Self-determination Of Students Research Articles

РЕАЛИЗАЦИЯ ИНДИВИДУАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ТРАЕКТОРИИ КАК ФАКТОР ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ ОБУЧАЮЩИХСЯ В СИСТЕМЕ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

Successful professional self-determination of students is of high importance, because it allows young people to reveal the scope of their professional interests, needs and values, which in the future gives more opportunities for self-realization and achieving greater satisfaction with their lives. Organizations of additional education have a great potential for designing and implementing individual educational trajectories of students in order to ensure their successful professional self-determination and further choice of ways to obtain professional education. The article reveals some aspects of modeling the technology of implementing individual educational trajectories on the basis of an interactive scientific and technical center focused on improving the efficiency of the process of professional self-determination of high school students and students. In relation to the system of additional education, an individual educational trajectory is an individual learning path that is developed for each student taking into account his needs, abilities, interests and goals. The construction and implementation of an individual educational trajectory is the main way to individualize the educational process, which allows you to receive an education directed on achieving the goals of professional development and comprehensive self-realization of the individual. The model of technology for constructing and implementing an individual educational trajectory in an interactive scientific and technical center developed within the framework of the study is a block-modular system consisting of four blocks: diagnostic, strategic, technological and procedural. The results of a survey conducted among high school students enrolled in the programs of the interactive science and technology center suggest that this technology has a positive impact on the professional self-determination of students.

ИНФОРМАЦИОННАЯ СИСТЕМА МОНИТОРИНГА РЕГИОНАЛЬНЫХ ПРОЕКТОВ

The article presents the objectives and developmental stages of an information monitoring system for regional drafts and the system’s testing through implementation of a draft for self-determination and career guidance of students in the Khanty-Mansi Autonomous Okrug ‒ Ugra (https://monitoring.sur-gut.digital). This includes a concept analysis of the subject field, development of software architecture, design of a user interface elements, algorithms programming, and objectives to broaden the system’s functions and prospects for its scaling in order to expand its geographical use.

Формування професійних домагань старшокласників як важливий складник діяльності практичних психологів закладів освіти

The article deals with the problem of activity of practical psychologists of educational institutions on the formation of professional aspirations of high school students. Such concepts as “level of harassment”, “professional harassment of high school students”, “professional orientation” are defined. It has been established that one of the main factors in the formation of professional aspirations of high school students is the career guidance work of practical psychologists of educational institutions, which is based on the vision of the individual not as an object, but as a subject of self-development, acting as an active participant in professional self-determination. The author of the article conducted an empirical study of the levels of formation of professional aspirations of high school students of Khmelnytskyi specialized secondary school № 12. The results of the study revealed low indicators of the formation of professional aspirations of high school students, low level of their self-esteem, insufficiently formed professional identity, as well as uncertainty in their own professional future. The need for the development and implementation by practical psychologists of educational institutions of vocational guidance classes for high school students in the form of training was identified. The author of the article emphasizes that due to the application of these classes, practical psychologists of educational institutions will be able to significantly improve the indicators of the formation of professional self-determination and professional aspirations of high school students.

ПРОФОРИЕНТАЦИОННАЯ РАБОТА СО СТАРШЕКЛАССНИКАМИ В ИРКУТСКОЙ ОБЛАСТИ: ПРАКТИКА И АНАЛИЗ РЕЗУЛЬТАТИВНОСТИ

Introduction. The rapid transformation of the human capital market in Russia makes the professional self-determination of high school students especially important. This paper studies approaches and methodologies in the area of professional self-determination at the state level and the experience of practical implementation of career guidance programs of various forms and scales conducted both at the regional level and in Russia. Regional authorities, higher education organizations, and employing companies are involved in organizing these programs. High school students have access to a wide range of opportunities to learn about careers: the Ticket to the Future platform, online testing services Profilum, Proforientator.ru, and project work programs in the educational centers Okean and Sirius. Profnavigator Online is rightfully considered to be the leader of occupational diagnostics on a federal level; in the Irkutsk region it is known as PROF.Navigator. The region’s practice-oriented programs that deserve special attention are Ticket to the Future, Ladder of Professional Tests, IRNITU Network Lyceum, and Samsung IT School. The Purpose of the study is to search for constructive solutions to the problems in the system of career guidance at the regional level. In order to achieve the goal, the following tasks are to be completed: to review the theoretical aspects of professional self-determination; to summarize the practice of career guidance in the Irkutsk region; to assess the effectiveness of career guidance activities; and to characterize the actions and interrelationships of actors (organizers of career guidance activities). In the process of work, the main methods were analysis, synthesis, and statistical sampling method. The results of the monitoring of the regional system of career guidance conducted in 2021- 2022 indicate the authors’ disunity in selecting work forms and methods, which leads to their low overall performance. Scientific novelty. The analysis of career guidance practices in the Irkutsk region is presented for the first time for the region. The pattern of interaction between the actors of career guidance activity is described. It is proposed to overcome the problems of the career guidance system by creating networked educational clusters of end-to-end career guidance by sectors of the economy around resource organizations. Conclusion. The authors believe that the main reason for the situation at hand is the hetero¬geneity of objectives. Regional structures are more interested in the coverage and scale of activities to the detriment of the quality of the activities and the motivation of participants. Organizations of higher education are primarily interested in competitive recruitment during the admission campaign regardless of the interests of the applicants themselves. The limitations of this approach lead to a significant dropout rate among those admitted “by chance”. Enterprises, as customers of future specialists, have the resources and motivation to attract young people into the profession, but they also need the tools to interact with graduates.

