Self-determination Of Students Research Articles

SOCIAL SELF-DETERMINATION OF A SECONDARY SCHOOL STUDENT IN THE CONTEXT OF HUMANIZATION OF THE EDUCATIONAL PROCESS

We regard the social self-determination of senior secondary school students as the basis for their education as citizens of Latvia and citizens of Europe. This underpins the need to actualize the problem of social self-determination. The aim of the research is to determine the essence and structure of social self-determination of senior secondary school students and to identify the conditions for the development of social self-determination in secondary school students in the process of education. Research methods include observation, questionnaire, survey, comparison, experiment, and mathematical statistics. Research results are the following:- as a result of the study, there was determined the content and structure of social self-determination as a systemic personal formation, representing the relationship of two components: citizenship and intercultural identity; - the conditions for the development of social self-determination have been identified, including the humanization of the educational process based on a certain system of moral values and beliefs; - the key strategy for organizing the educational process has been suggested: changing the content of education by introducing a cultural component, which would contribute to a change in all structural components, from the goal to the result; - this implies a change in the procedural aspect of education: the organization of a personal cultural dialogue; the dialogue is regarded as the basis for communication in the pedagogical process; - the key values of secondary school students were determined in the process of a fact-finding experiment.

From inclusion to queer-trans pedagogy in school and physical education: a narrative ethnography of trans generosity

Originally suggested by Rodriguez (2012), trans generosity aims to address the tensions and complexities of queer and trans pedagogies in educational settings. Using this concept, this study generates empirical insights on how queer and trans affirmative practices can disrupt heteronormativity, foster gender diversity and proactively emphasize the self-determination of trans students in schools and PE. Drawing on narrative ethnography, we relate the experiences of Lucas, a secondary trans student, during a period of four years, using the messy method of data collection. A dialogical narrative analysis helped to give sense to the whats, the hows, and the effects of Lucas’s stories and storytelling within the narrative environment of the school. Legal and educational policy and academic frameworks provided Lucas and other actors with an adequate space for critical performances to foster the disruption of heteronormativity and broaden the circulation of (queer)gender narratives within the school. The dialogue, commitment, collaboration, and mutual trust between Lucas, his PE teacher and the school environment helped to make Lucas’ trans affirmative stories tellable and coherent. This story of trans generosity may inspire other trans students, PE teachers, schools, or whoever wants to embrace queer and trans theories and pedagogies, to foster trans recognition and gender diversity education.

Students' self-determination in Azerbaijan

PurposeIt has been suggested that social impacts on young people are stronger in collectivistic societies than in individualistic societies due to stronger social norms. Therefore, the satisfaction of psychological needs might be more challenging for students in collectivistic societies. As Azerbaijani society is collectivistic, the purpose of this study was to explore the ways in which the need for the self-determination of Azerbaijani master's students is met in relation to their social circles.Design/methodology/approachForty-four Azerbaijani master's students were interviewed for this study, and their answers were analyzed from the perspective of basic psychological needs for autonomy, competence and relatedness within self-determination theory (SDT).FindingsThe findings of the current study suggest that Azerbaijani students' social environment is not supportive of furthering higher education through achieving a master's degree, and in some cases, this negatively affects students' well-being. Families in Azerbaijan mainly view higher education as being employment focused due to experiences of employment insecurity in the country.Research limitations/implicationsThe participants of the current study were from middle- and low-income families in Azerbaijan, as the interviewer obtained basic information on the educational and occupational situations of participants' families in addition to the interviewees' own states. Perhaps due to financial needs, it was mainly found that families valued making money over long-term self-development aspirations in their children. Reaching larger numbers of participants, future studies may purposefully sample individuals from higher-income families to reveal whether families with fewer financial concerns were more autonomy-supportive in the aspirations by young people to further their education or how the pattern of their support varied due to socioeconomic status.Practical implicationsIt is hoped that the presented results may guide the relevant authorities in the regulation of the employment strategies of youth in Azerbaijan, as high levels of youth unemployment and massive shifts to self-employment and low-skilled occupations create few opportunities to realize self-development aspirations in Azerbaijan. More efficient policies should be implemented to improve recruitment to good-quality jobs and increase the value of skills and knowledge in employment.Social implicationsInterconnected cultural factors determine families' views of furthering education and affect how they satisfy the psychological needs of students in their education lives. It is anticipated that the present study will be useful for students mainly from developing countries in coping with their social environments in pursuing their self-development aspirations.Originality/valueUnlike previous studies, the authors suggest that through “gained autonomy”, Azerbaijani youth who comply with their elders when less experienced tend to gain control over their personal decisions by providing positive information about overseas experiences. The concept of “gained autonomy” also contributes to SDT in illustrating how members of collectivistic societies can attempt to satisfy their basic psychological needs.

