Self-determination Of Students Research Articles

Structural relation in self-determination, emotional regulation and major satisfaction of model department students: Substantiation of parallel mediation in emotional regulation

Structural relation in self-determination, emotional regulation and major satisfaction of model department students: Substantiation of parallel mediation in emotional regulation

How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students With or At Risk for Learning Disabilities?

Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory has driven research on interventions to support the development of self-determination in people with disabilities since the 1990s; however, this work has most often focused on adolescents and young adults. Self-determination skills develop over the lifespan—and targeting the building blocks for these skills in the elementary years can lay a foundation for the development of self-determined learners in reading and beyond. As such, this systematic review sought to investigate to what extent self-determination skills were taught to improve reading outcomes for students with or at risk for LD in kindergarten through fifth grade. Twelve studies met criteria for inclusion; two randomized controlled trials (RCTs) and 10 single-case design studies. Results indicate self-determination for students with LD at the elementary level is limited; all interventions used a subcomponent related to self-regulation. Goal setting and positive attributions were also investigated but within intervention packages alongside self-regulation. Future researchers should study the effects of interventions that use other self-determination components for this population of students.

The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms

Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the Self-Determined Learning Model of Instruction (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed.

Автономия и привязанность в отношениях с родителями в контексте реального самоопределения у студентов

Objectives. Studying the relationship of autonomy and attachment in relationships with parents with real self-determination in students. Background. The growing world globalization, intercultural contradictions, confrontation within society seriously complicate the path of self-determination of modern youth. At the same time, due to technical progress and digitalization of the communication and education environment, there are significant transformations in the interaction of people in almost all spheres, including in the family. Therefore, the question of studying the most important aspects in the relationship of young people with their parents for real self-determination is especially acute. Study design. The work studied the indicators of real self-determination, attachment to parents and autonomy among students. The presence of a relationship between these parameters was established by calculating the Spearman correlation coefficient. Participants. 60 college students aged 18 to 21. Measurements. Methodology “Scale of adult attachment for close relationships”; autonomy questionnaire (authors O.A. Karabanova and N.N. Poskrebysheva); questionnaire “ORS” (author D.A. Krasilo). Results. An inverse relationship of indicators of real self-determination of students with the level of intimacy and the level of anxiety (scales of attachment to parents) was established. A direct relationship was revealed between the indicators of real self-determination and the level of autonomy. Conclusions. Proximity and anxiety (components of attachment) have a significant inverse relationship with the level of real self-determination in students. There are no significant connections between reliability (a component of attachment) and real self-determination in the sample under study. Emotional autonomy, cognitive autonomy, behavioral autonomy, and value autonomy have significant positive correlations with the level of real self-determination in students.

СТРУКТУРЫ ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО И ТЕХНИЧЕСКОГО УНИВЕРСИТЕТОВ: СРАВНИТЕЛЬНЫЙ АНАЛИЗ

The article presents results of the empirical study of the features of professional self-determination of freshman students. The authors of the article studied and revealed the specific characteristics of the structure of professional self-determination of first-year students of the pedagogical university and technical university. The structure of professional self-determination by authors was studied through such characteristics of the student's personality as values, professional orientation, motivation, planning, information, decision-making, professional readiness, reflection, results of activity, general organization. At the same time, the authors used the concept of the structure of professional self-determination by Yu. P. Povarionkov as the basis, where it is represented by four components – value-motivational, operational, behavioral and professionally important qualities of professional selfdetermination. As a result of the comparative analysis of structures of professional self-determination of students in technical and pedagogical universities, such specific features as the dominant system-forming components and organization of structures were identified. The value-motivation component was defined as the main and central component in the structure of professional self-determination of all students of the 1st year, but the students of YSPU distinguished themselves as the motivational component of this component, and the students of YSTU had value. It is noted that the general organization of the structure of professional self-determination is higher among YSTU students compared to YSPU students, that is, the organization of the structure of professional self-determination of YSPU students of the 1st year is determined mainly due to the integration of individual elements, their synthesization, and the organization of the structure of professional self-determination among students of the 1st year of YSTU.

