Motivation and motivating in the educational process in the light of transactional analysis theory

• Paulina Ratajczak

  Adam Mickiewicz University Poznań

In this article selected aspects of motivating others (or lack of it) as well as generating and reducing motivation in oneself by an individual in the educational process are presented in the light of transactional analysis theory constructs, namely the structural model, symbiosis of the first and the second degrees and the model of structural pathology based on the example of contamination. In reference to this last construct, selected results of own original research are reported. The aim of the research was to explore to what extent teachers use their non-contaminated Adult ego state or contaminated by the Parent or the Child or both ego states in the educational process. One of the research goals was to discover the contents on the non-contaminated Adult ego state of the teachers as well as the contents and types of their contaminations with regard to the educational process.

1. Paulina Ratajczak, Adam Mickiewicz University Poznań

   Pedagogue, psychologist, and psychotherapist. She completed her psychology studies at the Institute of Psychology (currently the Faculty of Psychology and Cognitive Science) at the Faculty of Social Sciences; pedagogical and doctoral studies at the Faculty of Educational Studies at the Adam Mickiewicz University in Poznań. She is a practitioner of transactional analysis in the field of education and psychotherapy, and has completed many schools, courses, and trainings in this area both in Poland and abroad. Currently, she is an assistant professor in the Department of General Didactics at the Faculty of Educational Studies.

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