Extramural Students Research Articles

На пути к успеху: мотивация и ресурсы саморегуляции как предикторы академической успешности студентов

<p>Currently, the higher education system is constantly changing: the education of increasing number of students is becoming associated with the use of distance technologies, which is why it is so important to identify motivational factors that have a potential impact on the academic success of students of different forms of education. The sample of the study consisted of 114 students of different forms of education (74 extramural students with the use of E-Learning and Distance Educational Technologies and 40 full-time students). Two indicators were used to measure academic achievements: the average score for all previous examination sessions and the self-appraisal of learning scale of the questionnaire by T.V. Kornilova et al. The Academic Motivation Scale (AMS) was used to study the motivational-semantic component, the Brief Self-Control Scale and the Style of self-regulation of behavior – SSRB 2020 questionnaire were used to study the motivational-regulatory component. The Explanatory Style of Successes and Failures (ESSF) technique and the General Self-Efficacy Scale by R. Schwarzer and M. Yerusalem, adapted by V.G. Romek, were used to study the cognitive-motivational component, the persistence and perseverance scale (Grit) was used to study the integrative component. The results showed that if strong internal motivation prevails, it sufficiently determines academic success, but if motivation is lacking or is external, other components, namely self-regulation resources and the style of explaining successes and failures in achievement activities, help to increase academic success. At the same time, the influence of the form of education was not revealed.</p>

Development of professional self-consciousness of students: diagnostic results and content of pedagogical maintenance

The article is devoted to rethinking the problem of psychological and pedagogical maintenance for the development of professional self-consciousness among students. Our experimental study identifies the optimal pedagogical conditions of professional self-consciousness among students. Within the framework of the article, the content and methods of pedagogical maintenance of students were revealed. The study of this problem allowed us to develop the following set of pedagogical conditions that ensure the effectiveness of pedagogical maintenance for the development of the foundations of professional self-consciousness: diagnostics; implementation of the author's methodology (the use of pedagogical technologies that initiate the reflective potential of the student as a subject of professional self-consciousness); development of an individual way of learning. Diagnostics of the structural components of professional self-consciousness of full-time and extramural students included the motivation of learning, professional directivity, self-esteem, personalitytraits. The results of the first diagnostics determined the main content of the forming stage of the experiment, namely, the conduct of a variable course. The author's methodology is aimed at the development of personally oriented educational process in the system of higher education. The results of diagnostics after a variable course allow us to confirm the improvement in the studied parameters for full-time students (statistically different in terms of self-esteem), as well as for extramural students (statistically different in terms of sociability).

Effects of Motivational Interviewing and Mindfulness-based Cognitive Therapies on Academic Burnout among Extra-mural Students in Ekiti State

Academic burnout is a mental and emotional fatigue state caused by continuous stress among extra-mural students. This syndrome is usually caused by repeated failure and overload of work in the school, which eventually leads to high dropout rate, truancy and failure. Academic burnout hinders academic success of students, as it truncates their advancement in moving to the next academic stage. Previous studies focused largely on predictors of academic burnout of in-school adolescents, while little attention was paid to extra-mural students. This study, therefore, was designed to determine the effects of Motivational Interviewing Therapy (MIT) and Mindfulness-Based Cognitive Therapy (M-BCT) on academic burnout among extra-mural students in Ekiti State, Nigeria. Moderating effects of academic self-efficacy and goal setting were also examined. Pretest-posttest control group quasi experimental design with 3x3x3 factorial matrix was adopted. Three extra-mural centres were randomly selected in Ekiti State, while the simple random sampling technique was used to select participants from each of the remedial study centres. The remedial centres were randomly assigned to MIT (29), M-BCT (51) and control (25) groups, making a total of 105 participants. The instruments used were Academic Burnout Indicator Inventory (for screening – ?=0.92), Maslash Academic Burnout (?=0.70), Academic self-Efficacy (?=0.86) and Goal Setting (?=0.80) scales and instructional guides. Data were subjected to descriptive statistics, Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. Participants’ age was 22.14±3.15years. The majority of the participants were female (61.5%). There was a significant main effect of treatment on academic burnout of the participants (F(2;84)=140.13. partial ?2=0.77). The participants in the control group (111.04) had the highest mean scores on academic burnout, followed by the M-BCT (88.20) and the MIT (61.59) groups. There was no significant main effect of academic self-efficacy and goal setting on academic burnout. There was a significant interaction effect of treatment and goal setting on academic burnout (F(2;84) =3.93, partial ?2=.16), in favour of the participants with high goal setting from the MIT group. Motivational interviewing and mindfulness-based cognitive therapies reduced academic burnout among extra-mural students in Ekiti State, Nigeria. Counselling psychologists and other help professionals should adopt these therapies.

