Oldal 61 [61]
OCR
4. POSITIVE EDUCATION IN PEDAGOGICAL REALITY in case of failure, experienced failure and motivation for further performance was demonstrated. The addressed students rated hope highly, which is a strategic emotion in which lies faith, trust, conviction, and persistence that everything will turn out well, which sets goals, but also learns from mistakes. This is also confirmed by the way to hope, according to Krfivohlavy (2010), that is, a positively and concretely formulated aim of current mood leading to the strengthening of motivation. Appreciation of pupils’ efforts Motivation is influenced by praise and appreciation of effort. Expression of sincere joy, according to Zelina (2018), comes from praise, appreciation, gratitude for the interest and a positive, personal approach of the teacher. Joy, and gratitude during the teaching process in the survey are felt by slightly more than half of the high-school students. According to the quoted author, the deficit manifests itself in disinterest, boredom and even resignation, which leads to a reluctance to attend school, which leads to demotivation and indifference to aggression. Half of the students’ negative opinions on this statement in the survey hide a mixture of stated feelings. Zelina compares them to hostility against the institution, pupils and teachers. Half of the respondents state that they lose effort, interest, joy, happiness, creativity, and authenticity in the learning process and only the formal side of learning prevails. A high-school student can accurately identify the source of his positive and negative emotions. In the survey, the source of emotions is teacher-pupil and pupil-society interaction. Adolescents in the survey are proud of the school they have chosen, they feel hope and support from teachers in supplementing their knowledge, competencies, and vice versa, but not all of them feel the responsibility to complete assignments on time, which reduces the joy and satisfaction of completing tasks. A serious finding is the fact that the pupils do not feel appreciation of their efforts by the teachers and are little motivated through praise and positive evaluation. E - Pupils’ interest in the activity Method and level of assigning tasks to students Seligman (2014) uses the identification of characteristic features of adolescent personality at school as an element of positive psychology through an entrance questionnaire to the program of positive education of pupils. Only then does he work in youth courses. In the environment of the investigated schools, students do not feel the identification or support of their personality traits, because according to the survey of their opinions, up to half of the students do not agree with the given statement. The assigned tasks cause problems for + 59 +
