Self-determination Of Students Research Articles

The Mediating Role of Self-Efficacy in The Relationship Between Self-Determination Motive and Academic Engagement Among Undergraduate Students

Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment.

Профориентация как неотъемлемая часть образовательного процесса в школе

This article considers the issue of vocational guidance work in schools as a factor in increasing the level of self-determination of students. Professional self-determination of young people is one of the most important state goals of the educational system. The author presents the stages and tools of vocational guidance work within the framework of public projects. As the main directions of career guidance work in school can be defined: professional education, professional diagnostics, professional counseling. The author considers the directions that make career guidance work more productive.

Self-Determination Interventions for Students with Intellectual and Developmental Disabilities Transitioning to Postsecondary Education: A Scoping Review

Students with intellectual and developmental disabilities (IDDs) need a myriad of independent living skills to seamlessly transition to postsecondary education. One of these skills is self-determination. Self-determination is deemed as a combination of knowledge and skills that enables a person to become autonomous. So, the purpose of this scoping review was to explore the interventions that promote self-determination in students with IDDs as they transition to postsecondary education in USA. Arksey’s and O’Malley’s framework guided this scoping review paper. An electronic search was conducted using IU OneSearch. The search was restricted to peer-reviewed studies, books, and eBooks published in English language between 2010 to 2022. Studies were screened at the title and abstract levels, and at full-text level by the author. In total, two studies met the inclusion criteria and were included in this review. Findings showed that curriculum-based and community-based interventions had remarkable potentials in promoting self-determination in students with IDDs who were transitioning to postsecondary education. Implications for research include developing and implementing more curriculum-based and community-based interventions; measuring treatment integrity through checklists; describing implementation procedures to allow for replication studies to be conducted; and utilizing a mixed-methods research design in intervention studies.

Family adaptation as a predictor of family self-determination of digital generation students

Family adaptation as a predictor of family self-determination of digital generation students

Dramatic art/theatre in Québec’s Compulsory Education: New Perspectives

The present text refers to the situation of arts teaching in Quebec schools, highlighting the genesis of dramatic art as a school discipline. In this context, the process of an artistic intervention realized in primary classes and focused on « animated reading » is described. The objective of our research project is to determine the effects of such a pedagogical action on the level of self-determination of students (theory defined by Deci and Ryan), on attitudes (Rosenberg et Hovland) and on the progression of knowledge related to competence - 2 The interpretation of the dramatic sequences stipulated in the Quebec School Training Program (Ministry of Education, Recreation and Sport of Québec - MELS, 2001), this article dealing specifically with the results related to the aforementioned competence. The conclusions formulated on the basis of this field experience, carried out simultaneously as a Master's student and an invited artist in the school, offer us the opportunity both to enrich the school program in dramatic art/theatre and to perpetuate the respective discipline in Québec and abroad .

Педагогическая технология обучения как помощь профессиональному самоопределению студентов-медиков 2 курса средне профессионального образования

Medical profession two-year training within the framework of secondary vocational education presupposes effective organization of educational activity. The article delves into the results of pedagogical technology of teaching professional communication to 2nd year medical students of secondary vocational education, taking into account the difficulties of their professional development revealed in the study of 2021–2022. The aim of the work is to describe the formation of students’ professional communication skills in the process of solving the contradiction between the level of their communicative competence and the requirement of the profession-al community. Cultural-historical theory of L.S. Vygotsky and his theoretical concept of the sensory period of development are the methodological approach of the study, based on which the authors investigate the profes-sional self-determination of medical students. By analyzing the results of the article the difficulties of training were highlighted: communicative incompetence in professional communication, lack of confidence in meeting the requirements of medical institutions. Thus, the pedagogical technology aims to solve these difficulties by supporting the conditions for students to discuss the results of their learning activities.

PERCEPTIONS OF HIGHER EDUCATION PROFESSIONALS ON THE UTILITY OF THE ACTIVITIES, PROGRAMS, OR POLICIES TOOL TO PROMOTE SELF-DETERMINATION FOR COLLEGE STUDENTS WITH DISABILITIES

Self-determination has been associated with academic success for college students with and without disabilities. The APP Tool was designed to allow higher education professionals to examine which campus Activities, Programs, or Policies (APPs) promote, and which might hinder, the development of student self-determination. This study used the qualitative basic interpretive approach (Merriam & Tisdell, 2016) to analyze data from semi-structured interviews of three focus groups of higher education professionals (practitioners) that were conducted to ascertain their impressions of the utility of the tool. Use of the APP Tool led practitioners to reflect on what self-determination included and what campus efforts were currently fostering these skills. Implications of the APP Tool included use as (1) a progress monitoring tool for student self-determination skills and (2) an evaluation tool for current campus programming.