PSYCHOLOGICAL FUNDATIONS OF SECONDARY SCHOOL PUPLES PROFESSIONAL SELFDETERMINATION: THEORETICAL ASPECT

The article substantiates the essence of professional self-determination of the individual, its psychological foundations, reveals the content of components and indicators of its formation. The article emphasizes that the choice of future professional activity is a factor in the further development of personality, determination of conditions and means of realization of personal traits and abilities, social environment for the implementation of life plans, meaning and values. The aim of the article was to theoretically determine the psychological foundations of professional self-determination of a high school student's personality. To achieve this goal, the author conducted a theoretical analysis of the determinants and dynamics of professional self-determination of high school students; studied the psychological features of the components of professional self-determination of high school students. As a result, the author states that to state that psychological readiness for professional self-determination presupposes the formation, development and awareness of the individual of all its structural components.

Foreign Language Internet Environment and Its Impact on Cultural Self-Determination of Students

The relevance of the problem: In modern language education, Internet resources are intensively used, which together create a cultural and linguistic Internet environment. This environment can be defined as a virtual space in which the perception of information and the exchange of it is realized. It seems relevant to consider the issues of the influence of the Internet environment used in the process of learning foreign languages on the formation of a student's personality, and, in particular, his national and cultural self-determination. Purpose of the article: The empirical research was carried out in the process of teaching German as a second foreign language to international students of the 4th year of MGIMO. Its purpose was to consider the problem of the influence of the Internet environment on the cultural self-determination of students. Methodology: When conducting an empirical study of the influence of the Internet environment on self-determination of students, the author used methods of analysis of scientific and theoretical sources, analysis and systematization of empirical experience. Results. The study identified the advantages and controversial aspects of using the Internet environment. In order to neutralize the influence of the environment, the following recommendations were formulated: the use of pluralism of the information space, the development of critical thinking skills, the need to teach students the basics of cultural-critical analysis of the source.

ПРОФЕССИОНАЛЬНАЯ ОРИЕНТАЦИЯ ОБУЧАЮЩИХСЯ В ЦЕНТРЕ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

In modern socio-cultural conditions, the problem of vocational guidance is very relevant. This is especially true for institutions of additional education. The concept for the development of additional education for children considers the development of the sphere of non-formal and additional education as the basis for professional selfdetermination, orientation and motivation of adolescents and youth to participate in innovative activities in the field of high technologies and industrial production. The transition from a post-industrial economy to a digital one, the accelerating transformation of labor markets and employment structures determine the demand for new content of additional education. It should be aimed at developing demanded modern competencies, building a new system of professional and personal selfdetermination of students. The article touches upon such issues as the interpretation of the concept of "vocational guidance", the history of the formation of vocational guidance work, outlined modern approaches to the organization of vocational guidance in the institution of additional education. The educational resources of the Center for technical creativity of the city of Rybinsk, Yaroslavl region, are described, the purpose of the creation and implementation of which is the formation of softskills ("soft skills") and self-determination of students. The article also discusses such an area of activity as professional networking. The issues of work with social partners of an educational organization, implementation of a practice-oriented approach in education were touched upon. This article analyzes the results of a questionnaire survey of students of the Center for technical creativity in the city of Rybinsk, Yaroslavl region and their parents, concerning the motivation of children to engage in additional education. 450 respondents took part in the survey. Conclusions are made about the relevance and necessity of career guidance activities in the institution of additional education.

Students’ personal self-determination as an integral part of the educational process

This article deals with the psychological mechanisms of student’s professional, cultural and social self-determination in the educational process. It is actual as it develops students’ capabilities and competencies in their future work and life. Learning foreign languages in specific professional field is not an exception in this regard. Educators should take into consideration business, academic, cultural spheres and situations. Psychological approach to pedagogical process must be closely connected with the self-determination of students. This tendency is the leading one and is recognized as a priority from the education renovation point of view. The authors think that information technology background is of great importance. Electronic courses are made to teach students on line. Students also should understand what is necessary to learn. Psychological, cultural approach will be of great importance in the educational process. Methods: Mind – maps, pie charts, dramatization, projects, role-playing are of great importance in teaching different aspects of knowledge. The most important aspects are of course self-development and personal growth. Conclusions and Recommendations: integrating psychology into the foreign language syllabus is badly needed. Also of great importance is digitalization of the educational process, non-liner way of thinking and self-assurance.

