Self-determination Of Students Research Articles

Pre-vocational education as a factor in the development of human resources in the healthcare system

Pre-professional medical education in high school provides not only a more in-depth study of individual subjects of general education programs, but also expands the opportunities for self-determination of students, ensures continuity of the educational process, allows boys and girls to adapt more successfully mastering higher medical professional education programs and is the basis for a successful career.Aim. To evaluate the results of the introduction and implementation of the model of pre-professional medical and pharmaceutical education using the example of the Resource Center «Medical Sechenov Pre-University» of the Sechenov First Moscow State Medical University (Sechenov University) (hereinafter referred to as the Pre-University) as a means of developing the human resources potential of the healthcare system on the territory of the Russian Federation.Materials and methods. During the work, a theoretical analysis of domestic and foreign literature on the problem of developing the human resources potential of the healthcare system was carried out. A study was conducted in the comparative aspect of the basic readiness of students in grades 8-11 at the Pre-University and specialized medical and biological classes of regional educational institutions to the choice of medical specialties using a test questionnaire with the identification of three key aspects: readiness to master medical specialties; self-assessment of capabilities and erudition in the field of modern medicine. 1465 people took part in the survey. The reliability of the results was carried using the Mann-Whitney U test. Assessment of the statistical significance of differences between the means was carried out at a critical level of p = 0.05.Results. Studying at the Pre-University of Sechenov University allowed the majority of adolescents to achieve higher levels of formation of the main indicators of basic readiness to choose medical specialties. The share of students with a high level of readiness to master medical specialties at the Pre-University is 13.8 % higher compared to students of specialized medical and biological classes, with high erudition – 13.8 % and 6.7 % higher those who highly assess their prospects for entering a medical university.Conclusion. Pre-professional education based on close interaction between the Pre-University and Sechenov University allows students to develop motivation to choose a medical profession, as well as a clear understanding of the learning process in the chosen profession and is an important link in the system of continuous educational trajectory «pre-university–university–clinic».

Exploration de pratiques enseignantes qui soutiennent l’autodétermination des élèves du préscolaire dans l’établissement de leur plan d’intervention

In Quebec, accommodations as well as educational and developmental objectives for students with emotional or behavioural difficulties (EBD) must be documented in an individualized education plan (IEP). Although several studies support the importance of involving the student in this process as well as the importance of early intervention to prevent behavioural problems, no data have been identified to determine the level of involvement of preschool students in the IEP process. The purpose of this research is to explore the practices of preschool teachers who support self-determination in the development of an IEP. The results indicate that preschool students are almost always absent during the meeting, but that teachers engage in certain strategies that support student self-determination following the meeting. In addition, most teachers would be willing to involve the student more if they had the necessary coaching.

Self-determination for students with disabilities during challenging times

In the field of special education and transition services, self-determination is understood as a dispositional characteristic whose development can be supported through effective interventions. However, limited research has explored how youth used their self-determination to navigate through the pandemic and barriers they encountered during and after this period. The purpose of this study was to look at self-reported self-determination scores on the Self-Determination Inventory over one year as students with disabilities returned to school after the onset of the COVID-19 public health emergency to inform future research and supports during challenging times. In a sample of 1,128 students with disabilities, we found statistically and practically significant growth in youth self-determination from the Fall of 2020 to the Fall of 2021, overall and particularly on the Decide subscale of the Self-Determination Inventory. Black youth tended to score higher than White youth overall and across all subscales. There were, however, substantial missing data and a lack of information on interventions and supports received. Limitations and implications for future self-determination research to build on student’s strengths and center their strategies to advance their self-determination are discussed.

