationships were inquired into from mothers’ perspective by means of questionnaire surveys (Children’s Manifest Anxiety Scale and Questionnaire for acquiring the parenting style in family). The data from 407 mothers of eight-year-old children have been analysed. An assumption that anxiety in children of younger school age is significantly influenced by parenting styles in family has been confirmed. The most anxious children appear to be children raised in families with a negative parental emotional involvement towards the child and at the same time with discordant control. They were also some differences in the importance of individual components of parenting by fathers and mothers for anxious orientation of the child identified.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">32-39</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ivana Poledňová</style></author><author><style face="normal" font="default" size="100%">Vladimir Marček</style></author><author><style face="normal" font="default" size="100%">Šárka Portešová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IDEAS OF CZECH ADOLESCENTS ABOUT THEIR FUTURE PROFESSION ASSESSED FROM THE PERSPECTIVE OF THEIR FAVORABLENESS AND COGNITIVE COMPLEXITY – RELATED TO SOME COMPONENTS OF UPBRINGING AND SELF-ESTEEM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive complexity</style></keyword><keyword><style  face="normal" font="default" size="100%">future profession</style></keyword><keyword><style  face="normal" font="default" size="100%">REP-test</style></keyword><keyword><style  face="normal" font="default" size="100%">self-esteem</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">04/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1391943833.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the presented research, the ideas of Czech adolescents about their future profession were researched. In the research, data from examinations of 17-year-old respondents were analyzed. The views of their future vocation as well as the vocations of significant others (mother, father, significant other) were acquired by a modified version of the REP-test and assessed from the perspective of their favorableness and cognitive complexity. The aim was to detect relations between the assessment of individual vocations, the components of upbringing analyzed by the Czech Questionnaire for Determining the Upbringing Style in Family (Čáp, Boschek) and self-esteem measured by Rosenberg Self-Esteem Scale. It was discovered that adolescents, while assessing their potential future vocation, are influenced by family upbringing- there is a strong influence of the factor of emotional warmth in family related to a positive relationship to the adolescents’ vocational future. Moreover, it became evident that the more negative view the adolescents have of the individual vocations, the more differentiated they try to perceive them (higher cognitive complexity), probably in order to develop appropriate coping strategies in their future performance or to justify their negative assessment by a more precise, i.e. not “black and white” perspective.  However, in a more detailed analysis, it was revealed that vocations viewed as strongly negative and strongly positive are perceived as less differentiated than vocations assessed in a neutral way, which can be explained by the hypothesis of emotional engagement.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">30-38</style></section></record></records></xml>