Диагностика личностных результатов освоения дисциплины «Профессиональная этика»: к постановке проблемы

Introduction. The article considers the possibility and necessity of diagnosing personal results of training in professional ethics at the level of higher education. The author identifies special aspects of penitentiary staff performance which determine professionally significant qualities directly related to ethical standards. The role of professional ethics is noted as a factor that can minimize unfavorable circumstances of service, and prevent professional deformation and personal degradation. Theoretical analysis. Attention is drawn to the specifics of measuring personal training results and to the given characteristics of diagnostic materials and search experiment data. The possibility of setting a task that requires a detailed substantiated answer for the qualitative diagnosis of personal training results is justified. Conclusions. Analysis of the works showed that cadets (full-time students) and correctional officers (extra-mural students) have formed a personal attitude to the main categories of professional ethics. The differences lie in the ranking of ethics functions in performance and the nature of reasoning. These differences may be due to differences in life and professional experience. It is advisable to take into account the data of the search experiment, while preparing the materials of the recording section and organizing training activities of students of subsequent years of recruitment.

Paths to Distance Learning at A University and its Application

The results of a 2019 sociological survey conducted on a nationwide structured Abstract sample of extramural students (2019) and graduates (2000–2018) of Higher Edu cational Institutions (HEIs) are used to reveal cultural, socio-economic, territorial origin of extramural students and graduates and identify the types of their educational strategies as well work experience and status at the enrollment stage. We analyze their movements within the socio-occupational hierarchy as a result of obtaining that education. Extramural students differ from full-timers in that they feature a more de mocratic socioeconomic composition and possess a different amount of educational resources at the enrollment stage. These differences are presented in the form of four educational trajectories, which correlate with indicators of origin on a scale from “weaker” to “stronger”. “Advantages / disadvantages” of the educational trajectories and status at the enrollment stage, affect the degree of success in the application of distance education in the labor market in accordance with the level of qualifications and specialties of the diploma. Extramural students / graduates are formed from two streams: those who enter the HEIs immediately after secondary education and those who come with work experience. The latter get a higher return on the labor market from distance education.

The Effects of Temper Traits and Study Method (Full-Time vs. Extramural) on Polish Students’ Adaptability to Online Learning as a Result of COVID-19. A Pilot Study

COVID-19 has forced students to readjust to online learning. The current study aimed to investigate attitudes of Polish students towards online education, relationships between learning preferences and temper traits, and differences in learning preferences among extramural and full-time students. The study recruited 185 college students between May and June 2021. The findings indicated between group differences in learning preferences, with extramural students preferring online education slightly more than full-time students. Two temper traits, briskness and activity, appeared to be significant predictors of positive attitude towards online learning. However, as this was a pilot study, further investigations are recommended.

THE FORMS AND METHODS OF ART DISCIPLINES' TEACHING UNDER THE CONDITIONS OF DISTANCE LEARNING

This article describes the development of forms and methods of art disciplines’ teaching under the conditions of distance learning. The main aim of the research is to develop recommendations for the artistic disciplines' teaching by educational institutions under the conditions of distance learning. To achieve this goal during the research, the following tasks will be carried out: - substantiation of the relevance of the study under the conditions of quarantine restrictions; - critical analysis of the literature on the development of the form and methods of teaching art disciplines; - the features of online work, and the features of work under the conditions of distance learning in higher education institutions. To conduct empirical research aimed at confirming the effectiveness of the developed teaching forms, we surveyed a group of students. It allowed proving the hypothesis that distance learning can be effective. The article contains recommendations for lecture classes, the organization of independent and group work, and other types of distance learning. The main direction of the development of teaching artistic disciplines is the development of educational technologies within the virtual environment. The developed forms and methods of distance learning are expedient to use both in the work with full-time students and the work with extramural students, attracting the possibilities of web-conferencing and communication using Skype, which forms the practical significance of the research.

