Self-determination Of Students Research Articles

Социальное партнерство в развитии личностно-профессионального самоопределения сельских школьников

In this article we consider the possibilities of social partnership of rural school and the agricultural enterprises, farms, job center in development personal and professional self-determination of rural school students, and also organizational and pedagogical actions are presented to realization of social tests.

Comparative analysis of the views of Saint Petersburg teachers on the role and essential characteristics of pedagogical diagnostics

Тhe article presents a comparative analysis of the perceptions of St. Petersburg teachers from a representative sampling and analysis of opinions of teachers one of the schools of St. Petersburg that has a lot of experience in pedagogical diagnostics aimed at the students self-determination. As a result of the comparative analysis it was ascertained that the teachers are aware of the necessity of pedagogical diagnostics in modern educational process. Our research confirmed the teachers awareness of the importance of daily, close to the intuitive knowledge of their students and that the existing experience of student support based on educational diagnostics, makes it necessary for the teacher to know the students problems and difficulties. Teachers lack knowledge and skills as far as the use of different sources for information about the student is concerned. Teachers do not quite understand the importance of applying qualitative and authentic methods of diagnosis, as well as the importance of taking into account the opinions of the colleagues and need to interact with them, the significance of collectively, jointly developing a mechanism and diagnostic support for all school staff. It is shown that the training in the theory and practice of pedagogical diagnosis allows teachers to eliminate many problems of pedagogical diagnostics, namely, its being labor- and time-consuming.

Self-Determination and Goal Aspirations: African American and Latino Males’ Perceptions of Their Persistence in Community College Basic and Transfer-Level Writing Courses

ABSTRACTThis Grounded Theory study utilized Self-determination Theory to analyze the interview results of 18 community college African American and Latino males. The goal was to learn what helped participants to succeed and persist in developmental and transfer-level writing courses despite the obstacles that they faced. Three major themes emerged: (a) Male students of color continued to take and complete English courses because they were determined to achieve their academic goals; (b) they sought assistance and guidance from their English professors, from the writing lab attached to the basic skills course and from the writing tutoring staff; and (c) when they felt overwhelmed and considered dropping their English classes, their determination to achieve their goals and the assistance they received from faculty and other writing staff ultimately kept them from doing so. Therefore, first, community colleges should encourage students’ ability to be autonomous. Second, they can help students develop a sense of relatedness by providing a better sense of belonging. Third, institutions should develop strong faculty networks within the college to increase student motivation and self-determination by providing mentoring opportunities. Finally, institutions should consider utilizing faculty and other institutional agents to help students by providing information regarding various student support services that may help address issues students may be encountering.

The Role of Gender, Race/Ethnicity, and Disability Status on the Relationship Between Student Perceptions of School and Family Support and Self-Determination

The role of gender, race/ethnicity, and disability category in the relationship between student perceptions of family support of personal growth and school facilitation of student involvement and the development of self-determination was examined in a sample of 190 diverse high school students with disabilities. Results indicated that both school and family support was positively related to self-determination. Disability group and gender were significant contributors to level of self-determination of students whereas age and race/ethnicity were not. Implications for practice include a discussion of ways in which schools can provide collaborative opportunities for the development of self-determination that are sensitive to individual youth differences.

Психолого-педагогическое сопровождение профессионального самоопределения обучающихся через призму профессионального стандарта педагога

The paper focuses on the importance of organized educational support for students in their professional self-determination. It reviews the list of professional competencies defined in the professional standard for teachers dealing with self-determination in students and analyses the basic requirements set for teacher education programmes. The system of professional self-determination for young people is described basing on the experience of the Republic of Mordovia, where career guidance in schools is regulated by the Regional Educational Module “Start into the Profession”. This module was developed according to the specifics of the given region and represents an integrated system of activities aimed at efficient career guidance for students living in rural and urban areas of the Republic of Mordovia.

Psychological correlates of gender identity in early adulthood

The article deals with the psychological mechanisms of personal self-determination of the Ukrainian students (youth) in modern controversial system of traditional / patriarchal and egalitarian / democratic coordinates from the position of gender methodology. The psychological model of sex-role identification is suggested. Social and educational factors and personal determinants of personalization of gender “I” are summarized. The social construction of gender in youth environment is determined by gender space of contemporary society, it is characterized by double contradiction: on the one hand, a partial solution of the ways of establishment of formal equality and appellation to the natural function of women, on the other hand - new, alternative system of gender relations based on the principle “equality in difference”, tendency of equal rights and opportunities for self-realization of young men and women as unique subjects of socio-historical event. On the background of “total social transformation” girl-students often express liberal installations, support more equitable devision of family roles, look for equal opportunities for self-realization. These tendencies allow to increase subjective potential, identify psychological prospects for future life creativity of young women as a way to overcome usual stereotypes, that demonstrates the need of the development and implementation of gender specific ideological system of knowledge and practices, relevant to psychological principles of parity and self realization of sexes. Prospects of further study on gender social construction among students, ways of egalitarian formation of personality are outlined.