Value-oriented determination of professional self-determination of students

Value-oriented determination of professional self-determination of students

GROUP DYNAMICS AND COMMUNICATIONS: SELECTION OF TOOLS TO SUPPORT STUDENT PROJECT LEARNING

In the modern conditions of globalization and widespread digitalization, cooperation between people in virtual environments is becoming an important condition for the success of both individuals and teams. This trend is also reflected in the education industry, and in the context of a high degree of uncertainty in access to educational resources and communication tools caused by the COVID-19 pandemic or military operations on the territory of Ukraine, the need to use flexible methodologies is actualized not only in training future IT specialists. At the same time, the use of online support tools for project-based learning and Agile project management contributes to the improvement, and under certain conditions is the only way to organize, cooperate between members of dynamic teams, form students' digital competence and soft skills, and gain professional experience. Based on the results of the analysis of scientific publications, Jira, Asana and Notion were identified as the most common IT project management tools and Trello - to support project-based learning and manage Agile teams. The results of a survey conducted among 1st and 4th year students of the Faculty of Information Technology of the National University of Life and Environmental Sciences of Ukraine (NULES) as part of the implementation of diagnostic measures in the study of the discipline "Group Dynamics and Communications" are the basis for determining the effectiveness of using Trello as a means of supporting student project-based learning, the importance of students gaining educational experience of online project interaction and group dynamics, as well as creating conditions for early professional self-determination of students and gaining experience in professional activities and online interaction. It has been confirmed that professional experience has the greatest influence on the choice of project-based learning support tools: students with professional experience more often choose professional tools for the implementation of educational projects.

Профессиональное самоопределение школьников Хабаровского края: социологический анализ

The article analyzes certain aspects of professional self-determination of schoolchildren in the region based on the results of mass survey of schoolchildren in the Khabarovsk territory. The authors show which factors have the greatest impact on the professional self-determination of students. The main ones are the level of wages and stereotypes about the prestige and profitability of certain professions in the Russian society. The authors conclude that professional orientation of school students is closely related to their value set. This study allowed us to establish that, in general, the attitude of respondents meet the requirements that the state and society impose on the relevant professions. In turn, respondents are looking for those areas of employment that are really able to meet their expectations from the profession. The article also identifies key areas for improving the effectiveness of career guidance in the region, which the respondents include, first of all, development of the subject-practical forms of such work.

Tourism management as a component of professional tourism training

Professional tourism education in the field of tourism has recently entered the problematic area of pedagogical research, but it should be noted that by now clear results have been achieved. An important and significant feature of educational activities at a university with a tourism profile is innovation and creativity. Educational learning activity is characterized not only by a certain dynamics, a set of alternatives, but also qualitatively new functions that are not only found in the world, but also confirmed personally in the educational process. When studying and researching the educational process, the motivational direction, orientation and aspiration of the subject to activity are taken into account. The processes of regionalization in modern Kazakhstan have created the need to apply and introduce a national and regional component in the training of specialists, which, of course, is aimed at determining the self-determination of students, the formation of national identity and education based on the cultural traditions of their peoples, understanding and knowledge of the peculiarities and specifics of the region where their work will be carried out.