Элективные языковые CLIL-курсы как средство профессиональной ориентации учащихся на старшей ступени основного общего образования

The development of students’ professional identity is one of the main goals of their education at the senior level of basic general secondary education. Achievement of this goal will largely help school students to make a choice of a direction of training or specialty at a university for higher education and upon completion of professional activity. In this case, in the context of specialized education at school, elective language courses aimed at immersion in the world of future professions by means of the studied language can play a special role. Content and language integrated learning is one of the innovative approaches for the domestic education system, which consists in the simultaneous study of a foreign language by students and mastering a specialized discipline or specialty. Elective language CLIL-courses, built on the model of integrated learning, are able to create didactic conditions for the simultaneous achievement of three learning goals: a) mastering by students of a foreign language; b) mastering the profile discipline by students; c) creating conditions for the professional self-determination of school students and their career guidance. We consider: a) the linguodidactic potential of language elective courses; b) describe the linguodidactic capabilities of content and language integrated learning; c) define and substantiate the key characteristics of an elective CLIL language course. These characteristics include: 1) a three-aspect learning goal; 2) CLIL-course should include thematic modules, revealing the features of one or different professions; 3) the system of problematic tasks and cases of a professional orientation should act as the methodological dominant of the CLIL course; 4) the use of a cluster approach to organizing and conducting a CLIL course; 5) teaching tandem in teaching CLIL-course. We describe in detail each of their key characteristics.

ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ СТАРШЕКЛАССНИКОВ СЕЛЬСКИХ И ГОРОДСКИХ ШКОЛ

The article formulates the problem of insufficient knowledge of the patterns of professional self-determination of high school students in rural schools. The purpose of the study is formulated, which is to identify the features of professional self-determination of rural schoolchildren of the 11th grades, based on the analysis of their professional interests and self-assessment of the formation of professional skills. In accordance with this goal, the following research objectives are defined: to identify and compare the professional interests of high school students in rural and urban schools; to identify and compare the level of formation of professional skills of high school students in rural and urban schools; to analyze the relationship between the level of development of professional interests and the formation of professional skills in high school students in rural and urban schools. The study revealed that high school students of rural schools are significantly more interested in the professions of «man – nature» and are poorly inter-ested in the professions of «man-man»; high school students of urban schools demonstrate the opposite orientation: they show interest in the pro-fessions of «man-man» and are practically not interested in the professions of «man nature»; rural schoolchildren show the highest interest in the pro-fessions of «man-sign», and high school students of urban schools show the highest interest in the professions of «man-man»; the same and low in-terest in the professions of «man-technique» and «man-artistic image» is recorded for both groups of schoolchildren. Differences and coincidences in the level of formation of professional skills in rural and urban schoolchildren have been established, they are as follows: rural schoolchildren have significantly lower professional skills in relation to the activities of «man-man» and «man-technique» than urban schoolchildren; professional skills in relation to the activities of «man-nature» and «man-artistic image» are equally low in both groups of schoolchildren; – professional skills in relation to the activities of «man-sign» are equally well formed in both groups of schoolchildren; in general, the level of formation of professional skills in rural schoolchildren is significantly lower than in urban ones.