Профессиональное самоопределение студентов — будущих педагогов в контексте смыслообразования

Профессиональное самоопределение студентов — будущих педагогов в контексте смыслообразования

РОЛЬ ДИСЦИПЛИН ПЕДАГОГИЧЕСКОЙ НАПРАВЛЕННОСТИ, ИЗУЧАЕМЫХ МАГИСТРАНТАМИ, В РЕАЛИЗАЦИИ ПРОГРАММЫ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ СТУДЕНЧЕСКОЙ МОЛОДЕЖИ

The problem of patriotic upbringing of students intensified due to the complication of political situation in the world in the past few years requires searching for new forms, methods and means used in higher education to promote patriotism and patriotic awareness of students including those enrolled in the Master’s Degree programs. Given the significant workload of Master’s students who usually combine work and study, have social roles related to family life, and are actively involved in research it is important to create the necessary conditions in the educational process without increasing the study load. The implementation of the abovementioned requirements is possible due to the disciplines< studied by Master’s students of non-pedagogical majors including technical areas and the ones related to the variable part of Block 1: ‘Fundamentals of Pedagogy and Andragogy’, ‘Pedagogy and Psychology of Higher Education’, and ‘Pedagogy of Higher Education’. Significant opportunities for this are provided by the module of the abovementioned disciplines called ‘Competence Model of a Higher School Teacher’. Activities of Master’s students on studying the module ‘Assistance in Civil and Patriotic Self-Determination of Students as One of the Competences of Extracurricular Educational Activities’ are represented as a system consisting of three components: cognitive component, need and motivational component, behavioral and activity component. It presents a detailed description of behavioral and activity component that involves the creation of projects by Master’s students promoting patriotic education of Bachelor’s and Master’s students; evaluation criteria of the project are also given among which innovation and feasibility of the project can be named. Tools and instruments that enable to determine the effectiveness of this model are represented as well. The results of this study can be used in the institutions of higher education for the organization of educational process of Master’s students of non-pedagogical majors including the technical ones. The results of the project activity of Master’s students can be used to improve the system of patriotic education of Bachelor’s students and future specialists.

Effects of Teacher-to-Student Relatedness on Adolescent Male Motivation in a Weight Training Class

The purpose of this study was to determine if the motivational profiles of male junior high weight training students differ across levels of teacher-to-student relatedness. One hundred and sixty six students participated in one of two units of instruction. Contextual motivation was measured using the Sport Motivation Scale II–Physical Education (SMS II–PE). Situational motivation and relatedness measurements were assessed using the Situational Motivation Scale-Physical Education (SIMS–PE), Amotivation Inventory–Physical Education Scale (AI–PE), and the Interpersonal Behavior Scale (IBS). Results revealed that situational motivation was not affected by the intervention in either group. Significant differences were observed in students’ contextual motivation. That is, both within-groups’ contextual motivation increased. Though the intervention did not reveal significant differences in students’ situational motivation, it may confirm the complimentary nature of relatedness and autonomy constructs in fostering student self-determination in a physical education setting.

Дополнительная технология предпрофильной подготовки

Presented is the methodology for pre-profi le training the general school students in the context of technological education and supplementary&#x0D; education interaction. To support the teachers, the essential pedagogical terms are defi ned. Recommendations are provided on how to use assignments&#x0D; on educational and research activities and also on project activities in order to facilitate the professional self-determination of school students.

