Self-determination Of Students Research Articles

체육수업참여 고등학생의 자기결정성과 교사의 자율성지지 및 긍정심리자본 간의 구조적 관계

The purpose of this study is to investigate how self-determination of high school students participating in physical education classes affects their autonomy and positive psychological capital. After investigating the data which is collected used IBM SPSS statistics 23 and IBM AMOS 23 program, frequency analysis, Exploratory factor analysis and confirmatory factor analysis, convergent validity, discriminant validity, Cronbach’s α, correlation analysis, path analysis through Structural Equation Model(SEM), mediation effect analysis by Sobel test. The result of this study were as follows.<BR> First, it was found that the self-determination of high school students participating in physical education classes had a statistically significant effect on the support of teacher autonomy. Second, it was found that the self-determination of high school students participating in physical education classes had a statistically significant effect on the positive psychological capital. Third, it was found that the support of teachers’ autonomy of high school students participating in physical education classes had a statistically significant effect on positive psychological capital.

The possibilities of universal digital technologies for support the professional self-determination of students

The problem and the aim of the study. The problem that the study is aimed at is due to the need to change forms and methods of professional self-determination support for students in the digital society in order to prepare them for obtaining the specialization that is in demand and for the formation of the ability “to be able to learn" throughout the life. The authors purpose for the efficiency of career guidance in a digital school an approach that does not imply the development of a qualitatively new information resource, but that maximizes the spectrum of didactic capabilities of universal information technologies (spreadsheets, databases, etc.). Research methods. The analysis of fundamental scientific works on the problem of personal professionalization and the usage of information technology in planning the trajectory of career development were used to obtain theoretical generalizations. Spreadsheet processing technology is used as a universal digital technology. The study involved 109 students of the Institute of land reclamation, water management and construction named after A. N. Kostyakov and 25 undergraduates in the direction of 44.04.01 Pedagogical education (master's level) of Vyatka state University. To process the results of the pedagogical experiment, we used the analysis of arbitrary contingency tables using the Pearson χ2 (chi-square) criterion. Results. The essence of the concept of "universal digital technology" as a technology implemented with the help of modern technical means and intended for a wide range of users has been clarified. The stages of work in a software environment that supports the appropriate technology and is used in career guidance activities of a digital school are described: application of methods for diagnostics, determination of selection criteria for professions of the future, drawing up a system of tasks, etc. In the experiment the dynamics was assessed by the levels of formation of intellectual qualities, the most significant for professional self-determination of the personality, and statistically significant differences in qualitative changes, were revealed χ2obs. 2 &gt; χ2crit.0.05 (8,9 &gt; 5,99). In conclusion the authors generalized recommendations for educators: orientation in the proposed means; demonstration of capabilities through personal experience and for the professional tasks of specialists; monitoring a range of digital resources for career planning; comparing the needs of society with the opportunities, interests of students, etc.

High school students’ ideas about future time perspective with the focus on different levels of personal maturity

Introduction. The authors investigate the problem of high school students’ ideas about future time perspective, which reflect the level of their personal development and the ability to solve life and professional problems independently and creatively. The purpose of the study is to identify the structural and content features of high school students’ ideas about future life perspective taking into account different levels of personal maturity. Materials and Methods. Ideas about future time perspective were considered based on the concepts of the event-situational approach and the personal-time arrangement of future time perspective. The following biographical and psychodiagnostic methods were used to collect empirical data: E. Korzhova’s ‘Psychological autobiography’; The Twenty Statements Test (TST) by M.Kuhn and T. McPartland; A. Miklyaeva’s ‘Scale of personal maturity self-assessment’. Methods of mathematical statistics were used to analyze the quantitative results of the research. Results. The authors summarize the findings of the theoretical and experimental study of high school students’ ideas about their future time perspective. The structural components of the ideas have been clarified, their functions in building future time perspective and regulating social activities of high school students have been determined. The study reveals the distinctive features of students’ ideas about future taking into account different levels of personal maturity in such aspects as event-richness and extensity of life perspective, its emotional coloring, concretization, and relationship with various aspects of personal maturity. The key content characteristics of the students’ ideas about future reflect their experience of self-identity and awareness of changes. Their important function is to regulate high school students’ activities, aimed at the implementation of life plans. The level of personal maturity affects structure and content of adolescent ideas about future time perspective. Conclusions. The structure of high school students’ ideas about future time perspective includes a number of components that determine future well-being, socialization, and self-fulfillment. The principles and ideas, which have been developed as a result of the research, can be transferred to teachers' and psychologists' work with problems of life and professional self-determination of high school students. Keywords Level of personal development; Personal maturity; Ideas about future time perspective, High school students’ professional activities; Regulation of social activity.