The Use of MOOCS in Online Engineering Education

The study demonstrates the possibilities of using massive open online courses in engineering education. In order to study the impact of digital learning formats on the acquisition of key engineering competencies by students, an educational experiment was carried out; it was performed as part of the study of the Fire Safety discipline on the basis of the online educational platform Khan Academy. Conceptually, the educational process was aimed at studying the capabilities of software in the field of fire safety, namely: PyroSim, Pathfinder, FireRisk, FIM, FireCategories, PromRisk, FireDistance, as well as gaining professional competencies in the process of performing practical tasks. The educational experiment involved third-year intramural and extramural students of the Faculty of Engineering (The Saint-Petersburg University of the State Fire Service of the EMERCOM of Russia) and Moscow City Pedagogical University. The online educational course was conducted with an emphasis on consolidation and acquisition of professional engineering knowledge and skills in the development of fire safety projects under simulated risk conditions using modern software and an innovative educational platform. The participants demonstrated a high level of involvement, initiative and professional aspirations in the learning process. In the context of the educational experiment, the key competencies required for 21st century engineers have been identified. The students confirmed the positive impact of digital pedagogical tools on the acquisition and development of key competencies necessary for further professional activity. Having completed an online course on the Khan Academy platform focused on the applied interaction with advanced software in the field of fire safety, students identified skills that should be developed and consolidated, namely: teamwork skills and the ability to work in multidisciplinary teams, the ability to manage projects (management, planning, scheduling, budgeting, etc.); the ability to define, formulate and solve engineering problems; the ability to effectively prioritize; striving for lifelong learning; willingness to take a calculated risk; ability to make professional decisions; self-regulation and self-motivation. However, the development of important engineering competencies such as high ethical standards, honesty and global social, intellectual and technological responsibility; good communication skills, high emotional intelligence and cognitive flexibility; entrepreneurial spirit and customer focus requires educators to search for different pedagogical methods and practices. The assessment of the impact of digital learning formats on the acquisition of key engineering competencies was subjective, but revealed pedagogical approaches to the qualitative development of engineering personnel. An effective combination of traditional classroom and virtual interactions can create a complex paradigm of high-quality engineering and technical education that is competitive in the market environment.

The Mood of Elite Polish Athletes and P.E. Students During the First Wave of the COVID-19 Pandemic

The aim of the study was to compare mood during the fi rst wave of the COVID-19 pandemic in athletes - potential Olympians (n = 57, including 28 men and 29 women) involved in Olympic preparations and extramural physical education students (n = 54, including 28 men and 26 women). The age of the subjects was between 18 and 45 years. The additional objective was to determine diff erentiation according to gender. The Polish version of the Profi le of Mood States by McNair, Lorr & Droppleman was used in the form of an on-line survey. There were no signifi cant differences between the men and women (main gender eff ect). The athletes demonstrated lower levels of anger and confusion than the students (main group eff ect). In the case of tension, a signifi cant interaction was found between the group and gender: among athletes, a lower level of tension was found in men, and among students - in women.

Strategies for Coping With Stress in Athletes During the COVID-19 Pandemic and Their Predictors.

The aim of the study was to compare the strategies of coping with stress during the COVID-19 epidemic in athletes involved in Olympic preparations (57 potential Olympians) and students of physical education (54 extramural students), and to determine their depending on the variable gender. The research was conducted in the form of an on-line survey in the period of April 7–28 during the COVID-19 pandemic. Four standard psychological questionnaires were used. Elite athletes and physical education students practicing sports most often dealt with the stress of the COVID-19 pandemic using cognitive and behavioral coping strategies. The sports level depended on the strategies of coping with the stress of the COVID-19 pandemic more strongly than gender. The relationship between the sense of coherence (mainly comprehensibility) and the hope for success treated as a generalized immune resource with coping strategies in the case of the COVID-19 pandemic postulated by Antonovsky was confirmed.