Профориентация как неотъемлемая часть образовательного процесса в школе

This article considers the issue of vocational guidance work in schools as a factor in increasing the level of self-determination of students. Professional self-determination of young people is one of the most important state goals of the educational system. The author presents the stages and tools of vocational guidance work within the framework of public projects. As the main directions of career guidance work in school can be defined: professional education, professional diagnostics, professional counseling. The author considers the directions that make career guidance work more productive.

Improving the ability to understand mathematical concepts and achievement of self-determination of elementary school students using realistic mathematics education approach

This study examines the differences in the increase in the ability to understand mathematical concepts and the achievement of students' self-determination using the RME approach. Quantitative research method by way of the experiment using "nonequivalent control-group design." The research sample amounted to 81 people. The instrument used is in the form of an essay test. Data obtained from the pretest and posttest were analyzed using descriptive and inferential statistics. The results obtained; The RME technique has a very high impact on the category's ability to comprehend mathematical ideas and attain self-determination. The RME method can help primary school children gain self-determination and increase their understanding of mathematical ideas. Students who learn to use the RME technique and students who learn to use conventional learning have different increases in their capacity to understand mathematical topics. There is no difference in self-determination between students who learn to use the RME approach and those who use conventional learning.

FEATURES OF PROFESSIONAL AND PERSONAL SELF-DETERMINATION OF STUDENTS IN THE PROCESS OF UNIVERSITY SOCIALIZATION

The article points out that self-determination is closely related to the opportunities of self-fulfillment, self-develop- ment, the sense of self-confidence, and the effectiveness of students’ activities at the university. The personal and professional self-determination of students is considered as a derivative of the process of their university socializa- tion. The author reveals the main features of the professional and personal process of formation of future specialists in the process of professional studies at Lugansk State Pedagogical University.

ИЗУЧЕНИЕ НАПРАВЛЕНИЙ ПРОФЕССИОНАЛЬНОГО ОБУЧЕНИЯ В КОЛЛЕДЖАХ И ОБЩЕОБРАЗОВАТЕЛЬНЫХ ШКОЛАХ, РЕАЛИЗУЮЩИХ АДАПТИРОВАННЫЕ ПРОГРАММЫ ДЛЯ ОБУЧАЮЩИХСЯ С НАРУШЕНИЕМ ИНТЕЛЛЕКТА: СРАВНИТЕЛЬНЫЙ АНАЛИЗ

Introduction. For successful socialization of adolescents with intellectual disabilities, it is extremely important to take into account their professional preferences. Teachers work on each student’s development and acquisition of skills necessary for the chosen profession. At the same time, it is crucial to take into account the capabilities and specifics of professional preferences of each student with intellectual disabilities when choosing a profession. Vocational training begins in labor lessons at school and requires a long propaedeutic period. This study aims to examine high school and college job profiles to identify the most in-demand training areas for persons with intellectual disabilities. Materials and methods. 210 graduates of grades 9 and 11 with intellectual disabilities took part in the experiment in the period from 2019 to 2023. We used such methods as analysis of scientific literature, descriptive method, qualitative and quantitative data analysis, comparative method. Results. As a result of the data analysis, the most popular areas of specialized work at the stage of school education have been identified including sewing, cardboard bookbinding, carpentry, and floriculture (gardening). At the college preparation stage, the most popular profiles are “cook”, “green farm worker”, and “computer operator”. Conclusion. Some job training profiles that are popular at the school stage are not so in demand in college such as “seamstress “, “carpenter” and “bookbinder”. The lack of training and continuity between school and college in matters of professional self-determination and vocational training of persons with intellectual disabilities has been revealed. Therefore, it is important to develop organizational and methodological foundations for the professional self-determination of students, taking into account their individual characteristics, it is necessary to ensure compliance between preferences and the real needs of the labor market.

About This Issue: From the Editor

Welcome to Volume 27, Number 2 of the Journal of the International Society for Teacher Education. In this issue, we present a collection of articles organized under the theme: Education and Teaching Practices: Enhancing Learning and Support for Diverse Student Needs. Some of these papers were presented at the Annual ISfTE Seminar in Bhutan in 2023. Together, the articles in this issue cover various aspects of education and teaching, including pre-service teacher self-efficacy, teacher feedback, self-determination for students with disabilities, student perceptions in health education and continuity of teaching practices in higher education in our post-Covid context. This compilation of articles presents research carried out in Bhutan, Norway, Nigeria, and the USA. It underscores the diversity of educational research and its relevance to improving teaching and learning practices across different settings.

