Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/96903
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dc.contributor.authorGalkienė, Alvyra-
dc.contributor.authorJokubauskienė, Rasa-
dc.coverage.spatialLT-
dc.date.accessioned2019-05-29T21:34:23Z-
dc.date.available2019-05-29T21:34:23Z-
dc.date.issued2012-
dc.identifier.issn13920340-
dc.identifier.otherVDU02-000057578-
dc.identifier.uri-
dc.description.abstractThe article deals with the importance of causal attribution style of teachers working with teenagers with special needs for their pupils’ educational activity. 90 pupils with special needs of the 5th to the 12th forms, who learn under the conditions of socio-educational inclusion, as well as their 103 teaching teachers, were invited to participate in the research. By applying a modified E. M. P. Seligman questionnaire, the teachers’ causal attribution styles were evaluated. The style manifestation level was evaluated on the following scale: optimistic, moderately optimistic, average between optimistic and pessimistic, moderately pessimistic, and pessimistic style. The importance of a teacher’s causal attribution style for the teenager’s educational activity was evaluated in the following aspects: interest in the subject taught, level of perception of tasks given, pupil incentives, communication with subject teachers, and realization of need for assistance. The importance of factors influencing a teacher’s causal attribution style in the aspects of the pupils’ success and failure experienced at school was also analyseden
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.description.sponsorshipŠvietimo akademija-
dc.format.extentp. 86-95-
dc.language.isolt-
dc.relation.ispartofPedagogika : mokslo darbai. , [T.] 108 (2012)-
dc.relation.isreferencedbyMLA International Bibliography-
dc.relation.isreferencedbyIndexCopernicus-
dc.relation.isreferencedbyEducation Research Complete (EBSCO)-
dc.relation.isreferencedbyCEEOL-
dc.relation.isreferencedbyScopus-
dc.subjectKauzalinės atribucijos stiliuslt
dc.subjectSocioedukacinė įtrauktislt
dc.subjectSpecialieji poreikiailt
dc.subjectCausal attribution styleen
dc.subjectSocioeducational inclusionen
dc.subjectTeenager with special needsen
dc.subject.classificationStraipsnis kitose duomenų bazėse / Article in other databases (S4)-
dc.subject.otherEdukologija / Education (S007)-
dc.titleMokytojų kauzalinės atribucijos stiliaus reikšmė paauglių, turinčių specialiųjų poreikių, ugdymo(si) veiklailt
dc.title.alternativeThe importance of teachers’ causal attribution for the educational activity of teenagers with special needsen
dc.typeresearch article-
dc.date.updated2014-01-23T15:44Z-
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local.typeS-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptMokytojų rengimo institutas-
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications
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