Distance teaching: opportunities, challenges and prospects

Russian universities were forced to switch to distance teaching format in the spring of 2020 because of the Covid-19 pandemic. Such way of teaching has become a specific testing ground for the development and testing the effectiveness of new information and digital interactive technologies and online teaching methods. Detailed descriptions of the methods and technologies for conducting all types of classes remotely in various disciplines are not freely accessible. Hence, the transition to distance teaching demanded from teachers to develop new methods and forms of teaching and to establish remote monitoring of knowledge acquisition by students. The purpose of the article is to analyze and summarize the results of approbation of methods to organize and to conduct all classes types and their monitoring in a distance teaching format in the discipline “Physics” at the Don State Technical University. The article contains general information and specific recommendations on the methodology for conducting and monitoring the level of mastering competencies by students. The results of the exams for intramural and extramural students confirmed the effectiveness of the methods used. The analysis of such experiences can contribute to creating the optimal online teaching methods.

Gender Differences in Engagement in Unethical Pro-Organizational Behavior—Two Studies in Poland

The objective of this article is to present the results of research on the differences in unethical pro-organizational behavior between men and women. Enterprises run the risk of loss of reputation as a result of unethical pro-organizational behavior on the part of their staff. Such behavior also stands in opposition to sustainable enterprise development. However, an employee who engages in this type of behavior may suffer guilt and embarrassment. In the long term, this hinders employee well-being. The correlation between engagement in unethical pro-organizational behavior and the respondents’ gender was examined in two empirical studies. The first one was carried out among full-time employees of companies operating in various sectors in Poland, who were extramural students (N = 786). The second study was conducted half among employees of three large holding companies and half among working students of postgraduate studies (N = 389). The t-Student test was employed in the study. Statistical analysis was performed with the use of the IBM SPSS Amos 25.0.0 software. The theoretical framework of gender socialization theory was employed. The main conclusion is that women are less inclined to display unethical behavior for the sake of an organization than men. This is the first—or one of the first articles—devoted to studying the correlations between unethical pro-organizational behavior and gender. The results of the study can be applied in practice as they support increased participation of women in management as well as in creation and implementation of ethical codes in organizations.

Distance education based on smart-technology

This article explores a number of problems of implementing Smart-education for training of students of correspondence department. Its effectiveness for the system of modern higher education is shown. A number of problems of introducing Smart-education for teaching extramural students have been investigated. Its effectiveness for the modern education system is shown. However, the use of Smart-technologies in itself does not allow raising the level of education; it can only be used as a lever that will simplify and speed up the process of communication between the participants in the learning process. E-learning does not allow, in general, to solve the problem of adapting the educational process to the requirements that employers impose on graduates of higher educational institutions, but at the same time it allows the training to be optimized and brought to a higher level. Smart-technologies, in our opinion, are a promising modern technology that penetrates deeply into various types of human activity, and into education. The main distinguishing feature of smart technologies is the ability to quickly adapt quickly to changes in the external environment.

«THEY CONSTANTLY FELT CENSORSHIP AND A SET OF STANDARDS THEY HAD TO MEET»: THE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV IN THE 1970S – MID-1980S (STRUCTURE, FACULTY MEMBERS, STAFFING POLICY)

The article analyzes structural changes at the Lviv University, changes within the composition of University students and professors, as well as staffing policy in the 1970s‒mid-1980s using new sources and the perspective of individual experience – published memories and oral history. The Era of Stagnation's ideological environment determined the state of higher education and Lviv University in particular. The beginning of prolonged stagnation of the 1970s‒mid-1980s became particularly evident for the University after a high-profile condemnation campaign of «anti-Soviet group of students» from the Faculty of History and Philological Faculty who expressed critical opinions on the limited use of the Ukrainian language, Russification, and Soviet national policy. Elimination and «appeasement» of unwanted professors in the early 1970s was effected through their forced retirement, change of employment, and issue of admonitions, marking the end of a whole epoch in the life of the University, which lasted since after the war and was associated with the personalities of certain professors. From now on, staffing policy was determined by the constructed image of the «right» Soviet scientist and teacher for whom enhanced «political principles» prevailed over solid scientific achievements, which is proven not only by archival documents but also highlighted in contemporary narrative memory. At the same time, in the 1970s‒1980s, similarly to the Soviet era in general, the University continued its structural development – a new faculty was created, the activities of structural units were expanded, new research laboratories were opened, the number of departments increased together with the number of faculty members, whose substantial research distinguished the University among other schools of the Soviet Union. In the mid-1970s, Lviv University already had thirteen faculties with over seven hundred faculty members, including 8.5 % Doctors and Professors and 45 % of Candidates of Science and Docents. The largest faculties were Faculty of Economics, Faculty of Law, and Philological Faculty with 1,500 students each. Overall, the University had 5,500 full-time students, 4,900 extramural students and 1,700 part-time students. Faculty of Journalism, Faculty of Geography, and Faculty of Geology did not have a part-time department, while the Faculty of Physics and Faculty of Chemistry did not have an extramural department (as of the early 1970s). Even sporadic and 1970s focused study (complete paperwork of the Scholarly Council, administrative and research units of the Lviv University for all the upcoming years is currently not available at the State Archives of Lviv Region (SALR) and the Archives of the Ivan Franko National University of Lviv) can help us raise various issues of the university life, which require further profound study using a systemic and comprehensive approach and the prism of individual experience – published memories and oral history. Keywords: the Ivan Franko National University of Lviv in the 1970s‒mid-1980s, students, faculty members, staffing policy, historical memory.