Project activities in the ESP course in the context of students’ socio-professional self-determination at a non-linguistic university

The cardinal change of the technological and socio-economic paradigm all around the world makes investigations related to the problems of professional self-determination of the younger generation extremely topical. In the conditions of economic and cultural globalisation, an important component of the professional competence of university graduates is the ability to realise their professional skills and present developed projects in the English-language media space. The article reveals methodological possibilities of the project activity in the ESP course as a pedagogic support for the socio-professional self-determination of students in a non-linguistic university. It determines principles and methods of using specialised Internet resources for developing educational projects in English that contribute to students’ professional self-determination and their social adaptation in the international professional community. The authors suggest a typological classification of practice-oriented projects that can be implemented in the ESP course – informational (abstract-review), analytical (historical, socio-cultural, cross-cultural and other research projects) and creative (creation of an original content – design, models, technological solutions, etc.). It is concluded that the project activity in the ESP course, the results of which can be included in the professional portfolio, is a significant element of socio-professional self-determination of students of a non-linguistic university.

The Music Practice Motivation Scale: An exploration of secondary instrumental music students’ motivation to practice

This study sought to explore high school band students’ motivation for practicing their instruments using the basic tenets of self-determination theory as a theoretical lens. Exploring levels of self-determination alongside years of musical experience, time reported practicing, grade level, gender, instrument selection, and private lesson study, this study sought to utilize the Music Practice Motivation Scale (MPMS) with a high school instrumental music population. Using multivariate analyses of variance, participants reported higher levels of intrinsic motivational beliefs toward practicing over external motivations. Extrinsically motivated students, however, were more likely to rate stronger agreement with an introjected regulation style indicating the importance of others’ views of practice on their own belief system. Despite potential issues with the fulfillment of the psychological need for autonomy, data suggest a weak correlation between private lesson study and the bolstering of intrinsic motivation. Reliability analysis demonstrated strong support for the inclusion of the MPMS in high school-level classrooms when seeking to determine and guide student self-determination to practice. Strong connections were found to support the fulfillment of psychological needs in the instrumental music classroom through targeted activities that focus on the development of intrinsic motivational beliefs focused on feelings of achievement, knowledge, and affect.

ФОРМИРОВАНИЕ СРЕДЫ ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ ОБУЧАЮЩИХСЯ КОРПОРАТИВНОГО ПРОФИЛЬНОГО КЛАССА «МЧС-РЕСУРС» В ШКОЛЕ-КОМПЛЕКСЕ

Statement of the problem. In the conditions of modern education in the Russian Federation, one of the most important tasks facing educational organizations is the creation of optimal conditions for professional self-determination of an individual. The FSES SGE emphasizes the importance of the personal results that form its basis. At the same time, one of the conditions for the formation of professional self-determination is the environment of professional self-determination. The purpose of the article is to determine the content of the work on the formation of the environment for professional self-determination of high school students studying in the industry-specific “EMERCOM-resource” class in the school complex. Materials and methods. In the course of the research, the analysis of scientific literature and pedagogical experience was carried out to determine the content of work on the formation of the environment for professional self-determination of high school students studying in the industry-specific “EMERCOM-resource” class in the school complex. The experimental base of the study was the MAEI “Secondary School No. 148 named after Hero of the Soviet Union I.A. Borisevich” in Krasnoyarsk. Research results. The formation of the environment for professional self-determination is closely related to the implementation of an individual educational route, which includes an individual curriculum of a high school student, an individual project, an individual plan of extracurricular activities, additional education, and vocational training. The key tool of the professional self-determination environment is the digital educational and methodological complex “School skills. Pro-professions”. Conclusion. The school complex uses technological solutions for the formation of the environment of professional self-determination based on the personification of the content of education, the introduction of modern educational technologies, the integration of basic and additional education in terms of achieving the planned educational results, accompanying individual educational routes of high school students with subsequent consolidation of their implementation in the basic educational programme.

ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ СТАРШЕКЛАССНИКОВ В УСЛОВИЯХ ОСВОЕНИЯ ДОПОЛНИТЕЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЫ «КРАЕВАЯ АГРОШКОЛА»

Statement of the problem. Professional self-determination and choice of profession by high school students are becoming especially relevant in the era of ongoing changes in the development of the world and modern Russia. The importance of human capital and its improvement is increasing. The problem solved in this article is related to the state request for: – implementation of the Federal State Educational Standard aimed at the formation of professional orientation of high school students in specific fields of activity; – implementation of the All-Russian project of early professional orientation of students from grades 6–11 of the Ticket to the Future general education organizations of the Success of Every Child federal project of the Education national project, aimed at development of awareness and readiness for professional self-determination of students of grades 6–11; – the need to train future competent specialists and nature users with systemic and environmental thinking, functional literacy, knowledge in the field of IT and biotechnology; – the use of new most effective methods for professional self-determination of high school students in the field of agriculture. The purpose of the article is to develop an educational program in an institution of additional education in the field of agriculture aimed at professional self-determination of high school students. The research methodology (materials and methods) includes systematic approach and scientific, pedagogical, and psychological approaches, cartographic, empirical, and statistical methods. Research results. The results of the study indicate the following: the implementation of a new educational program is associated with the development of students’ interest in agricultural professions, through their involvement in solving agroecological problems of sustainable development of the Russian Federation and the Krasnoyarsk Territory. When implementing an educational program in the field of agriculture, students are maximally immersed in theory and practice (a modular form of organizing an educational process), with inclusion in various roles: analyst, researcher, expert, manager, developer, and PR. This allows students not only to understand their role in the future production process, but also to develop systemic and environmental thinking, the basics of major competencies, the ability to set a goal and achieve it, plan, organize, and perform appropriate work, take responsibility for decision-making, bring the work started to the end. Conclusions. The article deals with the issues of professional self-determination and choice of profession by high school students of the basic school. Methodological and organizational measures have been carried out to develop and implement an educational program in the field of agriculture on the basis of an additional education institution. The outcome of the implementation of the educational program in the field of agriculture are metasubject and personal results of students.

Perceptions of Importance and Reported Frequency of Instruction of Self-Determination by Teaching Assistants in New South Wales Schools

AbstractSelf-determination skills, including competencies such as decision-making, are regarded by parents and teachers as important for students with special needs. Although not necessarily regarded as appropriate, teaching assistants often take substantial responsibility for delivering educational programs to students and little is known about their perspectives on self-determination. Perspectives of teaching assistants may impact on their support of programs to enhance self-determination that are developed by teachers. Teaching assistants in New South Wales mainstream schools (N= 320) were surveyed regarding their views on the importance and frequency of instruction of seven competencies related to self-determination of students with special needs. Consistent with previous research, assistants rated all the competencies highly in terms of importance, but frequency of implementation was more variable. Moderate correlations were found between ratings of importance and frequency of implementation, suggesting that greater instructional time was devoted to competencies viewed as more important. Limited differences were found between assistants working at primary and secondary levels. Although features of the interactions of teaching assistants that can inhibit self-determination have been often identified in previous research, it is argued that, paradoxically, assistants may be well positioned to facilitate the development of self-determination with appropriate training and supervision. Directions for future research are identified.

Elementary Students’ Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice

ABSTRACT Using robotics and programming, this study investigated the effects of different levels of embodied instruction on the problem-solving, debugging, programming proficiency, self-determination, and self-efficacy of students in ethnically diverse elementary classrooms. The first small-scale, quasi-experimental study involved 37 second-graders, who were randomly assigned to an embody or a non-embody group. Results showed that embodied planning activities benefited these young learners’ LEGO Robotics problem-solving and self-determination skills. Based on these findings, a second study implemented different types of embodied activities (full-embody, low-embody, and control condition) in a debugging problem-solving activity for 51 kindergarten and 1st-grade students, also from ethnically diverse populations. The findings from this study suggested that the embodied learning activities promoted students’ problem-solving skills in robotics and the use of debugging strategies in coding applications. However, different effects were found for groups by condition and the outcome variable. Based on these mixed results, the authors propose activities applicable in real-world elementary classrooms to introduce practical robotics and programming activities.

Future Time Orientation and Learning Engagement Through the Lens of Self-Determination Theory for Freshman: Evidence From Cross-Lagged Analysis.