Условия эффективной педагогической поддержки обучающихся в процессе их самоопределения в ситуациях активного и интерактивного обучения

Introduction. The tendency to increase the role of independent learning activities of students has actualized the search and implementation of effective conditions for their pedagogical support in the process of using active and interactive teaching methods. Theoretical analysis of the research allowed us to conclude that pedagogical support should be considered as a teacher’s creation of certain conditions for independent work of students in order to form incentives for self-determination through their choice of individual and/or group educational trajectories. Empirical analysis. To verify the assumption that active and interactive teaching methods have a significant potential for pedagogical support of the process of self-determination of students, a study was conducted with the participation of students of two groups of 1st year students of V. I. Razumovsky SSMU (N = 20), within the framework of teaching a theoretical discipline. Conclusion. The study allowed us to conclude that effective conditions of pedagogical support are: trusting dialogical interaction between teachers and students, pedagogical consulting of students at their request, organization of work on a group project using active and interactive methods of group learning interaction; providing an opportunity to develop and implement an individual educational trajectory within the framework of work on a group project.

College 101: Supporting College Readiness Skills Among Students With Intellectual & Developmental Disabilities

Abstract Date Presented 03/22/24 The Summer Institute is a weeklong college prep program for transition-age students with intellectual and developmental disabilities (IDD). This poster will highlight how the program increased college readiness skills and self-determination in students. Primary Author and Speaker: Lindsay Marie Seidel Contributing Authors: Meghan Blaskowitz, Zack Hulings, Christa Fisher

Формирование профессионального самоопределения будущих специалистов гостиничного сервиса средствами личностно-ориентированных технологий

The purpose of this investigation was to confirm the need of student professional self-determination formation and development as a pedagogical task while training of hotel service specialists. The relevance of this research is determined by the generalized interpretation of the term ‘hotel service specialist’. The list of opportunities for professional realization for graduates, actually, is not limited by the place of work as well as by the activity type. Proper assessment and timely diagnosis of aptitude for a particular specialization can contribute to effective self-determination of students, motivate them to successful academic achievements, and stimulate professional development. Methodology and methods. The methodology of the study consists on the basis of the general theory of education and upbringing, the theory of the unity of personality and activity, the foundations of a personality-oriented educational process. The research methods determine the analysis of psychological, pedagogical and methodological literature on the research topic, questionnaires, psychological and pedagogical testing, statistical data. The result of this research was the justification of the pedagogical task as a formation the professional self-determination of students — future hotel service specialists throughout their studies at the university. Theoretical and practical significance. The theoretical significance of the research lies in the construction, substantiation and approbation of the hotel professions matrix. The practical significance is determined by the proposed forms and methods of the educational process organization for the purpose of the professional self-determination formation by means of personality-oriented technologies. Conclusions. In order to maintain students’ interest in professional realization, it is necessary to diagnose their abilities for professional activity within the industry. The effectiveness of the professional self-determination formation will be higher if personality-oriented components are included in the content of scientific and methodological content.

The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities

The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as "neutral" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials.

Цифровая идентичность и гуманистическая модель цифровой образовательной среды

The article is devoted to the problems of subjective and personal self-determination of students in the situation of contact with the infocommunication environment, in particular, to the analysis of “digital identity”, symbolizing the emergence of a new modality of individual identification in virtual space. The methodological basis of the study was philosophical, axiological and systemic approaches. In addition, the possibilities of the method of existential analytics are used, which make it possible to explore not only ontological, but also the value-semantic contexts of the formation of personal identity, allowing us to consider the essence of “I” in the unique unity of its personal qualities, as well as content analysis as the optimal diagnostic tool network identity. The article conceptualizes the concept of “digital identity”. It is shown that the representation of the life of young people in a virtual environment, as one of the forms of successful socialization, as well as the possibility of constructing a virtual personality and its self-presentation in the external environment with the help of ideal self-images, determine the projective nature of digital identity, which is, ultimately, a set of projections of real identity, translated using digital technologies into a sign-symbolic context. Based on examples of the reverse influence of online identity on the real one, a conclusion is made about the emergence of a tendency to blur the lines between them, marking the beginning of the process of merging digital and real identities. The result of the study is a humanistic model of the digital educational environment (DEL), which sets the main variable vectors for its development and implementation, taking into account the creative potential of a particular teacher, the conditions of the educational organization, the socio-pedagogical and socio-psychological specifics of students.