가족건강성 지각이 발달장애학생과 부모의 자기결정 인식에 미치는 영향

본 연구의 목적은 가족건강성 지각이 발달장애학생 자기결정에 대한 부모와 자녀의 인식차이에 어떤 영향을 미치는지 살펴보는 것이다. 연구 대상은 4개 지역 7개 학교의 발달장애 고등학생(n=135명)과 그들의 부모(n=135명)이다. 연구결과, 가족건강성에 대한 발달장애자녀 지각은 평균 3.80, 부모의 지각 평균 3.94로 부모의 지각이 유의미하게 높았다. 발달장애학생 자기결정에 대한 인식은 발달장애학생이 부모보다 유의하게 높았으며 부모·자녀 간 인식차이는 차이를 보이지 않았다. 일반적 특성에 따른 가족건강성 및 자기결정 인식 및 차이에서는 발달장애학생의 연령에 따른 유의미한 차이가 도출되었다. 가족건강성 지각이 발달장애학생 자기결정에 대한 부모·자녀 간 인식차이에 미치는 영향 분석결과, 부모와 발달장애학생이 지각한 가족건강성이 높을수록 자기결정 인식차가 줄어드는 것으로 나타났다. 연구 결과를 바탕으로 발달장애학생 부모교육 프로그램에 가족건강성 관련 요인이 반영되어야 함을 제언하였다.

Examining Self-determination motivation Across achievement bands: A Cluster Analysis Study

This study aims at analyzing how international student self-determination motivation types differ depending on their academic achievement. Thirty-five international undergraduate learners were divided into groups depending on their academic achievement, and for the higher and lower achiever groups scales items related to self-determination motivation types were further analyzed. Cluster analysis was applied to divide international students into the higher achiever and lower achiever groups. The instrument to measure self-determination motivation was based on Park et al.(2005), which individuates the self-determination motivation types of amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation. Results show a difference in self-determination motivation types between the two groups. In particular, amotivation type was meaningfully different. The two groups showed also a meaningful difference on the discrete items included in the amotivation type scale. On the ground of these results this paper outlines different international learner motivational types depending on their achievement, and suggest strategies to foster motivation.

Вожатская практика как фактор конкурентоспособности студентов вузов психолого-педагогического профиля (на примере МДЦ “Артек”).