Increasing Self-Determination for Students with Disabilities Using the Ask.Explore.Connect Discussion Tool

Self-determination and self-advocacy are critical skills for students with disabilities (SWD). Around the world, practitioners and educators express concerns that students transitioning from school to post-high school settings often lack the awareness to discuss their strengths, preferences, and needs. To improve self-determination, a one-year randomized controlled trial design was utilized with high school students with high incidence disabilities (n = 198). These students matched on key variables before being randomly assigned to their respective groups. Both treatment and control groups received regular tiered transition services, activities, and support while the control group also received the Ask.Explore.Connect self-determination instruction and intervention. Results demonstrate that discussions are an effective practice to increase student self-determination. Treatment students had greater increases in self-determination than the control group across all disability categories and service levels. Benefits of the tool and intervention allowed for increased self-advocacy, self-determination, choice-making and social skills, field testing of evidence-based best practices, and use of authentic settings.

THE MAIN STAGES OF THE IMPLEMENTATION OF A SCIENTIFIC PROJECT ON THE FORMATION OF PROFESSIONAL SELF-DETERMINATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

The main stages of the implementation of a scientific project on the formation of professional self-determination of students with special educational needs are discussed in the article. The project "Formation of professional self-determination of students with special educational needs (SEN) as a national strategy for inclusive education in the Republic of Kazakhstan" was launched in 2022. The purpose of the project: scientific substantiation and practical implementation of the program-methodical support of psychological and pedagogical accompaniment for the process of forming the readiness of students with special educational needs for professional self-determination, taking into account the strategy of inclusive education in the Republic of Kazakhstan. The project involves lecturers of the Department of Pedagogy and Educational Management and the Department of General and Applied Psychology of the Faculty of Philosophy and Political Science of Al-Farabi Kazakh National University. The article was prepared as a part of the funding of the Project: ИРН АР 14872130 "Formation of professional self-determination of students with special educational needs (SEN) as a national strategy in the field of inclusive education in the Republic of Kazakhstan", which won the Grant following the results of the Competition of the Ministry of Education and Science of the Republic of Kazakhstan for grant funding of scientific and ( or) scientific and technical projects for 2022-2024, as well as the goal of the sustainable development goals (“Sustainable Development Goals”, 2023), i.e. education, where among the indicators is ensuring access to inclusive education, within the framework of the concept of lifelong education. Keywords: advanced training courses, professional self-determination, students with special educational needs

К вопросу о профессиональном самоопределении студентов (на примере исследования в КНИТУ)

Professional self-determination is accompanied by such concepts as formation, development, identification, self-realization in the profession. The article presents a brief review of the theoretical and methodological basis of the conceptual apparatus of professional self-determination from the point of view of sociology and peda-gogy. The results of the study of first-year students of the Institute of Innovation Management of Kazan National Research University and Kazan Technological College are described. The subject of the study is the profes-sional self-determination of students of institutions of higher and secondary vocational education. According to the results of the author’s research, the student's path, the needs and expectations of students, channels and sources of information, groups of reference persons who can influence the student’s professional self-determination are determined. Conditions for professional self-realization of students in the chosen profession are formed as a result of the study, the correlation of self-determination factors among university and college students is carried out.

Speaking Up: Infusing Self-Determination Within Writing Instruction to Amplify the Voice of Students With EBD

Students with emotional and behavioral disorders (EBD) often struggle to apply self-determination skills. Teaching self-determination skills within the context of writing allows students to amplify their voice and communicate with others. This article describes how writing instruction and lessons on self-determination skills may be combined to improve the trajectory of students with EBD using the self-regulated strategy development (SRSD) instructional approach. Special considerations for implementing SRSD with self-determination for students in restrictive education settings are discussed.

Modern approach to the organization of career guidance work in the Pre-University of Voronezh State Medical University named after N.N. Burdenko

The article considers a modern approach to the organization of career guidance and pre-university training with schoolchildren conducted at a medical university, which allows to promote professional self-determination of high school students at the stage of choosing a profession, the formation of personal and professional competencies that contribute to admission to medical and pharmaceutical education programs. The purpose of the work is to present the experience of implementing and implementing the model of career guidance work “School – Pre–University – University” on the example of the Pre-University of VSMU named after N.N. Burdenko for the formation of a career-oriented and high-quality contingent of students. Materials and methods: in the course of the research, an analytical method was used, including the analysis of experience and systematization of published scientific and methodological literature on the implementation of professional orientation of schoolchildren. The results of the study. Career guidance work at the higher medical school should be systematic and dynamic, taking into account the factors of personal growth, motivation of schoolchildren. Only in this case, career guidance will be comprehensive and will ensure a continuous process of professionalization at the pre-university stage of medical education. Conclusion: at the pre-university stage of education, an important role is assigned to Pre-universities. Professional orientation and training of students of the medical Pre-University provides the highest quality preparation of specialized training and the formation of the motivational potential of the student for the future profession.