View of future time orientation is a cognitive construct about future time. This view has its unique work of motivation and effect on academic performance. Previous studies have only explored the influence that future time orientation brings to the learning process at a single time, and most of them focus on cross-sectional studies. To further explore the cross-lagged relationship for freshmen between future time orientation and learning engagement during different periods, AMOS 23.0 was performed for cross-lagged analysis in this study to explore the influence and effect among variables of different periods. This research was based on the theory of self-determination to discover the relationship between future time and learning involvement for freshmen in enrollment and the first summer vacation. In this research, there were 1,000 valid samples in the first stage and 840 valid samples in the second stage for the conduction of descriptive statistics, pair t-test, and cross-lagged analysis. The results show that: (1) for learning engagement, freshmen at the end of the first year have a higher average score than at the beginning of the first year. (2) View of students of future time orientation can affect their learning engagement of the future through self-determination of students. At last, we provide some suggestions as references for institutional research and future research.

EFEKTIVITAS PEMBELAJARAN MATEMATIKA SECARA DARING DITINJAU DARI SELF-DETERMINATION

Online mathematics learning is able to facilitate curriculum demands in the Covid-19 pandemic, but the impact on student motivation is always ignored. This study aims to examine the relationship between student self-determination in the teacher's perspective and teacher self-determination towards online learning, either partially or simultaneously. A descriptive-correlational survey design was used in this study, with five mathematics teachers in Junior High Schools in Bandung as subjects, which were taken by convenience sampling. Questionnaires and unstructured interviews were used in this study. The questionnaire used to collect self-determination data was adopted from The American Institutes for Research Self Determination Questionnaire, while the online learning quality questionnaire was adopted from Alarcón et al. (2020). The results showed that there was a positive relationship: between student self-determination in the teacher's perspective and teacher self-determination towards online learning either partially or simultaneously, between aspects of teacher capacity in self-determination on teacher's digital-pedagogical abilities and digital resources, between aspects of student capacity in the teacher's perspective on student empowerment and student digital competence, between student capacity and teacher capacity for the implementation of online learning. Furthermore, the perception of mathematics teachers towards online learning are key elements in the effectiveness of online mathematics learning.

The Department as a Subject of professional self-determination of pedagogical university students

Introduction, problem statement. In modern conditions of changes in the labor market and the system of vocational education, the process of professional self-determination of young people and the resources for its activation, intensification, and optimization are of particular relevance. The authors consider the subjects of the university system of promoting the professional self-determination of students, within which a significant place is determined by the Department of Social Pedagogy. The purpose is to analyze and substantiate the significance of the subject position of the Department of Social Pedagogy in the intra-university system of promoting students’ professional self-determination. Methodology and research methods. Theoretical and empirical methods were used: the analysis of scientific psychological and pedagogical literature and the analysis of the experience of the Department of Social Pedagogy of the TSPU, demonstrating the importance of the subject position of the elements of the intra-university system of promoting professional self-determination of students. Research results. On the basis of the analysis and generalization of the empirical experience of the Department of Social Pedagogy of the TSPU, the main directions in the context of promoting the professional self-determination of students are presented: lined up interaction with social partners – social organizations; organization of pedagogical intensives for TSPU students; support of industrial pedagogical practice of students of pedagogical areas of training; assistance in organizing employment (occupation) of students and graduates. Conclusion. It is determined that the subjective position of the Department of Social Pedagogy affects the “entry” of students of pedagogical areas of training in professional pedagogical activities, their con scious employment in teaching positions (even during their studies at the university) and is considered as one of the conditions for intra-university assistance to professional self-determination of students.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ДЕТЕРМІНАНТИ ПРОФОРІЄНТАЦІЇ В КОНТЕКСТІ ЗАВДАНЬ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article examines the psychological and pedagogical aspects of vocational guidance and self-determination of high school students with the choice of future profession in the development of the New Ukrainian school. Mechanisms of professional self-determination and the capacity building of professional self-improvement of high school students in the context of transformational processes in the labour market in the digital economy are considered. It is established that one of the ways to increase the effectiveness of professional self-determination of student youth is the introduction into the educational process of methods of psychological and pedagogical design of career guidance measures aimed at forming the potential of professional self-improvement in high school students. The conceptual principles of professional orientation in the New Ukrainian school are revealed. The expected results of vocational guidance reform for all participants of the vocational guidance process in the New Ukrainian School are presented. The development of specialized training in high school is characterized as well as the need for lifelong learning, the importance of continuous personal and professional development. Ways to improve the career guidance process at the local level are highlighted. In the system of vocational guidance, it is very important to take into account the interests of the regional labour market. Career guidance in a community is an ecosystem that ensures its socio-economic development, and financial support for career guidance at the local level is an investment in human capital and sustainable community development. The advantages of organizing vocational guidance at the local level are a significant increase in opportunities for interaction with employers on vocational guidance of students, the creation and use of modern infrastructure. The functioning of educational and vocational hubs and career development centres based on educational institutions sounds promising, there students can try themselves in a particular profession, participate in projects for community and regional development.