Introduction: the problem investigated in this article is important for the higher education system. Therefore, the purpose of this work is to study and compare the characteristics of future psychologists and pedagogues’ competitiveness, who had the practice at the International Children's Center “Artek”. The research object is students’ competitiveness undergoing counselor practice. Subject: Differences in competitiveness among students undergoing camp counseling practice and ones without that experience. In accordance with the goal, the following tasks are set: 1. To analyze the scientific and methodological literature on the problem of competi-tiveness of students of psychological and pedagogical profile. 2. To study the theoretical aspects of professional self-determination of students. 3. To identify and compare professionally important qualities of students of psychologi-cal and pedagogical profile, having and not having a camp counselor practice, which af-fects competitiveness. 4. Determine the differences in competitiveness between students undergoing and not undergoing a camp counseling practice. 5. To develop recommendations for students of psychological and pedagogical profile, in order to increase their competitiveness. The hypothesis is that students who have experience as a camp counselor practice are more competitive in their future profession than students who do not practice in the camp. They possess the following skills: communication and organizational skills, a high level of professional identity and attractiveness of the future profession Materials and methods: to achieve the goal, theoretical research methods were used: analysis of psychological and pedagogical literature on the competitiveness problem. Research methods are the following: one of studying the attractiveness factors of a profession (proposed by V.A. Yadov, modified by N.V. Kuzmina, A.A. Rean); ones of studying the status of professional identity (A.A. Azbel, A.G. Gretsov); communicative and organizational inclinations (V.V. Sinyavsky, V.A. Fedoroshin). Mathematical methods of data processing were used: U-test of independent samples of Mann-Whitney data and Spearman's rank correlation method using the STATISTICA 6.0 software. Results: As a result of the analysis of scientific and methodological literature on the problem of competitiveness of students of psychological and pedagogical profile, it was determined that competitiveness is expressed in the successful implementation of pro-fessional activity, the ability to organizational creativity, the manifestation of initiative, and willingness to take risks in the conditions of market relations. A competitive person has a high level of professional and personal qualities with the aim of further realizing oneself in the profession. In the framework of the study, professional self-determination is considered as an independence of choice, an area of daily skillful management of mental development processes. In order for the student to become aware of himself/herself as an activity subject, a number of mental processes take place, the totality of which is defined as professional self-determination, self-awareness and self-esteem. The result of realizing oneself as an activity subject provides professionalism of a specialist who has professionally important and personal qualities. The organization of a practice-oriented direction of students by educational institutions makes it possible to apply the acquired knowledge and skills in real conditions. In the conditions of the children's camp, students of a psychological and pedagogical profile have the opportunity to start their professional activities and develop not only profes-sionally important qualities, but also qualities that allow them to overcome fears and complexes. Having experience as a camp counselor, students get the opportunity not only to establish themselves as a future professional specialist, but to find a new circle of friends as well. To compare two independent samples: group A (camp counselors), group B – students without camp counselor practice, the Mann-Whitney U test was used. Significant differ-ences were obtained for the following indicators: communicative (Uemp = 51) and or-ganizational (Uemp = 49.5) capabilities, as well as according to the criterion "Formed identity" (Uemp = 71) at (Ucr = 56-72). One negative correlation was revealed between the components of competitiveness among students of Psychology and Education Faculty: the uncertainty of professional identity and organizational capabilities of students (at r = -0.4). This relationship shows that students develop organizational skills under the condition of a formed professional identity. Discussion and Conclusions: higher educational institutions are interested in a high level of competitiveness of their students; therefore, in order to develop the necessary skills, they send students of a psychological and pedagogical profile to practice in camps for mastering camp counselor activities. Having considered the results on the example of the International Children's Center “Artek”, it is possible to recommend the compulsory practice of students of humanitarian and pedagogical directions, since this activity contributes to the formation of all the necessary qualities of a competitive specialist, and also allows to develop both professionally important qualities, and the necessary “soft skills”, which become the basis for future labor activity.

The problem of high school students’ profession choice: theoretical discourse

The problem of readiness for profession choice in the process of profession-related self-determination of high school students in Ukraine is quite relevant. The real situation requires a person to constantly choose life goals and means to achieve them. The current situation in society requires the simultaneous manifestation of two functions: individual psychological characteristics, social lability, flexibility on the one hand; and on the other hand, the development of person’s identity, which forms an inner "core", which is an indicator of readiness for profession choice. In this regard, social and psychological support is needed to form the readiness of high school students to make a conscious choice of profession. In recent years, there has been a reassessment of the "prestige" of professions, as well as socio-economic changes in the country have increased the concern of young people: "What to be?". Practice shows that a certain percentage of graduates still does not see a bright life path, does not imagine their professional career, cannot adequately assess their professional prospects. This is due to the fact that high school students do not have sufficient information about the needs of the labour market, do not know how to consider the socio-economic conditions that determine the type and nature of profession-n related activity; they have no idea about the nature of work. Most young people strive to achieve the desired way of life, to obtain some professional recognition; however, specific professional activities are not considered by them as part of the future way of life. The purpose of the article is a theoretical analysis of the scientific problem of high school students’ profession choice. Research methods: analysis of psychological and pedagogical literature; comparative-historical method of foreign and domestic experience in forming socio-psychological readiness of high school students to join the Free Economic Zone. The analysis of the psychological and pedagogical literature shows that the study of the problem regarding profession choice considers this process as purposeful, which consists of motivating and appropriately structured actions.

Examining Growth Among College Students With Intellectual and Developmental Disability: A Longitudinal Study.

Inclusive postsecondary education programs for adults with intellectual and developmental disabilities (IDD) are proliferating across the United States. Although college can be a formative time for any student, there has been limited research on the growth that college students with IDD may experience during their time on campus. We address this gap by using a longitudinal design to examine the adaptive behavior, self-determination, executive functioning, and social skills of college students with IDD across three points in time-upon initial entry into the program, at the end of their first year, and at the end of their second year. Analyses suggested significant improvements in adaptive behavior and self-determination across the first year of the program. We offer recommendations for research and practice aimed at documenting and promoting growth for students with IDD throughout their collegiate experience.