Japanese JHS students’ Ideal L2 Selves: Confidence, anxiety, and willingness to communicate

This paper reports the results from an exploratory study which tested for Japanese junior high school student self-determination theory-based (SDT) motives toward EFL learning (N = 140), plus confidence, anxiety, and willingness to communicate in EFL (EFL WTC; N = 120). The purpose of this paper is to show the influence of the Ideal L2 Self items on anxiety, confidence, the SDT intrinsic motives for knowledge (IM Knowledge), and EFL WTC. Two survey instruments were used in the study. The SDT instrument results indicate the students are eager to become proficient in EFL. This is based on the high mean score for the three identified regulation items, which refer to motives to learn English for future goals (i.e., an Ideal L2 Self). The WTC instrument results indicated a low level of confidence and willingness to speak English, and much anxiety toward using English. To test the influence of the Ideal L2 Self items on WTC, a regression analysis of the SDT and WTC sub-scales was conducted (dependent variable: WTC). Accordingly, a structural equation model (SEM) of the Ideal L2 Self items, IM Knowledge, anxiety, confidence, and FL WTC was created. The SEM results indicate the Ideal L2 Self has a strong, statistically significant (P = &lt; .01) negative influence on anxiety and a stronger positive, statistically significant (P = &lt; .01) influence on IM Knowledge and between confidence and WTC; no path was found between IM Knowledge and WTC. The findings are discussed in relation to Dörnyei’s (2005) Ideal L2 Self theory. 本論は、日本の中学生140人を対象に、自己決定理論（SDT）に基づくEFL学習への動機と、外国語としての英語（EFL）でのコミュニケーションへの自信、不安、意欲（WTC）を分析した予備的研究報告である。本論の目的は、不安や自信への「目的言語を駆使する理想的な自分像（Ideal L2 Self）」と、英語の知識獲得への内発的動機（IM知識）の影響を検証することである。SDTとWTC（従属変数）の回帰分析を行った結果、SDTの調査では、学習者は英語が堪能になることに意欲を示した。これは将来の目標への動機づけ（すなわち理想の英語学習の自己）に関連する3つの項目の平均値の高さからわかる。WTCの調査では、英語を話すことへの自信と意欲が低く、英語使用への不安を示した。コミュニケーションへの意欲（WTC）における理想学習者像の影響を調査するために、SDTとWTC下位尺度の回帰分析を行った（従属変数-WTC）。よって、理想学習者像項目、IM知識、不安、自信、およびFL WTCの構造方程式モデル（SEM）を作成した。SEMの調査の結果では、理想自己は、不安に対しては統計的に強い負の有意性（P = &lt; .01）、またIM知識と信頼内とWTCには統計的により強い正の優位性（P = &lt; .01）を示した。IM知識とWTC間の相関関係はなかった。本論では調査結果をDörnyei （2005）の「理想的な学習者像」理論との関連において論じる。

Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination

This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc’s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed.

امتلاک الطلبة ذوی اضطراب طیف التوحد لمهارات تقریر المصیر من وجهة نظر المعلمین

هدفت هذه الدراسة إلى معرفة مستوى الطلبة ذوي اضطراب طيف التوحد لمهارات تقرير المصير من وجهة نظر حيث اتبعت المنهج الوصفي المسحي، وقامت الباحثة بإعداد مقياس لتقرير المصير وتم تطبيقه على (101) طالبا من الطلبة ذوي اضطراب طيف التوحد والذين تتراوح أعمارهم بين (10-25) سنة من الذکور والإناث، إذ تم تعبئة المقياس من قبل المعلمين في المدارس والمراکز التي تعنى باضطراب طيف التوحد المعتمدة من قبل الملحقية الثقافية السعودية في الأردن. وتم إيجاد المتوسطات الحسابية لمستوى امتلاک مهارات تقرير المصير للطلبة ذوي اضطراب طيف التوحد من وجهة نظر المعلمين، وجاءت النتائج بمستوى امتلاک منخفض، کما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية في مستوى امتلاک الطلبة ذوي اضطراب طيف التوحد من وجهة نظر المعلمين تبعا لمتغير الجنس والعمر. This study aimed to find out possession of students with autism spectrum skills for self-determination from the point of view of teachers which followed a descriptive survey approach, and the researcher prepare a measure of self-determination has been collecting data from (101) of students with autism spectrum disorder and aged (10-25 years) of males and females. The survey has been filled by teachers in schools and centers that deal with autism spectrum disorder, approved by the Saudi Arabian Cultural Mission in Jordan. It found the averages for the level of possession of self-determination for students with the skills of autism spectrum from the teachers consider disorder, and the results were all level of owning low, as the results showed the absence of statistically significant differences in the level of possession of students with autism spectrum from the teachers of view depending on the variable disorder Gender and age.

The Perspectives of Students With and Without Disabilities on Inclusive Schools

The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities from six schools that were recognized as exemplars of inclusive schoolwide practices. Three major themes emerged: (a) students’ sense of belonging in their school culture, (b) inclusion and its impact on students, and (c) school and classroom practices, such as positive behavior support systems, co-teaching, and instructional practices related to student self-determination and direction, feedback and re-teaching, multiple means of representation and expression, and technology utilization. Implications of these findings for implementing inclusive practices in other schools are discussed.