Self-esteem of physical education students within didactic and educational skills depending on the mode of study against evaluation by placement supervisors

Introduction. In addition to knowledge and aptitude, practical skills are necessary to competently pursue every profession. For students, teaching practice is the first opportunity to confront knowledge and skills acquired at university with school reality. The goal of this study was the self-esteem of didactic and educational skills among full-time and extramural Physical Education students of Kazimierz Wielki University in Bydgoszcz participating in teaching practice as well as the comparison of their self-esteem with the assessment of teachers - placement supervisors. Material and Methods. A total of 625 Physical Education students of Kazimierz Wielki University in Bydgoszcz and the same number of placement supervisors were involved in the study. The diagnostic survey method was carried out to collect the data. The questionnaire technique was used. Results. Based on the conducted research, the following conclusions were formulated: the majority of full-time and extramural students assessed their didactic and educational skills as good or very good, both full-time and extramural students were very well prepared for teaching practice in Physical Education, and the assessments of teaching practice supervisors, in principle, were higher than the self-esteem expressed by student teachers (p = 0.0000 for the Z test).

Educational and Career Trajectories of Extramural Students and Graduates of Higher Education

The results of a 2019 sociological survey conducted on a nationwide structured sample of extramural students (2019) and graduates (2000–2018) of Higher Educational Institutions (HEIs) are used to construct the social portrait of extramural students and graduates and identify the types of their educational strategies as well as the motives that led them to extramural studies. We compare the expected and experienced effects of education on graduates’ positions in the labor market and analyze their movements within the socio-occupational hierarchy as a result of obtaining that education.Extramural students differ from full-timers in that they feature a more democratic socioeconomic composition, possess a different amount of educational resources at the enrollment stage, and have specific needs, the most important one being that of entering the labor market and/or compensating for reduced competitiveness. A large proportion of extramural students already have a vocational school diploma, which reflects the growing popularity of the bypass strategy to access higher education among certain social groups, which allows them to slip past the obligatory high-stakes testing. Educational capital of HEIs candidates (corresponding to four types of educational trajectories of extramural students) correlates with their socioeconomic backgrounds. The advantages and disadvantages of educational start extend into the next stage of education. Similarly, the socio-occupational statuses’ differentiation of extramural freshmen are further translated into different degrees of success in converting qualifications into degree-matching statuses.

Характеристики нравственной сферы личности студентов-психологов в ситуации морального выбора