THEORETICAL ANALYSIS OF THE PROBLEM OF SOCIAL AND PSYCHOLOGICAL READYNESS OF SENIOR GRADE STUDENTS TO ENTER THE INSTITUTIONS OF HIGHER EDUCATION

Modern Ukrainian society is in various complex socio-economic and socio-political transformations that lead to changes in cultural and spiritual values, ideas about future professional development. The article from the standpoint of the social situation of personal development of early adolescence and the specifics of schooling highlights the problem of professional self-determination of modern high school students. It is important and relevant to study this problem in terms of understanding the choice of future profession by high school students, studying fluctuations in the process of building images of possible future professional self-determination under the influence of socio-economic and political situation in Ukraine, and taking into account age and intellectual maturity legalization of society, moral, socio-psychological pluralism in the media. The purpose of the article is a theoretical analysis of the problem of socio-psychological readiness of high school students to enter higher education institutions. Research methods: analysis of psychological and pedagogical literature; comparative-historical method of foreign and domestic experience in the formation of socio-psychological readiness of high school students to enter higher education institutions.

Design and development of elective course on cryptography using webinar technology

Problem and purpose. The article deals with studies of the effectiveness of the use of an elective course in teaching cryptography based on webinar technology. As part of the reform of the Russian education system, the central place is occupied by the professional self-determination of high school students (grades 9-11). One of the key areas in this process is profiling. The main function of profiling is to create conditions for teaching high school students based on their professional interests. Thanks to the introduction of elective courses into the educational process, which are a mandatory component of profile and pre-profile training, the implementation of the profiling function has become possible. In addition, an equally important goal of elective courses is to meet the individual educational needs, inclinations and interests of each student. The very technology of organizing and conducting webinars is considered in sufficient detail by G.V. Torgashin, V.V. Nazarova, O.I. Meshcheryakova, O.Yu. Isakov and others. These works note not only the promising use of this technology, but also its potential for teaching schoolchildren. But the experience of using the technology of webinars in the training system in computer science, in particular in teaching cryptography, has not been sufficiently considered. All this determined the relevance of the article. The problem of the article is determined by the revealed contradiction between the need for effective teaching of cryptography, the significant educational potential of webinar technology, on the one hand, and the absence of a methodology for teaching cryptography based on webinar technology, on the other hand. The need to eliminate the revealed contradiction indicates the relevance of the study and determines its problem. The purpose of the article is to describe approaches to the development of an elective course on teaching cryptography, containing specially designed practice-oriented tasks, based on webinar technology. Methodology. The methodological basis was the analysis of key competencies, the classifications of which are presented in the scientific works of such researchers as I.A. Zimnyaya, E.Ya. Kogan, A.V. Khutorskoy, etc., one of the main competencies is informational, the formation of which acts as an indispensable condition for the success of many types of human activities living in a modern information society. The experience of teaching the section of cryptography in a school computer science course is considered in works by A.V. Evlampiev, E.M. Kuznetsov, K.Yu. Dragina and others and clearly demonstrates the insufficient attention paid to this section. Approaches to improving the content of the informatics course, taking into account modern trends, including cryptography, big data, information and cybersecurity, are studied in the works of N.A. Razumova, I.M. Tonkikh, M.M. Komarov, V.I. Ledovskaya and others. The very technology of organizing and conducting webinars is considered in sufficient detail by scientists G.V. Torgashin, V.V. Nazarova, O.I. Meshcheryakova, O.Yu. Isakov and others. Results. The possibility and expediency of using the technology of webinars when organizing training within the framework of an elective course on the study of cryptography by high school students has been substantiated. A model has been created and a prototype of an elective cryptography training course using webinar technology has been developed, including a specially developed system of practice-oriented tasks. Criteria for the selection, development and systematization of practice-oriented cryptography tasks involving the use of webinar technology have been determined. Conclusion. The results allowed to conclude that the informatization of education is becoming effective through the use of webinar technology for teaching cryptography as part of an elective course based on the organization of remote work of schoolchildren, the use of online lectures and practical classes, a technological cycle with feedback and reflection on learning outcomes, system solutions specially designed practice-oriented tasks. The proposed system of practice-oriented tasks, including tasks for encrypting and decrypting various messages, contributes to the effectiveness of teaching cryptography, preparing students for life and work in the information society.