Формы профессионального самоопределения и самореализации обучающихся в системе дополнительного образования детей (из опыта работы ГБУ ДО «Дворец творчества детей и молодёжи Минпросвещения КБР)

The article examines the possibilities and conditions of institutions for additional education in the formation of professional self-determination of children and youth in the process of pre-professional training, analyzes issues on the organization of professional selfdetermination. Examples of forms and methods of career counselling are given, a wide range of variable educational programs focused on deep research and creative work with children is analyzed. Revealing the potential of additional education, the author identifies positions that assist students in choosing a profession, and also concludes that the use of additional classes in various types of creative activity is an important condition for professional self-determination of students and development of positive personality qualities. Early career counselling helps the child to determine his place in the future and succeed as a person.

The role of the Kuzbass career guidance portal platform «Proforientir» in the professional self-determination of students

The role of the Kuzbass career guidance portal platform «Proforientir» in the professional self-determination of students

К ВОПРОСУ РАСШИРЕНИЯ ПРОФОРИЕНТАЦИОНОЙ РАБОТЫ УНИВЕРСИТЕТА С ВОСПИТАННИКАМИ КАДЕТСКИХ ОРГАНИЗАЦИЙ

The article focuses on the possibilities and directions of career guidance work of Orenburg State University in the formation of professional self-determination of students of boarding-type cadet organizations located in Orenburg. The possibilities of the university’s military training center and innovative science-intensive areas of training at the university in expanding cadets’ ideas about the region and the world of in-demand professions have been identified. Highlighted in the sphere of the military-industrial complex and military professions. Prospects for the development of interaction between cadet organizations, the university and the military training center of the university are indicated.

Исследование направленности личности как компонента персонифицированного субъекта деятельности

The study of problems of personalised education is becoming particularly important. Modern psychological and pedagogical practice requires scientific substantiation, empirical verification and development of the content of such a category as personification. The study considers orientation as a component of personification. An empirical study on the study of orientation as a component of a personalised subject of activity was conducted on the basis of the Federal State Educational Institution of Higher Education “Russian State Vocational Pedagogical University” in Ekaterinburg. The following psychodiagnostics methods were used to study such components of orientation as motivation, value orientations and self-determination of students. Understanding the orientation structure allows for a more accurate and in-depth study of students' preferences, interests and needs, which in turn helps to create individual educational plans that will meet the specific needs of each student. The conducted empirical research confirms that there are significant relationships between the components of orientation as part of personification, which are important to take into account in the process of self-actualisation and self-realisation of students.

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.

Профориентация как неотъемлемая часть образовательного процесса в школе

This article considers the issue of vocational guidance work in schools as a factor in increasing the level of self-determination of students. Professional self-determination of young people is one of the most important state goals of the educational system. The author presents the stages and tools of vocational guidance work within the framework of public projects. As the main directions of career guidance work in school can be defined: professional education, professional diagnostics, professional counseling. The author considers the directions that make career guidance work more productive.

Self-Determination Interventions for Students with Intellectual and Developmental Disabilities Transitioning to Postsecondary Education: A Scoping Review

Students with intellectual and developmental disabilities (IDDs) need a myriad of independent living skills to seamlessly transition to postsecondary education. One of these skills is self-determination. Self-determination is deemed as a combination of knowledge and skills that enables a person to become autonomous. So, the purpose of this scoping review was to explore the interventions that promote self-determination in students with IDDs as they transition to postsecondary education in USA. Arksey’s and O’Malley’s framework guided this scoping review paper. An electronic search was conducted using IU OneSearch. The search was restricted to peer-reviewed studies, books, and eBooks published in English language between 2010 to 2022. Studies were screened at the title and abstract levels, and at full-text level by the author. In total, two studies met the inclusion criteria and were included in this review. Findings showed that curriculum-based and community-based interventions had remarkable potentials in promoting self-determination in students with IDDs who were transitioning to postsecondary education. Implications for research include developing and implementing more curriculum-based and community-based interventions; measuring treatment integrity through checklists; describing implementation procedures to allow for replication studies to be conducted; and utilizing a mixed-methods research design in intervention studies.