Особистісно-професійне самовизначення майбутніх учителів у процесі вивчення педагогічних дисциплін

Personal and professional self-determination of future teachers is considered as the key mechanism for formation ofprofessional position, which is based on the processes of meaning-making, value self-determination and the formation of professional identity. The professional position as the result of personal and professional self-determination of students reflects the relatively stable system of consciously developed attitudes to various aspects of future professional activity: its subjects, goals, values, principles, technologies,methods and means of organization. The professional position characterizes the teacher as the subject of pedagogical activity, who basing on critically considered norms of pedagogical culture, has developed his own system of professional values and waysof their realization. Basing onthe analysis of scientific sources and pedagogical practice there was defined and substantiated the set of principles that ensures personal and professional self-determination of future teachers in the process of study of pedagogical disciplines: the principle of value-semantic contextual content of educational dialogue, the principle of coordination in dialogue of professional and personal values, the principle of transparency and self-determination, the principleof unity of normativeness and alternativeness, the principle of unity of trust and doubt, the principle of subject-subject interaction, the principle of interactivity and positional openness in dialogue, the principle of reflexivity of subjects of educational dialogue, the principle of creativity of joint activity of subjects of the dialogue. Adherence to these principles activates the personal and professional self-determination of future teachers, contributes to the formation of their professional position as the system of value orientations that form the conceptual basis of future professional activity. Effective implementation of the considered principles is possible under the condition of the use of pedagogical technologies constructed on a subject-subject basis. One of such technologies is the educational dialogue which involves the organization of intersubjective interaction during classes aimed at solvingof educational problems and students' search for personal meaning in professional knowledge.

ЦЕННОСТНЫЕ ОРИЕНТАЦИИ И ЭКОНОМИЧЕСКОЕ САМООПРЕДЕЛЕНИЕ ЛИЧНОСТИ

The formation of economic self-determination and value orientations of the individual is an urgent problem of our time. This is due to the fact that among active, businesslike, purposeful people, as well as among young people, ideas about their life path are more and more often associated with an orientation towards entrepreneurship. Values formed under the influence of economic, social, psychological factors, as well as under the influence of one’s own motivation for human life, determine the direction of economic self-determination as readiness to solve problems in economic activity at all its levels. The article considers various approaches to the definition of the concepts under study. The theoretical aspect of this problem is supplemented by the study of the dynamics of value orientations and economic self-determination of Russian entrepreneurs. The results of a sociological study of the economic self-determination of students of Bauman MSTU are presented.

Специфика профориентационного обучения иностранному языку на основе интегрированного подхода в системе среднего профессионального образования

Professional self-determination of students is one of the problems of modern society. Recently, secondary vocational education has been of particular interest to school graduates for the purpose of further admission to higher education, therefore, the question arises about the need for career guidance training for students enrolled in secondary vocational education programs for post-graduate training in bachelor’s/specialty programs. The basis for the implementation of career-oriented foreign language teaching can successfully be an integrated approach (subject-language integrated learning), the effectiveness of which has been proven in research. The integrated approach has all the necessary principles that make it possible to implement this model in practice. The features of career-oriented teaching of a foreign language based on an integrated approach in the system of secondary vocational education are: a) motivation of students to study a foreign language with a career guidance goal based on an integrated approach; b) the use of a set of foreign language tasks reflecting the peculiarities of humanitarian areas of training in higher education; c) career orientation of the subject-thematic content of the integrated course; d) the distribution of students in accordance with the level of foreign language communicative competence; e) modular presentation of educational material in accordance with the humanitarian directions of training at the university; f) awareness of the foreign language teacher in the subject content of thematic modules.

학교-가정연계 건강 자기옹호 프로그램이 발달장애 학생의 건강관리 및 자기결정에 미치는 영향

The purpose of this study is to develop the health self-advocacy program with school-home connection for students with developmental disabilities and investigate its effects on knowledge, behavior, and goal-attainment regarding health care, as well as its impact on self-determination in students with developmental disabilities. For this purpose, 14 high school students with developmental disabilities and the students’ parents, and four special education teachers participated in this study. The health self-advocacy program with school-home connection, which consisted of 15 sessions that included basic and advanced lessons per each health care domain, was implemented for five months using one-group pretest-posttest design. After the program was terminated, the differences between the pre-test and post-test on dependent variables were analyzed to examine the effects of the program. The results of the analysis showed that the program had statistically positive effects on health knowledge and health promotion behavior; furthermore, 93% of the students met their health care goals at a higher than expected level. In addition, the program had positive effects on promoting self-determination rated by the students. However, there were no statistically significant differences in self-determination rated by the parents and teachers. This study confirmed that the health self-advocacy program with school-home connection was effective in promoting health care and self-determination in students with developmental disabilities along with a necessity for future study to enhance health self-advocacy.