ФАКТОРЫ ФОРМИРОВАНИЯ ЖИЗНЕННЫХ СТРАТЕГИЙ СТУДЕНЧЕСКОЙ МОЛОДЁЖИ

The article deals with the actual problems of forming life strategies of students. The student youth is considered as a certain part of the human resources and represents a certain part of the youth, which has both common and specific features with its youth. The formation of life strategies of students is influenced by various factors. These factors include: educational, socio-cultural, material and property, family and household, regional settlement. The degree of influence of these factors has not been fully investigated. They require specific details and in-depth sociological research. The article presents the mechanism of formation of life strategies of students as a complex contradictory process that determines the purposeful construction of their future, is revealed in specific life situations related to choice and is implemented through identification mechanisms. The analysis of life strategies of students shows that the leading role in their construction belongs to external factors that affect the social behaviour of young people. The definition and formation of life strategies of the student youth in many respects depends on a set of resources that are owned by young people. The article shows that the basis for constructing life strategies are value orientations, which are currently subject to significant transformation. This greatly complicates the process of value self-determination of modern students. Research on this issue allows us to conclude that students strive for their own responsible design of their lives, but for most students, the main priority and leading motive in the formation of life strategies is not their own individuality, but the social environment with its own values and guidelines.

Self-Determination of Students with Autism Spectrum Disorder: A Systematic Review

Although research shows that students with autism spectrum disorder (ASD) can develop abilities and skills associated with self-determination (e.g., decision making, problem solving, goal setting and attainment) when opportunities and supports are provided, students with ASD tend to show lower levels of self-determination compared to their peers without disabilities or with other disabilities. Researchers have suggested that common ASD characteristics may influence the development and expression of self-determination and that there may be less focus on self-determination and its development in ASD. Therefore, the aim of this review was to investigate existing studies that examined factors impacting the development of self-determination for students with ASD or implemented self-determination interventions with students with ASD. We reviewed existing empirical studies related to self-determination and students with ASD published in peer-reviewed journals. We examined the thematic categories of research studies, rigor of research, and influential factors. Among the 18 included studies, three distinct thematic categories were identified: (a) intervention research, (b) stakeholders’ perceptions, and (c) contextual analysis. Intervention articles were the most prevalent, followed by articles that reported stakeholders’ perceptions. Contextual analysis articles were less common. Several factors have been identified that influence student self-determination (e.g. age, gender, hours spent with peers, educational placement). This review suggests that self-determination of students with ASD can be promoted through instructional methods, and there are personal and environmental factors that are important to consider when supporting the self-determination of students with ASD. However, there is a need for enhanced rigor of research in future studies.

THE ROLE OF SOCIO-CULTURAL CENTERS IN THE PROFESSIONAL SELF−DETERMINATION OF YOUNG PEOPLE WITH SPECIAL NEEDS

The article considers aspects of socio-pedagogical strategies of professional self-determination of students with special needs. It is determined that the work of specialized socio-cultural centers in which young people could solve their social, psychological, medical and rehabilitation problems needs to be improved. The aim of the article is to analyze the process of professional self-determination of young people with special needs and the role of socio-cultural centers in it. Research methods used: analysis (interpretation of literary sources in order to identify their essence), comparison (allows to establish common and distinctive features between objects, processes, phenomena), generalization (allows to determine common properties in processes). It is established that the concepts of continuous and additional education influence the professional and personal self-determination of students with special needs. An analysis of the theoretical works of domestic and foreign scientists, which shows that the effective professional self-determination of students with special needs, contributes to the improved work of specialized socio-cultural centers. It is proved that the task of a teacher, a social worker is to help young students, including those with disabilities, in choosing a well-thought-out, self-selected profession. The most effective influence on professional self-determination can be exerted by socio-cultural activities − organized leisure, in leisure centers, which gives a true opportunity for self-determination. It is determined that the model of professional self-determination is formed on the basis of inclinations, interests of the subject which together with value orientations and level of interest lead to the initial professional intention and further choice of profession. It is established that professional self-determination is a dynamic process of formation of basic attitudes to professional activity, self-realization of spiritual and physical opportunities, formation of professional plans, self-presentation as a professional. It is generalized that in social and cultural centers forms of social and leisure activity in extracurricular time are used for the purpose of professional self-determination of student’s youth with special needs.