ДИНАМИКА ЦЕННОСТНО-СМЫСЛОВОГО САМООПРЕДЕЛЕНИЯ СЕЛЬСКИХ СТАРШЕКЛАССНИКОВ

The article considers the system of value orientations of high school students as an important factor of self-determination of personality (on the example of rural schoolchildren). In modern life, purposefulness, the ability to form meaning and develop, etc. are important for the self-realization of a person. Self-awareness and the desire for self-realization help a person to remain in demand and realized not only in the profession, but also in life. The article presents the results obtained using the methodology of M. Rokich's value orientations and content analysis of essays to identify the features of terminal and instrumental values of rural high school students. It was found that rural high school students have higher values of personal life and acceptance of others, low – professional self-realization. They have more developed high demands, firm will, acceptance of others, but abstract, passive values-means often prevail. Values-goals and values-means have their own specifics during high school age. The obtained data reveal the role of the personal factor in the self-determination of senior schoolchildren. These results of the dynamics of value-semantic self-determination contribute to the deepening of ideas about the trends of its development in high school age. They can be useful for optimizing the psychological and pedagogical support of personal self-determination of high school students. The results of this study can be used to improve the system of vocational guidance of rural schoolchildren, increase their competitiveness and develop professional competencies. The study of various characteristics of self-determination is relevant for optimizing professional self-actualization and evaluating the productivity of human life cycles. Further research prospects may be related to the determination of the interrelationships of different components of value-semantic self-determination in a sample of rural high school students.

Formative assessment in the context of professional self-determination of first-year students

Formative assessment in the context of professional self-determination of first-year students

PROFESSIONAL ORIENTATIONS OF SENIOR STUDENTS OF INSTITUTIONS OF GENERAL SECONDARY EDUCATION AS THE BASIS OF CONSCIOUS CHOICE OF PROFESSION

The article "Socio-professional guidelines of high school students ZSSO as a basis for conscious choice of profession" explores the peculiarities of forming the positions of optants on issues related to the choice of direction of professional self-realization. It is noted that structural social transformations require a qualitatively new approach to the organization of career guidance activities in educational institutions. When creating conditions to ensure a high level of readiness for students to choose a profession, it is necessary to take into account the attitude of the applicants themselves to this problem. Therefore, the aim was to analyze the dynamics of development of socio-professional orientations of high school students as the basis of conscious professional self-determination. The article highlights the approaches to outlining the essence of professional self-determination as a holistic process, presents its main indicators at the stage of optation and criteria for determining the degree of readiness of optants to choose a profession. The motivational basis of professional self ‒ determination as a system of incentives that motivate the individual to realize the need for professional self ‒ realization is determined. The factors under the influence of which the attitude to certain professions is formed are singled out. The article presents the results of questionnaires of high school students of Ternopil region conducted in 2011, 2014, 2017 and 2020, which allowed to analyze the dynamics of forming positions of applicants on issues related to choosing the direction of professional self-realization, in time. The most prestigious professions, from the point of view of the applicants, as well as the influence of the attitude to one or another profession on the choice of further professional path are determined. Changes in the preferences of optants through the prism of years have been studied. The list of the most desirable, from the point of view of students, directions of further professional self-realization is given, and also the professions for which demand among applicants decreases or increases with time are singled out. The motivational basis of professional self-determination is analyzed in detail, in particular, the leading motives for choosing a profession by 9th and 11th grade students are determined and changes in the formation of the motivational core of professional self-determination during the studied periods are investigated. The most important factors influencing the professional self-determination of students and the attitude of optants to defend the independence of their choice are analyzed.

Professional principles of self-determination of students ofthe faculty of physical education

Professional principles of self-determination of students ofthe faculty of physical education

Formation of professional competencies as a basis of professional self-determination of students of agricultural universities

The article presents an analysis of the problem of the formation of professional competencies as the basis of students’ professional self-determination. Attention is paid to comprehending the aspects of the competence-based approach in professional education, which was developed in foreign practice and introduced into the Russian educational paradigm and acquires specificity in the space of interaction with Russian scientific psychological and pedagogical traditions. The article describes the components of professional competence, comprehends the important points of professional self-determination of students, and presents the main tasks of psychological and pedagogical support of the process of professional self-determination of students. A person in the reflexive-value space of his professional self-determination can become the author of personal self-development and consciously transform his professional biography. However, it is important to understand that this process is largely determined by the external circumstances of life, economic, political, social conditions. In this regard, it is necessary to note the importance of the educational space, the activity of teachers, who by their activity create certain psychological and pedagogical conditions for the professional self-determination of students.