Ресурсная субъектность студентов в разных образовательных моделях в период пандемии

Reforming education, the transition from the traditional educational model («educational tube») to «individual educational trajectories» (IET) is perceived by the participants of the educational process quite tensely. The need to adapt to a new educational model amidst COVID-19 pandemic is an aggravating factor for the educational process and mental wellbeing of students. The specific nature of the IET model is that students are in a constant self-determined, active position regarding their educational path. It is necessary to assess the psychological risks of educational innovations for students.
 The purpose of the study: to compare the parameters of resource self-determination of students in the IET and the traditional educational model during the pandemic. Sample: 1687 university students from Tyumen region studying according to the traditional model (1325) and according to the IET model (362). Data collection methods: self-organization questionnaire (Time Structure Questionnaire, M.J. Bond, N.T. Feather) adapted by E.Yu. Mandrikova; the scale of basic beliefs (World assumptions scale, R. Janoff-Bulman) adapted by M.A. Paduna,
 A.V. Kotelnikova; The Ways of Coping Questionnaire, R.S. Folkman, S. Lazarus, adapted by T.L. Kryukova, E.V. Kuftyak, M.S. Zamyshlyaeva; scales of psychological well-being (The scales of psychological well-being C.D. Ryff) adapted by T.D. Shevelenkova, P.P. Fesenko; questionnaire «Losses and acquisitions of personal resources» N.E. Vodopyanova, M. Stein. Mathematical and statistical methods: pairwise comparison of samples was carried out using the ANOVA method (Post Hoc comparison Scheffe Test). Students’ resource self-determination in different educational models differs according to the groups of used resources. Students in a traditional educational model use planning resources more often. Students studying in a IET model are more active users of self-support/self-promotion, resources of achievements and correction of actions.

The Model of Learning Profile “Diamond of Personality” to Develop the Learners Agency

Introduction. The implementation of the strategic priorities for the development of education in Russia, as well as the changing demands of interested participants in the educational process actualize questions about the performance of educational organizations, how to measure them, as well as modern education management practices. The use of only normative and criteria-based assessment does not allow achieving the key demanded educational result – the active behavior of the student, because requires different approaches to the organization of educational activities, the construction of collective-individual educational routes, the creation of opportunities for self-determination and self-realization for both students and teachers. The purpose of the article is to describe a model that reflects educational results as a personal potential for a number of parameters of different directions. Materials and Methods. Local and global practices (assessment, evaluation, target and value of learning) have been analyzed. Revealed trends and failures were used as base for new assessment model. Results. The authors researching a lot of evaluation models formulated a simple criterion for the applicability of assessment tools in the form of “the complexity of the tool should not exceed the interest in its results”. The proposed model claims to have a reasonable balance of complexity and informativeness: on the one hand, the structure of the parameters is multilevel, on the other hand, it is visualized like octahedron – a diamond crystal. The choice at each level is simple as dichotomy which allows it to be considered an indicator. It should be used as basis of digital learning profile. Discussion and Conclusion. The conclusions made by the authors contribute to the development of tools for assessing the educational result, focused on active educational behavior and using the digital environment for monitoring and accounting. The materials of the article can be useful to teachers and administrators who are interested not only in the traditional sign of compliance with the final tests, but also in the development of educational subjectivity that supports and develops the activity of students.

Development of reflection on the learning activities of hearing-impaired students in inclusive educational environment

Introduction. The article presents the results of a study of educational reflection among students with hearing impairments studying under the programs of secondary vocational education, in the process of classroom studies and in extracurricular activities. For this contingent of students, vocational education is one of the most important factors of social adaptation and professional rehabilitation, providing the opportunity for a full-fledged self-sufficient life. However, due to objective reasons, such students experience significant difficulties in the process of professional training.Purpose setting. There is a need to create a comprehensive system of pedagogical work for the development of the reflexive component of educational activity among this category of citizens.Methods and methodology of the study. The article reasonably proves that the organization of pedagogical work on the development of educational reflection, the ability to evaluate and control their educational and educational and professional activities can not only increase the effectiveness of the educational process, but will also contribute to the professional self-determination of students with hearing impairments. The article describes a system of diagnostic methods that allows to identify the current level of educational reflection in students; the system of pedagogical work is presented, which includes directions, techniques, methods and forms for the development of the reflexive component of educational activity among students with hearing impairment.Results. A diagnostic study showed that more than half of the students have a low level of development of the reflection of educational activity. The conditions necessary for the effective organization of pedagogical work to develop the reflection of educational activity were determined.Conclusions. It was found out that their development is facilitated by the immersion of students in educational activities that are personally significant for them. In turn, the formed skills of educational reflection facilitate the process of learning and professional self-determination of students.