The preparation for entry into adulthood - supported decision-making in upper secondary school for students with intellectual disability

ABSTRACT The upper secondary school for individuals with intellectual disability should prepare for an adult life as an active citizen with great self-determination and participation in democratic decision-making processes. The extent to which and in what way the schools work to prepare the students and develop their skills are likely of great importance for the students’ adult life. The purpose of the study was to increase the knowledge of how students with intellectual disability in Sweden are prepared for adulthood, with special focus on self-determination. Case studies on three schools were carried out through observations of decision-making processes and interviews with students and staff. The main findings consist of three different approaches to self-determination for students with intellectual disability: ‘Targeted and Conscious’, ‘Forward with Uncertainty’ and ‘Braking and Protecting’. Increased knowledge about, and analyses of, the processes that take place when young people with reduced decision-making capacity, due to intellectual disability, make decisions with the support of others are important. Implications underline the need to strengthen the awareness, knowledge and support of school staff when it comes to strengthening students’ decision-making capacity. The students with intellectual disability need to be equipped for a society where they as adults will be surrounded by choices and expectations of making decisions.

Influence of motivational sphere on professional self-determination of medical college students

The aim of the study is to study the influence of the motivational sphere on the professional self-determination of medical college students. Results. A theoretical analysis of scientific psychological literature was carried out, the concepts of «professional self-determination», «professional self-determination of students», «motivation of professional self-determination» were defined; the features of professional self-determination of students of secondary professional institutions were revealed; the influence of the motivational sphere of students on their professional self-determination was studied; a set of diagnostic methods was selected in order to identify the influence of the motivational sphere of students on their professional self-determination; a quantitative and qualitative analysis of the results of the empirical study was carried out. Conclusion. The study of the problem of the influence of the motivational sphere on the professional self-determination of students of secondary vocational educational institutions is an urgent problem at the present stage of development of psychological science. The educational and professional activity of students becomes successful if they have a high level of motivation for this type of activity.

Formation of Professional Self-Determination of Future Teachers of Non-Language Specialties when Learning the English Language

The article reviews the formation of professional self-determination of future teachers of non-language specialties when learning the English language. The aim of the study was the formation of motivation for the study of the English language by students of pedagogical universities of non-linguistic specialties. The hypothesis of the research was that the use of the English language of the professional direction increases the motivation for learning the language, provides an awareness of the practical and theoretical significance of the knowledge gained for future professional activities and is a factor professional self-determination. Based on this goal, the following tasks were solved: studies of the professional orientation of students and the level of motivation for studying the discipline "English language of a professional direction" were carried out, measures were developed to form the professional self-determination of students. At the stage of the formative experiment, the work programs of the discipline are drawn up in such a way that each content module takes into account the urgent problems of the corresponding specialty. The use of modern information and innovative technologies in project activities contributed to the formation of professional motives for learning English, skills and abilities of communication in English in the professional sphere, an increase in the number of special terminology, the intensive development of all language skills: speaking, reading, listening and writing.

Pedagogical Support of Socio-Professional Self-Determination of Students

Recently, the prevailing trend is that graduates do not work in their profession; the purpose of the article is to study ways to improve the effectiveness of social and professional self-determination of students. The authors conducted an empirical study of the causes of this phenomenon and identified the main ones (the choice was made for the student by his parents; in the process of studying, the student became disillusioned with the chosen profession; the chosen profession does not bring the necessary earnings; did not find a job in the speciality). The article noted that the percentage of work in the profession depends on how long ago the specialist graduated from the university. The authors identified what causes could be eliminated in the process of teaching students. Having analyzed the existing pedagogical methods for students' more confident social and professional self-determination, the authors proposed the conceptual foundations of pedagogical support for students' social and professional self-determination. These recommendations will make it possible to correct students' social and professional self-determination in their speciality. The authors proposed an algorithm that allows to visually and transparently determine the student's attitude to the chosen speciality and ways to persuade the student to look for a job and work in the profession and the necessary tools for this. The proposed dual approach to adjusting the socio-professional self-determination of students will allow them to identify the problem at an early stage, track it and fix it with adjustment. Research has shown that there are several main reasons why a student does not work in a profession. All these reasons, in our opinion, are subject to correction in the learning process. The main feature of success is the desire of the university to identify such students at an early stage, a developed adjustment mechanism and constant control and monitoring. A further promising direction of research is the development of questionnaires that can identify this problem and a mechanism for attracting artificial intelligence that can guide each student individually and signal when the university's intervention is necessary.