ДИНАМИКА УДОВЛЕТВОРЕННОСТИ ОБРАЗОВАНИЕМ УЧАЩИХСЯ СТАРШИХ КЛАССОВ

The article considers the results of assessing the satisfaction with the education of high school students. The authors interpret the satisfaction of senior schoolchildren as an emotional and evaluative attitude of them, as subjects of education, to its conditions, process and results. Satisfaction with education is considered as a subjective indicator of the quality of education, its conditions, process and results, and a regulator of students ' interaction with other participants in the educational process. Satisfaction as an indicator allows you to evaluate or measure different components of the educational process and educational interaction, identify bottlenecks in them, and offer a number of recommendations aimed at leveling and eliminating them. As a regulator, satisfaction with education allows you to influence the behavior scenarios of participants in the educational process. Satisfaction with education is a necessary condition and component of the psychological security of the educational environment, which affects the formation of the personality and individuality of schoolchildren. To measure the degree of satisfaction with education, the approach proposed by V. Y. Gorshkov was used, which assumes an assessment of the difference between the request (expectation) of students according to the parameter of life and activity at school. It was laid down and implemented as a methodological tool in the questionnaire for high school students, aimed at the overall assessment of high school students ' satisfaction and identification of its components, developed in the Central Educational Institution IKKO YAO. The article presents the results of a general assessment of the satisfaction of students in grades 8-11 and a factor analysis of indicators of satisfaction with education. It was found that the overall satisfaction with the education of high school students is moderate and increases from the 8th to the 11th grade. The most important factors of satisfaction with the education of high school students are the help from school employees in self-realization and professional self-determination of students, satisfaction with the process and content of communication (interaction) of participants in the educational process and satisfaction with knowledge in various subjects studied at school. A comparative analysis of the satisfaction with education of students in grades 8-11 showed the presence of significant differences in the quantitative indicators of satisfaction factors, the structure of its indicators. The psychological analysis of the causes of the revealed patterns in the dynamics of satisfaction with the education of students in the parallels of grades 8-11 is carried out. The most important of them is the age dynamics of the needs of students realized in the educational space of the school.

Моделирование профессионального самоопределения будущих молодых ученых в процессе профессиональной подготовки в вузах наукограда

The work deals with the problem of professional self-determination of students in the process of professional training in the universities of the science city. We consider the types of self-realization, present a model of professional self-determination of future young scholars, as well as methodological approaches to building a model and its components. The organizational and pedagogical conditions for the professional self-determination of students on the basis of the cluster approach are presented: the orientation of the educational process of universities in science cities to interact with enterprises, research institutes of the science city, the business community; active organizational and educational position of universities in science cities to promote employment and job placement of students at enterprises in science cities; a combination of various forms, methods of supporting the professional self-determination of students; accompaniment of the educational process with a digital ecosystem for practice-oriented interaction of students with employers and other interested social partners. The implementation of the model in practice will allow students to engage in professionally oriented interaction, including through project activities and interaction through Internet technologies with the world professionally oriented scientific community.

Профессиональное самоопределение студенчества: мотивационно-ценностный аспект

Профессиональное самоопределение студенчества: мотивационно-ценностный аспект

ПОИСК ПУТЕЙ ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ ОБУЧАЮЩИХСЯ ОБЩЕОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ В УСЛОВИЯХ СЕТЕВОГО ВЗАИМОДЕЙСТВИЯ С ПЕДАГОГИЧЕСКИМ ВУЗОМ

The article reveals the problem of professional self-determination of students in the conditions of network interaction with a pedagogical university when implementing the specialised training in accordance with the requirements of the State Educational Standard of Secondary General Education. The article presents the system of work of summer schools, specialised schools, Academies for children, which are complementary to the training profiles implemented in partner schools (technological, natural-scientific, humanitarian, socio– economic, universal). The article analyses the system of professional self-determination of students, implemented at the Ulyanovsk State Pedagogical University named after I.N. Ulyanov, in the context of network interaction with partner schools of the distributed lyceum. Monitoring procedures for identifying and evaluating the effectiveness of the network interaction of partner schools of the distributed lyceum within the framework of the project became the research methods. The planned result is a positive dynamics of graduates of specialised classes of partner schools of the distributed lyceum, who have decided to become future teachers.