Использование математических методов для мониторинга качества успеваемости студентов

The article deals with the statistical analysis of the effectiveness of the educational process at university. The research featured factors affecting the quality of training university students. The authors employed quantitative and qualitative indicators and organizational and pedagogical approaches, as well as methods of correlation and variance analysis. The indicators were systematized and generalized in order to identify the extent of their impact on the effectiveness of the factors under consideration. The reliability of the results was checked using the Pearson test. The methodology of the study was based on the identification of factors that affect the students’ achievements. A factor is a condition for good quality education. Based on the principles of general and professional education of the individual, the authors identified two groups of factors: 1) those related to the performance of the general education stage (academic performance, training profile); 2) those related to the results of higher education (academic performance, areas of training, course of study, academics). The academic performance of the first-year students did not depend on the results of the Unified State Exam and school grades. This dependence began to manifest itself during the second year, i.e. after the adaptation period. Statistical processing provided a mathematical model of the dependence of academic performance on the identified factors. The model can be used to predict the results of academic performance, as well as to adjust the learning process in order to improve the quality of university graduates' training, e.g. additional consultations, new information technologies, changes in the curriculum, level-based differentiation of content, tasks, individualized tasks, etc. The results are of interest for organizers of psychological and pedagogical support of professional self-determination for university students and their socio-psychological adaptation.

МЕТОДИЧНЕ ЗАБЕЗПЕЧЕННЯ ВИВЧЕННЯ СТАНУ СФОРМОВАНОСТІ ПРОФЕСІЙНО-ЦІННІСНИХ ОРІЄНТАЦІЙ УЧНІВДО ТРУДОВОЇ ДІЯЛЬНОСТІ

У статті автором проаналізовано сучасні вітчизняні і зарубіжні підходи до визначення поняття «про-фесійно-ціннісні орієнтації». Зроблено висновок, що у контексті теми дослідження зарубіжні науковці переважно вивчають вплив певних соціально-психологічних факторів на ціннісну сферу працівників. Натомість вітчизняні науковці більше зосереджуються на психолого-педагогічному аналізі механізмів формування ціннісних орієнтацій і їх впливі на розвиток особистості. Визначено, що професійно-цінніс-ні орієнтації виступають змістовим складником професійного самовизначення учнів і є провідною регу-лювальною функцією самопізнання, самоставлення, саморегуляції. Відповідно, виконуючи мотиваційну, спонукальну роль, професійно-ціннісні орієнтації спрямовують людину на самозміни та саморух.З метою висвітлення методики вивчення стану сформованості професійно-ціннісних орієнтацій у учнів у статті надано авторське визначення поняття «професійно-ціннісні орієнтації у учнів до тру-дової діяльності», визначено (на основі компонентно-процесуальної моделі свідомого привласнення зростаючою особистістю духовних цінностей (І. Бех)) його компонентна структура (пізнавальний, емоційно-мотиваційний, довільного імпульсу, практично-дієвий та самоціннісний компоненти і від-повідні до них показники) та охарактеризовано рівні їх сформованості (високий, середній, низький). Надано перелік методик для діагностики рівнів сформованості професійно-ціннісних орієнтацій у учнів, які широко використовуються в психолого-педагогічній практиці, що свідчить про їх надій-ність та відповідність віковому виміру психологічної структури особистості підлітка і старшоклас-ника. Зроблено висновок, що описана методика дасть змогу повною мірою дослідити особливості професійно-ціннісних орієнтацій сучасних учнів старшого підліткового та юнацького віку до трудо-вої діяльності. In the article the author analyzes modern domestic and foreign approaches to the definition of professional and value orientations. It is concluded that in the context of the research topic, foreign scholars mainly study the influence of certain socio-psychological factors on the value sphere of employees. Instead, domestic scholars focus more on psychological and pedagogical analysis of the mechanisms of formation of value orientations and their impact on personality development. It is determined that professional and value orientations are a semantic component of professional self-determination of students and are the leading regulatory function of self-knowledge, self-attitude, self-regulation. Accordingly, performing a motivational, motivating role, professional and value orientations direct a person to self-change and self-movement.In order to highlight the methodology of studying the state of formation of professional and value orientations in students, the article provides the author’s definition of “professional value orientations in students to work”, defined (based on component-procedural model of conscious appropriation of spiritual values by a growing person (I. Bekh)) its component structure (cognitive, emotional-motivational, arbitrary impulse, practical-effective and self-valuable components and corresponding indicators) and the levels of their formation (high, medium, low) are characterized. A list of methods for diagnosing the levels of formation of professional and value orientations in students, which are widely used in psychological and pedagogical practice, indicates their reliability and compliance with the age dimension of the psychological structure of the personality of adolescents and high school students. It is concluded that the described method will allow to fully explore the features of professional and value orientations of modern students of older adolescence and adolescence to work.