Family adaptation as a predictor of family self-determination of digital generation students

Family adaptation as a predictor of family self-determination of digital generation students

Dramatic art/theatre in Québec’s Compulsory Education: New Perspectives

The present text refers to the situation of arts teaching in Quebec schools, highlighting the genesis of dramatic art as a school discipline. In this context, the process of an artistic intervention realized in primary classes and focused on « animated reading » is described. The objective of our research project is to determine the effects of such a pedagogical action on the level of self-determination of students (theory defined by Deci and Ryan), on attitudes (Rosenberg et Hovland) and on the progression of knowledge related to competence - 2 The interpretation of the dramatic sequences stipulated in the Quebec School Training Program (Ministry of Education, Recreation and Sport of Québec - MELS, 2001), this article dealing specifically with the results related to the aforementioned competence. The conclusions formulated on the basis of this field experience, carried out simultaneously as a Master's student and an invited artist in the school, offer us the opportunity both to enrich the school program in dramatic art/theatre and to perpetuate the respective discipline in Québec and abroad .

Педагогическая технология обучения как помощь профессиональному самоопределению студентов-медиков 2 курса средне профессионального образования

Medical profession two-year training within the framework of secondary vocational education presupposes effective organization of educational activity. The article delves into the results of pedagogical technology of teaching professional communication to 2nd year medical students of secondary vocational education, taking into account the difficulties of their professional development revealed in the study of 2021–2022. The aim of the work is to describe the formation of students’ professional communication skills in the process of solving the contradiction between the level of their communicative competence and the requirement of the profession-al community. Cultural-historical theory of L.S. Vygotsky and his theoretical concept of the sensory period of development are the methodological approach of the study, based on which the authors investigate the profes-sional self-determination of medical students. By analyzing the results of the article the difficulties of training were highlighted: communicative incompetence in professional communication, lack of confidence in meeting the requirements of medical institutions. Thus, the pedagogical technology aims to solve these difficulties by supporting the conditions for students to discuss the results of their learning activities.

PERCEPTIONS OF HIGHER EDUCATION PROFESSIONALS ON THE UTILITY OF THE ACTIVITIES, PROGRAMS, OR POLICIES TOOL TO PROMOTE SELF-DETERMINATION FOR COLLEGE STUDENTS WITH DISABILITIES

Self-determination has been associated with academic success for college students with and without disabilities. The APP Tool was designed to allow higher education professionals to examine which campus Activities, Programs, or Policies (APPs) promote, and which might hinder, the development of student self-determination. This study used the qualitative basic interpretive approach (Merriam & Tisdell, 2016) to analyze data from semi-structured interviews of three focus groups of higher education professionals (practitioners) that were conducted to ascertain their impressions of the utility of the tool. Use of the APP Tool led practitioners to reflect on what self-determination included and what campus efforts were currently fostering these skills. Implications of the APP Tool included use as (1) a progress monitoring tool for student self-determination skills and (2) an evaluation tool for current campus programming.

Профориентация как неотъемлемая часть образовательного процесса в школе

This article considers the issue of vocational guidance work in schools as a factor in increasing the level of self-determination of students. Professional self-determination of young people is one of the most important state goals of the educational system. The author presents the stages and tools of vocational guidance work within the framework of public projects. As the main directions of career guidance work in school can be defined: professional education, professional diagnostics, professional counseling. The author considers the directions that make career guidance work more productive.