The Relationships Among Parent Involvement, Student Self-Determination, and Postsecondary Education Enrollment for Students With Learning Disabilities

In light of the lower rates of postsecondary education enrollment by students with learning disabilities (LD), researchers have sought to identify predictors of enrollment so that improvement efforts can target specific predictors. Taking advantage of the rich data provided in the National Longitudinal Transition Study-2, we conducted a secondary data analysis to investigate how parent involvement and student self-determination predict postsecondary education enrollment for students with LD. Findings from structural equation modeling analyses showed that parent involvement and student self-determination predict postsecondary education enrollment, and the influence of parent involvement is mediated by student self-determination. These results suggest that parents play an essential role in the secondary transition process, and schools need to make concerted efforts to work with parents to foster student self-determination, which ultimately promotes students’ participation in postsecondary education.

Social Capital of Students in the Digital Educational Environment: Offline and Online Learning

The transition to mass digital education has aroused the interest of domestic and foreign researchers to discuss issues of the new educational reality and its impact on various aspects of higher education. This article joins this discussion. In particular, it examines the question of what happens to the social capital of students in the context of mass distance (online) learning. Following J. Coleman, the work analyzes the forms of social capital: trusting relationships and mutual obligations (mutual assistance), as well as group norms. In the latter case, we consider the self-determination of students as «students» or «non-students» as an indirect indicator. According to the study, online learning differs from offline learning regarding these forms of social capital. With online learning, level of student trust in fellow students and teachers decreases; they have fewer social contacts among them, to whom they can turn for help in matters of study and non-study. Students who self-identify as «non-students», as opposed to those who identify as «students», are less willing to build trusting relationships and networks of mutual assistance (mutual obligations) with fellow students and teachers. «Non-students» are more likely to study remotely, and they prefer online communication with teachers more. The general conclusion is that social capital decreases during online learning, which raises the question of the effectiveness of socialization of young people within this learning format.

Motivation of professional self-determination of students studying in service directions.

Motivation of professional self-determination of students studying in service directions.

Self-Determination assessment and evaluation in Romanian adolescents: preliminary psychometric properties of the ARC’s self-Determination scale

ABSTRACT Research in self-determination has expanded in recent years, especially in the special education field. Instruments to measure self-determination in students with disabilities are not available in the Romanian language, and this issue has led to the development of the current study, a cultural adaptation , and validation of The ARC’s Self-Determination Scale which provides a strong psychometric measure of self-determination. Based on the Functional Model of Self-determination, this scale is designed to measure the four components of self-determination construct and global self-determination in students with disabilities. This pilot test study aims to explain the cultural adaptation and validation process of The ARC’s Self-Determination Scale for use in the Romanian research context and the educational approach. The participants’ sample for the validation process of the scale comprised 275 young students with learning disabilities, and mild and moderate intellectual disabilities, the participants were ranging ages from 11 and 19 years old (M = 14.93; SD = 1.47). Through the structuraequation modeling approach, the estimation of the latent model fit provided evidence of internal validity of the scale, demonstrating the adequacy to measure self-determination in adolescents with mild and moderate intellectual disabilities. The values of internal consistency coefficients and validity characteristics are discussed. .

성격강점 기반 해결중심 집단상담 프로그램이 초등학생의 자기결정성에 미치는 효과

The purpose of this study is to develop character strengths-based, solution-focused group counseling program for elementary school students and verify its effects on their self-determination. To verify effects of the program, 20 elementary school students in grade 4 and 5 were selected and assigned to the experimental group and the control group of 10 students, respectively, after conducting the homogeneity test, 10 students in the experimental group participated in the program twice a week for 50 minutes for a total of 10 sessions. The results were evaluated by comparing changes in the experimental group and the control group before and after the program and changes expected in the future to each group through repeated measures ANOVA using SPSS 28.0. The results are as follows: First, character strengths-based, solution-focused group counseling program had significant effects on self-determination of elementary school students. Second, character strengths-based, solution-focused group counseling program had significant effects on all the subfactors of self-determination, which are autonomy, competence, and relationship. Therefore, this study is significant as an empirical study that tried character strengths-based, solution-focused method in an integrated approach to develop a program for elementary school students and verified the effects. In addition, the study is significant in that it can be used as a fundamental reference for constituting a program for the school site and counseling field through verification of effects on autonomy, competence, and relationship, which are subfactors of self-determination.