Features of professional self-determination of high school students in the conditions of city and rural school

Features of professional self-determination of high school students in the conditions of city and rural school

The interrelation of students’ ideas about fatherhood with gender, age and structure of valuable orientations

Introduction. The relevance of the present research is determined by the need to create a system of measures to support and develop the institution of fatherhood, the formation of parental competence, effective models of paternal behaviour among modern youth and insufficient study of this phenomenon from psychological positions. The problem of the research is to resolve the contradiction between the requirement of modern society to form a value-positive attitude towards fatherhood among students’ youth and the need to identify psychological factors in the formation of ideas about fatherhood, parental attitudes, motivation for parenthood, and acceptance of the father’s role at the stage of entering adulthood.The aim of the research is to reveal the interrelation of ideas about fatherhood (“ideal father”, “I am an expectant father”) with gender, age and structure of valuable orientations among modern students.Methodology and research methods. The theoretical and methodological framework of the research is based on cultural-historical theory of development of the psyche and the doctrine of psychological age by L. S. Vygotsky; age-psychological approach to the analysis of mental development in ontogenesis (by L. S. Vygotsky, D. B. Elkonin, L. I. Bozhovich, O. A. Karabanova,E. I. Zakharova, G. V. Burmenskaya, et al.); the doctrine of the indicative activities by P. Y. Galperin. The research methods involve theoretical-methodological literature analysis, questionnaire method, psycho-diagnostic methods, and mathematical and statistical data processing methods.Results. The authors described and compared the content of ideas about fatherhood among young men and young women depending on the structure of valuable orientations at different stages of age development. Three homogeneous clusters were identifi using divisive clustering of an empirical sample:1) orientation towards the values of professional self-realisation (193 respondents, 17.8%); 2) orientation towards gnostic and aesthetic values (274 respondents, 25.2%); 3) orientation towards the values of personal life (619 respondents, 57%). The interrelation of ideas about fatherhood (“ideal father”, “I am an expectant father”) with gender, age, and structure of valuable orientations of modern students is revealed. The image of the ideal father is generally characterised by fragmentary and incomplete representations, and, in some cases, by cognitive distortions.Scientific novelty of the research is to reveal the interrelation of ideas about fatherhood with the structure of valuable orientations of young men and women in adolescence and early adulthood.Practical significance. The obtained results actualise the importance and necessity of psychological and pedagogical support of the process of family self-determination of students, the formation of complete and adequate ideas about fatherhood allowing for the development of its educational potential in the conditions of the educational environment of the university.

The interrelation of students’ ideas about fatherhood with gender, age and structure of valuable orientations

Introduction. The relevance of the present research is determined by the need to create a system of measures to support and develop the institution of fatherhood, the formation of parental competence, effective models of paternal behaviour among modern youth and insufficient study of this phenomenon from psychological positions. The problem of the research is to resolve the contradiction between the requirement of modern society to form a value-positive attitude towards fatherhood among students’ youth and the need to identify psychological factors in the formation of ideas about fatherhood, parental attitudes, motivation for parenthood, and acceptance of the father’s role at the stage of entering adulthood.The aim of the research is to reveal the interrelation of ideas about fatherhood (“ideal father”, “I am an expectant father”) with gender, age and structure of valuable orientations among modern students.Methodology and research methods. The theoretical and methodological framework of the research is based on cultural-historical theory of development of the psyche and the doctrine of psychological age by L. S. Vygotsky; age-psychological approach to the analysis of mental development in ontogenesis (by L. S. Vygotsky, D. B. Elkonin, L. I. Bozhovich, O. A. Karabanova,E. I. Zakharova, G. V. Burmenskaya, et al.); the doctrine of the indicative activities by P. Y. Galperin. The research methods involve theoretical-methodological literature analysis, questionnaire method, psycho-diagnostic methods, and mathematical and statistical data processing methods.Results. The authors described and compared the content of ideas about fatherhood among young men and young women depending on the structure of valuable orientations at different stages of age development. Three homogeneous clusters were identifi using divisive clustering of an empirical sample:1) orientation towards the values of professional self-realisation (193 respondents, 17.8%); 2) orientation towards gnostic and aesthetic values (274 respondents, 25.2%); 3) orientation towards the values of personal life (619 respondents, 57%). The interrelation of ideas about fatherhood (“ideal father”, “I am an expectant father”) with gender, age, and structure of valuable orientations of modern students is revealed. The image of the ideal father is generally characterised by fragmentary and incomplete representations, and, in some cases, by cognitive distortions.Scientific novelty of the research is to reveal the interrelation of ideas about fatherhood with the structure of valuable orientations of young men and women in adolescence and early adulthood.Practical significance. The obtained results actualise the importance and necessity of psychological and pedagogical support of the process of family self-determination of students, the formation of complete and adequate ideas about fatherhood allowing for the development of its educational potential in the conditions of the educational environment of the university.