The Development of the Professional Self-Determination of Senior Secondary School Students in the Process of Specialized Education

&lt;p&gt;&lt;em&gt;New models of education are being developed both in the European educational systems and in Latvia. Specialized education is one of them. Specialized education is a democratic and humanistic model of education due to the fact that in this model learners are offered a free choice concerning their specialization; besides, within the framework of this model the character of the relationships between the teacher and learners changes on the basis of the dialogue and cooperation. The research object: specialized education. The research subject: the development of professional self-determination among senior secondary school students. The aim of the research: to analyse the possibilities of specialized education in the development of professional self-determination, to determine the criteria and indicators for the development of professional self-determination. Research methodology: there were used approaches: the humanitarian approach and the personal-practical approach; research methods: the analysis, the experiment, a survey, a conversation and mathematical statistics.&lt;strong&gt; &lt;/strong&gt;&lt;/em&gt;&lt;/p&gt;&lt;p&gt; &lt;/p&gt;

Relationships Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students

The purpose of this study was (a) to test a hypothesized model of motivation within the context of conceptual physical education (CPE), and (b) to explore the strength and directionality of perceived competence for physical activity as a possible mediator for health-related fitness knowledge (HRFK) and physical activity behaviors. High school students (N = 280) at the end of a CPE course completed the following: Behavioral Regulation in Exercise Questionnaire–2, Godin Leisure–Time Exercise Questionnaire, Perceived Competence Scale, and a HRFK Questionnaire. Structural equation modeling analysis was used to explore the relationships between the variables of HRFK, perceived competence, motivation, and physical activity. The analysis resulted in a modified model that showed a relationship between perceived competence and physical activity, mediated by introjected and identified regulation. A relationship also existed between HRFK and external regulation indicating students felt controlled. Suggested value-promoting activities could help students value concepts being taught.

The Axiological Approach to the Analysis of the Problems of Modern University Education

The urgency of the problem under investigation is conditioned by the uncertainty of modern information society that demands from university education to focus not on acquiring ready knowledge in certain subjects, but on preparing the students for the perpetual new and unconventional objectives; on the students’ awareness of their own educational activity; on designing and implementing their own educational route in line with the changing real-life and professional situations. The article seeks for determination of the essential characteristics of axiologization in modern university education as a process of implementation of self-determination of teachers and students. The approach for studying the problem has become a prevailing one. The article submits a classification of the university education values; the definition of the concepts of axiological potential of a person, “axiological self-determination, axiologization, subjectivity; describes the component of the university corporate culture. The article submissions may be useful for the specialists in the field of university education, the researchers dealing with philosophy and sociology of education. DOI: 10.5901/mjss.2015.v6n2s3p22

Особенности профессионального самоопределения старшеклассников с ограниченными возможностями здоровья в условиях инклюзивного образования

Особенности профессионального самоопределения старшеклассников с ограниченными возможностями здоровья в условиях инклюзивного образования

A Multiple-Group Confirmatory Factor Analysis of Self-Determination Between Groups of Adolescents With Intellectual Disability or Learning Disabilities

Promoting self-determination has been identified as an important practice for the successful transition of youth and young adults with disabilities, and numerous studies have examined the relationship between levels of self-determination and transition-related and postsecondary outcomes. Only a few such studies, however, have examined the global self-determination of students with disabilities. The majority of those studies measured self-determination using The Arc’s Self-Determination Scale (SDS) and involved students with intellectual disability (ID) or learning disabilities (LD), examining the impact of interventions, environment, disability category, intelligence level, and gender on self-determination. Although students with intellectual and LD are often studied as a single group, for students with cognitive disabilities, there have been no studies that examine whether assessments are measuring the same construct within these two populations. The purpose of this study is to test for measurement invariance to examine further whether a measure like the SDS is assessing the same concept in students with ID and in students with LD by conducting analysis with a series of multiple-group confirmatory factor analysis (CFA). Results showed that the SDS is measuring the same construct across both groups; however, significant differences in both groups were found in latent variances/covariances and latent means.

Effects of Development and Application of Collaboration-based Instruction Model of Self-Determination for Students with Disabilities in Secondary Inclusive Education Settings

Effects of Development and Application of Collaboration-based Instruction Model of Self-Determination for Students with Disabilities in Secondary Inclusive Education Settings