THE STRUCTURE AND CONTENT OF THE BASICS OF TRANSLATION COMPETENCE OF STUDENTS OF SENIOR SPECIALIZED CLASSES

The integration of profi le-oriented training at the senior stages of school education is aimed at professional self-determination of students. The results of the educational process are defi ned in the relevant regulatory legal documents, on the basis of which the modern system of education is built. According to the requirements refl ected in these documents, the state currently sees the need to teach high school students how to work with textual information as a way of transmitting existing knowledge, for communication, and as a tool for receiving new information, in order to enrich existing knowledge. Such an organization of the learning process is aimed at creating a unifi ed educational space and establishing interdisciplinary connections. According to the requirements of the standards, students of specialized classes must be taught written profi le-oriented translation of popular scientifi c texts. However, in the available scientifi c research on the topic of teaching translation, the question of teaching this type of speech activity directly from a professional point of view is most widely disclosed. The authors argue that it is wrong to talk about the formation of translation competence in the framework of training in a specialized high school class, but it is possible to form the foundations of translation competence. Taking into account the generally accepted structural and content composition of translation competence, the peculiarities of the organization of the learning process in the senior profi le school and the subject results of profi le and noncore subjects (using the example of a socio-economic profi le with a profi le subject “Economics”), the structural and content composition of the foundations of translation competence in the form of three components: linguistic, subject-oriented and information-orientedtechnological, which are implemented in the process of forming the required competence in three aspects: cognitive, activity and analytical.

PROFESSIONALLY ORIENTED FOREIGN LANGUAGE TRAINING IN THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION ON THE BASIS OF CLIL APPROACH

The relevance of the research is due to the need to modernize foreign language (FL) training in the system of secondary vocational education (herein after referred to as SVE) as part of the implementation of the new Federal State Educational Standards in the context of strengthening the career guidance potential of FL learning. Accentuating the FL learning professional bias in college is aimed at developing students’ FL communicative competence in situations of professional communication and also for the sake of developing students’ professional self-determination. However, the development of the foundations of professionally-oriented FL training of SVE students has not been the subject of a separate study, which determines the urgency of the presented work. The purpose of the study is to work out the content and organizational foundations of professionally-oriented FL training, based on the CLIL approach. The study identifi es principles, requirements, didactic tools and materials that ensure the students’ mastering FL professional communication and the professional self-determination of students in the process of specialized FL training in the SVE system. It has been established that the electronic educational training manual on information technology and telecommunication systems, based on the CLIL approach, developed in the course of study has proven its effectiveness. The proposed principles, stages and content of teacher and student activities ensure the integrity of educational and personality developmental aspects of professionally-oriented FL training of SVE students, parallel and simultaneous mastery of all types of speech activity in the process of solving problem quasi-professional tasks in a specialized fi eld, and can be successfully used in a real educational process in a FL class at a SVE institution.

К ВОПРОСУ ВЗАИМОДЕЙСТВИЯ ОРЕНБУРГСКОГО ПРЕЗИДЕНТСКОГО КАДЕТСКОГО УЧИЛИЩА С ВОЕННЫМ УЧЕБНЫМ ЦЕНТРОМ УНИВЕРСИТЕТА В ПРОФЕССИОНАЛЬНОМ САМООПРЕДЕЛЕНИИ ВОСПИТАННИКОВ

The article presents the interaction of the Orenburg Presidential Cadet School with the military training center of the Orenburg State University in career guidance work with pupils. The features of the military training center as a subject of career guidance work and a new specialized structural unit of the university are revealed. In the context of interaction, an analysis of the possibilities for implementing the Unified Model of Vocational Guidance (Professional Minimum) of general education organizations of the Russian Federation is given. The main blocks of the program of interaction between the cadet school and the military training center of the university are presented. The direction of joint work in the field of military-professional self-determination of cadet school students is highlighted. The use of psychological and pedagogical diagnostic complexes to analyze the orientation of students towards military professional activities is considered. Prospects for the development of interaction between the Presidential Cadet School and the military training center of the university are indicated.