@misc{Musiał_Ewa_Szkolne_2017,
 author={Musiał, Ewa},
 copyright={Copyright by Ewa Musiał},
 address={Wrocław},
 howpublished={online},
 year={2017},
 publisher={Instytut Pedagogiki Uniwersytetu Wrocławskiego},
 language={pol},
 abstract={At the beginning of their school career, almost every child is positively geared to achieve at least good results in science. It is usually assumed that one of the most important indicators of educational attainment are the marks obtained by the pupils of different subjects, and the average grade is a measure of the efficiency of the school. This approach does not take into account the fact that the actual process of growing up requires confirmation flowing not only from the purely scientific, that is, the possibility of experiencing success associated with intellectual challenges, but also with the emerging young people a strong need for group membership and life skills gained in this phase significantly depend on the situation and nature of compensation provided by the group. According to K. Denek, seized much success on the basis of educationa lactivities, „success” in school is a situation or condition in which the student is capable to meet the demands of school. This is how a child learns, or not achieving the success or experiencing failures in science, is important for the fate of education, the choice of future profession, and thereby functioning in society. Nothing in fact does not motivate to action, as the joy of victory achieved. Nothing is committed to further work as well planned, executed and awarded the execution of tasks, and thus achieved success. In the literature, discussion of the factors determining successful school students usually apply to personality factors, environmental and educational.},
 title={Szkolne sukcesy uczniów i ich pedagogiczne uwarunkowania w świetle teoretycznej analizy problemu},
 type={text},
 doi={https://doi.org/10.34616/22.19.174},
 keywords={efekty kształcenia, osiągnięcia szkolne, szkoła, uczeń zdolny, wymagania szkolne},
}