A Transdisciplinary Approach to Promoting Self-Determination: Collaboration Between Special Education Teachers and Music Therapists

Self-determination consists of essential skills for students with disabilities because it gives individuals the power to make decisions based on their own needs and desires. Self-determination includes areas such as choice-making, goal setting, and self-directed learning. Music therapy is a service that can be used to enhance self-determination for students within the educational setting. Through intentional collaboration, music therapists and special educators can bring together their expertise to promote self-determination in students with disabilities. As members of students’ Individualized Educational Programs (IEPs), both professionals are working towards the common interest of fulfilling individuals’ goals and needs. The authors of this manuscript outline and describe a three-step process for collaboration between music therapists and special educators to promote self-determination among students while also providing a vignette to demonstrate this practice.

Digital Literacy Ability towards Curiosity Level and Student Self-Determination

Digital Literacy Ability towards Curiosity Level and Student Self-Determination. The purpose of this study was to analyze digital literacy skills on the level of curiosity and self-determination of students. This study uses a quantitative approach with statistical methods. The type of research used in this research is ex-post facto. The population in this study were students in Indonesia aged 17-22 years with a sample of 723 selected randomly. The instruments used are digital literacy measurement, the Curiosity measurement scale, and the self-determination measurement scale. Data analysis used statistical tests, namely the Mann-Whitney test and simple linear regression. The main result of this research is that there are differences in digital literacy and self-determination in terms of gender, but in the aspect of Curiosity there is no difference. Furthermore, there is a positive effect of digital literacy on curiosity and self-determination. The digital literacy prediction model for curiosity is Y=11.28+0.38X and the digital literacy prediction model for self-determination is Y=25.77+0.57X. Keywords: curiosity, self-determination, digital literacy, college students. Abstrak: Kemampuan Literasi Digital terhadap Tingkat Curiosity dan Determinasi Mahasiswa. Tujuan penelitian ini adalah menganalisis kemampuan literasi digital terhadap tingkat curiosity dan determinasi diri mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif yang pengolahan datanya dilakukan dengan metode statistik. Jenis penelitian yang digunakan dalam penelitian ini adalah ex-post facto. Populasi dalam penelitian ini adalah mahasiswa di Indonesia dalam usia 17–22 tahun dengan sampel penelitian sebanyak 723 yang dipilih secara acak. Instrumen yang digunakan adalah digital literacy measurement, skala pengukuran Curiosity dan skala pengukuran determinasi diri. Analisis data menggunakan uji statistik yaitu uji Mann Whitney dan Regresi Linier Sederhana. Hasil utama dari penelitian ini adalah terdapat perbedaan literasi digital dan determinasi diri ditinjau dari jenis kelamin, tetapi dalam aspek Curiosity tidak ada perbedaan. Selanjutnya terdapat pengaruh positif literasi digital terhadap curiosity dan determinasi diri. Model prediksi literasi digital terhadap Curiosity adalah Y=11,28+0,38X dan model prediksi literasi digital terhadap determinasi diri adalah Y=25,77+0,57X. Kata kunci: curiosity, determinasi diri, literasi digital, mahasiswa. DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202224

Формування культурної компетентності здобувачів середньої освіти у процесі фізичного виховання

The article raises the issue of cultural competence formation of secondary school students by the means of physical education in curricular and co-curricular activities that are an integral part of the over-all instructional school programme. The authors determine that in the context of reformation changes of Ukrainian education system the modern educational space of general secondary education institutions becomes a platform for cultural diversity and pluralism as well as for socialization and democratic national self-determination of secondary school students. It is noted that physical education exposes the secondary school students to a range of experiences that enable them to develop the skills and knowledge they need to make the most of all opportunities today and to shape new forms of global culture. The concept of «cultural competence» is regarded as the formation of skills to present the native culture in modern multicultural environment, the capacity and willingness to participate in the dialogue of cultures and the assimilation of the national and cultural component as a basic condition for familiarizing to the culture of their own country. The authors found that it is essential to approach the development of secondary school students’ cultural competence through the means of physical culture and sports as the keynote elements. It is obvious that physical education is able to increase the motivation of students for studying of Ukrainian culture and traditions that will enhance to the quality of their knowledge in this sphere and the level of their cultural competence.