Vyhledávání mimoř ádných prožitků a preference učebního stylu studenta. /  Sensation seeking and student’s preferred learning style.

dc.creator	Dita Culková
dc.date	2013-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:48Z
dc.date.available	2015-08-12T11:18:48Z
dc.identifier	10.5817/PedOr2013-3-364
dc.identifier	1211-4669
dc.identifier	https://doaj.org/article/9accd08f618c4e14b0b1fd52e23fc2ad
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27139
dc.description	The objective of this empirical study is to determine what learning style students and how this relates to their sensation seeking tendency. We were also interested in what natural clusters occur if these two variables are considered, together with gender and students’ affiliation with general or physical education oriented class at grammar school. Theoretical basis, which are Dunn’s theory of learning styles and theory of Zuckerman’s sensation seeking tendency, are introduced in the first part. The second part describes used methods including reliability and validity verification of the applied questionnaire. Cluster analysis is the method for data processing and provides a deep insight into a big amount of variables. The third part informs about the main results, discusses them and provides praxis recommendations. The greatest differences between genders and class type were found in sensation seekingtendency, partly in learning styles. Girls of physical education and sport specialized classes least represent cluster, where there is a very little thrill and adventure seeking and seeking of new experiences, where boredom susceptibility is low and respecttowards rules and norms is high. Boys are most often members of a cluster where thrill and adventure is not searched but new experiences are welcome, enjoyment follows from disrespect for norms and standards and the members are susceptible to boredom. Boys of physical education and sport classes are little responsible withinthe learning process, they need structured tasks and they prefer experiential or kinesthetic education. It is possible to state, that the preference of learning style of grammar school students might relate to sensation seeking tendency as well as to gender and type of school class.
dc.language	Czech
dc.language	Slovak
dc.publisher	Czech Pedagogical Society
dc.relation	http://www.ped.muni.cz/pedor/archiv/2013/PedOr13_3_Prozitky_Culkova.pdf
dc.relation	https://doaj.org/toc/1211-4669
dc.rights	CC BY-NC-ND
dc.source	Pedagogicka Orientace, Vol 23, Iss 3, Pp 364-385 (2013)
dc.subject	learning style
dc.subject	cognitive style
dc.subject	sensation
dc.subject	sensation seeking tendency
dc.subject	Learning style
dc.subject	interests and hobby inventory
dc.subject	grammar school with physical education and sports specialization
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Vyhledávání mimoř ádných prožitků a preference učebního stylu studenta. / Sensation seeking and student’s preferred learning style.
dc.type	article