Self-determination Of Students Research Articles

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.

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.

Improving the ability to understand mathematical concepts and achievement of self-determination of elementary school students using realistic mathematics education approach

This study examines the differences in the increase in the ability to understand mathematical concepts and the achievement of students' self-determination using the RME approach. Quantitative research method by way of the experiment using "nonequivalent control-group design." The research sample amounted to 81 people. The instrument used is in the form of an essay test. Data obtained from the pretest and posttest were analyzed using descriptive and inferential statistics. The results obtained; The RME technique has a very high impact on the category's ability to comprehend mathematical ideas and attain self-determination. The RME method can help primary school children gain self-determination and increase their understanding of mathematical ideas. Students who learn to use the RME technique and students who learn to use conventional learning have different increases in their capacity to understand mathematical topics. There is no difference in self-determination between students who learn to use the RME approach and those who use conventional learning.

Parents' Perception on the Capacity of Self-Determination in Students with Disabilities

Parents' Perception on the Capacity of Self-Determination in Students with Disabilities

Regulatory Resources of Professional Self-Determination in Students Under Stress: Research Approaches and Theoretical Foundations

Regulatory Resources of Professional Self-Determination in Students Under Stress: Research Approaches and Theoretical Foundations

ТЕХНОЛОГИЯ ГЕЙМИФИКАЦИИ КАК ИНСТРУМЕНТ ПОВЫШЕНИЯ КАЧЕСТВА ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА В ВУЗЕ

The purpose of this article is to present the methodological and methodological foundations for the use of the game in the didactic support of higher education. The article disuchebnoj motivacii u uchashhihsja [A model of psychological readiness of a future primary school teacher for the development of educational motivation among students]. Vestnik OGU, 2013, no. 2 (151), pp. 73–76. (In Russian). 18. Derkach A. A. Akmeologija. Uchebnik [Acmeology. Textbook]. Moscow, 2002. 650 p. (In Russian). 19. Adol’f V. A. Stanovlenie professional’noj kompetentnosti pedagoga [Formation of professional competence of a teacher]. Sibirskij peda gogicheskij zhurnal, 2013, no. 5, pp. 38–40. (In Russian). 20. Podymov L. S. i dr. Pedagogika. Uchebnik i praktikum dlja vuzov [Pedagogy. Textbook and workshop for universities]. Eds. L. S. Podymovoj, V. A. Slastenina. Moscow, 2023. 246 p. (In Russian). 21. Gubanova M. I. Formirovanie gotovnosti budushhego uchitelja k pedagogicheskomu soprovozhdeniju social’nogo samoopredelenija starsheklassnikov. Monografi ja [Formation of the future teacher’s readiness for pedagogical support of the social selfdetermination of high school students]. Kemerovo, 2003. 236 p. (In Russian). 22. Red’ko L. L., Shumakova A. V., Veselova V. G. Proektirovanie integrativnogo obrazovatel’nogo prostranstva pedagogicheskogo vuza [Designing an integrative educational space of a pedagogical university]. Stavropol’, 2010. 282 p. (In Russian). 23. Podgotovka budushhih pedagogov k resheniju professional’nyh zadach v uslovijah integracii sistem vysshego pedagogicheskogo, obshhego i dopolnitel’nogo obrazovanija. Uchebnometodicheskoe posobie dlja magistrantov, aspirantov, prepodavatelej vuza [Preparation of future teachers to solve professional problems in the context of integration of higher pedagogical, gene ral and additional education systems. Educational and meth odological guide for undergraduates, postgraduates, university teachers]. Cheboksary, 2021. 128 p. (In Russian). Инновационные практики образовательных организаций 176 Профессиональное образование в России и за рубежом 2 (54) 2024 cusses gamifi cation as a teaching method and educational technology. Gamifi cation and the game approach in learning are considered, and their comparative characteristics are given. Since gamifi cation helps to increase interest in various areas where it is applied, students become more interested in taking those courses where there are game elements. Options for implementing gamifi cation in education are usually carried out in the format of a PBL model: points, badges, and ratings. Examples of game scenarios include: quests, simulation contests. A number of gamifi cation mechanics that are used in education are analyzed and the result of the study is shown: a survey was conducted among teachers and students whether these mechanics and gamifi cation in general work well enough in education.

FEATURES OF PROFESSIONAL AND PERSONAL SELF-DETERMINATION OF STUDENTS IN THE PROCESS OF UNIVERSITY SOCIALIZATION

The article points out that self-determination is closely related to the opportunities of self-fulfillment, self-develop- ment, the sense of self-confidence, and the effectiveness of students’ activities at the university. The personal and professional self-determination of students is considered as a derivative of the process of their university socializa- tion. The author reveals the main features of the professional and personal process of formation of future specialists in the process of professional studies at Lugansk State Pedagogical University.