Formation and development of students’ technological competence in the process of research-based learning via foreign language environment immersion by means of informatized educational process: empirical studies

The investigation thoroughly represents the possibilities of pedagogical designing with pedagogically balanced use of variable models of computer-oriented methodological systems of research-based learning of natural and mathematical disciplines in schools in the context of continuity of education. In the framework of the research-experimental work “Formation of students’ technological competence via foreign language environment immersion by means of informatized educational process”, programmers of optional courses were worked up and classes were held. The hypothesis that teaching children determines the nature of their mental development is confirmed. Accordingly, the characteristics which are necessary and sufficient for the organization of research education at school, including the use of information and communication technologies and taking into account the psychological and pedagogical characteristics of students in the process of computer-based methodological systems of research-based learning are thoroughly described. The purpose of the study is to identify the potential of the English language in order to form the technological competence of students to increase the effectiveness of teaching subjects of the natural-mathematical cycle, the intellectual development of students and the formation of persistent cognitive interests using informational and communicational technologies. The technique of immersion in a foreign language environment COMSRL is used, providing the teaching of the natural-mathematical cycle subjects in English. The experimental study identified three options for the use of computer technology in education: monotechnology, basic technology, penetrating technology. Penetrating technology is used in the basic training of students. The use of the English language for the formation of students’ technological competence in the process of research teaching creates an opportunity to increase motivation in the context of studying other subjects and the English itself, develops potential and creativity, activates cognitive activity, increases independence and initiative in acquiring new knowledge in technological competencies, creates conditions for professional self-determination and development of students. Based on a thorough analysis of the research results, the need to distinguish between different gifted groups of students is confirmed, as there are different aspects of giftedness (high intellectual giftedness and high level of academic success, etc.) and different group differences. Students with a migrant background often face difficulties in adjusting to a new learning environment. Education and training practitioners can benefit from guidance and the sharing of good practices to be able to address the learning needs of students in increasingly diverse and multilingual classrooms. The investigation thoroughly represents three priorities for education: to integrate newly arrived migrants into mainstream education structures as early as possible; to prevent underachievement among migrants; to prevent social exclusion and foster intercultural dialogue

Pedagogical Conditions for Value Self-Determination of Students in the Multilingual Education

The article is dedicated to the problem of the value self-determination in the multilingual education. The article defines the relevance of the stated problem expressed in the fact that modern conditions both external (globalization, integration, informatization, mobility) and internal (life in a multinational, multicultural environment, maintenance of national identity) dictate the need to solve an important strategic task – the formation of a person capable of living and actively participating in all processes of a multicultural, multilingual world. The article emphasizes that science has accumulated sufficient experience in the development of multicultural, multilingual education, however, there are unresolved issues relating to the content, means of education, and the organization of the process of multilingual education. As a result of the theoretical analysis, the article defines that self-determination is a valuable part of the student’s development, reflecting ascension to the values of multilingual education and the result expressed in the ability of responsible choice of aims and values, multicultural cooperation. As a result of the theoretical analysis and the application of such methods as questionnaires, cultural value orientation test, the test of communicative skills by L. Michelson, the pedagogical conditions of student’s value self-determination in multilingual education have been revealed: axiologization of the educational content, enrichment of value attitude to the multicultural world, other nations and one’s own Self, value cooperation in multicultural practices.&#x0D; Keywords: multilingual education, value self-determination, pedagogical conditions