Соотношение самоорганизации учебной деятельности и рефлексивности студенческой молодежи в зависимости от пола

Abstract

The relevance of the study is due to the necessity to develop st udents’ self-organization skills in the process of their education since this competence needs mastering by specialists while their implementing professional activities in modern work conditions. The objective of the study is to establish the correlation between self-organization of educational activities and reflexivity of students, depending on gender. Presumably, the gender characteristics of the correlation between self-organization of educational activity and reflexivity are determined by the extent to which this correlation is manifested. The sample of the research comprises full-time 1st and 2nd year students of Computer Science and Information Technology Department and Economics Department of Saratov State University (Saratov) (N = 106) (70 boys – 66%, 36 girls – 34%) aged 17–19 years. The following methods were used: “Questionnaire of self-organization of activity (QSA)” (E. Yu. Mandrikova), “Questionnaire of reflexivity” (V. N. Karandashev). There have not been found any significant differences between the studied parameters depending on gender. There have been recorded the greatest number of relations between the components of self-organization and the level of reflexivity in the group of young men. Apparently, both in the group of boys and in the group of girls, a high level of reflexivity correlates with a high level of fixation on structuring activities and a low level of perseverance. Correlations between reflexivity and self-organization of activity and its components «Regularity» and «Self-organization» have been found in the sample of young men. The fact that there have been identified certain characteristics of the correlation between self-organization and reflexivity in students at the beginning of their academic university career constitutes the novelty of the research. The applied aspect of the research results is determined by the possibility to use them while creating programs to enhance students’ self-organization of activities in educational practice.