The present study focuses on characteristics of the moral sphere of personality in psychology students in a situation of moral choice. The author examines deontological foundations of professional psychologist training and substantiates the provision that the development of professional and ethical qualities and the moral sphere of personality should form the core of a future psychologist’s training. In the professional activity of a psychologist, specific moral decisions are made based on the specialist’s personal choice, and the moral substance of these decisions depends on the characteristics of the moral sphere and its level of development. The article presents results of an empirical study of the moral sphere of psychology students. Quantitative and qualitative analysis of empirical data was conducted by means of the “Friend-Advisor-1” method developed by E. K. Veselova, S. A. Chernyaeva. Statistically significant differences were revealed in general indicators of the moral sphere between full-time and part-time extramural students. The latter exhibit a higher level of moral integrity, and they tend to make more positive and fewer negative choices than full-time students. Qualitative analysis showed that extramural program students adhere to more traditional moral values and principles and offer clear volitional decisions based on the sense of duty, social norms, law, and an assessment of consequences. Extramural psychology students have higher moral indicators than full-time psychology students. This suggests that moral values are better developed and more stable in mature adults than in young people. Also, statistically significant differences were revealed between male and female psychology students on the following variables: F — general advice, RAC — rationalization and T — alienation. Male students are inclined towards general formal advice, emotional detachment, and unwillingness to influence actions; in their opinion, everyone must make their own decision how to act in situations of moral choice. They are ready to provide freedom of choice in decision-making, recognizing a person’s subjectivity and taking into account the level of his or her personal development. Female students tend to rationalize and explain the reasons for the proposed advice, to show concern for loved ones, generosity, and charity. This indicates the presence of such professionally important qualities as empathy, responsiveness, a desire to help, altruism, philanthropy.

Дистанционное обучение в классе концертмейстерства

The purpose of this study: to present theoretical and practical results of creating a distance learning methodology in concertmastership class using traditional, innovative and media techniques based on a synthesis of many years’ experience in “distance” classes (especially during the quarantine period caused by the Covid-19 pandemic). Also, as a matter of priority: to systematize and to characterize various forms and methods of working with concertmaster students and illustrator students, to analyze the component structure of the technical element in the process of “distance” classes, to share experience in applying media techniques to the educational process. Research methodology: system analysis of all components of the newest teaching methods these days, heuristic method. The scientific novelty of the study is due to the unique features of the distance learning and has several aspects: historical (which describes the facts of giving distance lessons in concertmastership and adaptation of traditional educational systems to completely new conditions), practical (reflecting the features of traditional, innovative and media methods and techniques through their analysis and synthesis) and theoretical (creation of distance learning methods in such a specific subject as concertmastership). In addition, new terms are introduced into the educational process: “mirror minus”, “double minus” and “virtual soloist” (terminological aspect). Conclusions. Distance learning system, in which, in essence, everything is experimental, has proved its viability as an alternative method of training in concertmastership class and it may be used not only in force majeure situations, but also for initial personal tuition of extramural students. Despite the fact that not all forms of work may be used, an effective control is possible over the score learning and over the conceptual orientation of the programs preparation, which allows maintaining the professional status of students at the proper level. Some methodological practices in the forms of “mirror minus”, “double minus” and games with a virtual soloist may be recommended to certain categories of students as additional training in the traditional (fulltime) learning mode. The efficiency of this methodology has been confirmed by the high results of the semester control. But the main thing is that all the technical, electronic and media innovations were not antagonistic to the music profession, but rather contributed to the satisfaction of the intellectual and artistic needs of musicians.

Интерактивные формы преподавания клинической психологии студентам педагогического заочного вуза

Интерактивные формы преподавания клинической психологии студентам педагогического заочного вуза

EMOTIONAL ATTITUDES LINKED TO COMMON OBJECTS: PRACTICAL AND CLINICAL IMPLICATIONS

Studies concerning emotional changes following brain damage neglect the emotional responses that might arise in reaction to the stimuli used in their examination of such patients. Yet those reactions may be quite forceful often provoking feeling of anxiety or panic and dismay. A questionnaire designed to reveal associations and emotional attitudes was presented to 96 extramural students. Four categories of products and the products within those categories were selected. The categories included: sweets; alcohol; transport, and consumer electronics. In addition, 174 participants of various ages and professions produced associations linked to emotionally loaded words. A list of associations and their dominance scores were created. It revealed that transport (4.9) and consumer electronics (5) were given the highest mean scores. Also, the terms car (5.3) and mobile phone (5) aroused the highest levels of emotion. The significance of the emotional attitudes of the participants to objects were determined within particular dimensions that measured likableness, interest, goodness, and attractiveness. The terms beer, chocolate, car and mobile phone were reported to be most acceptable in all four dimensions. The above data suggests that the emotional attitude awakened by a particular object finds its expression in all of the dimensions examined. The studies revealed the significance of primary subconscious affects for creating positive or negative attitudes. This should be taken into account by therapists since objects which evoke a negative affect may trigger a patient’s reluctance to take part in the rehabilitation procedure.