Indywidualne i sytuacyjne uwarunkowania powodzenia szkolnego w świetle koncepcji reaktywności Jana Strelaua
xmlui.dri2xhtml.METS-1.0.item-citation: Rocznik Naukowo-Dydaktyczny. 1992, Z. 141, Prace Psychologiczne 3, s. 225-240
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The didactic experiment presented in the paper aimed at, defining usefulness of J. Strelau’s et all model of reactivity in the investigation into determinants of school functioning. In the six months’ period the influence of relaxation-concentration exercises on oral and written answers of the pupils in one of the 3rd forms of a primary school was investigated. The difficulty levels of the tasks, the open character of marking the results, and the level of reactivity measured by means of E. Friedensberg’s Reactivity Rating Scale were all considered. The results of the experiment can only partially be interpreted according to the above model. In a greater degree they were in agreement with multidimensional concepts of activation. The negative influence of reactivity (as a characteristic) on traditional school marks was especially marked, whereas beneficial was the influence of mid- lesson exercises on the activity of schoolchildren in class.