Pub Date : 2023-11-14DOI: 10.17853/1994-5639-2023-9-44-79
T. D. Podkladova, L. G. Smyshliaeva, A. O. Okorokov, I. I. Soshenko
The article shows basic qualities of patient-centred care as a contemporary axiological context for the development of healthcare and higher medical education in Russia, which determines its new socio-cultural priorities. The authors have designed original educational research aimed at identifying the specificity of understanding the patient-centred care by medical students (students enrolled in specialist degree programmes). In the current research, the authors analysed the data derived from the comparative analysis of the identification attributes of doctor’s patient-centredness from expert perspective and representations of these attributes in medical students’ understanding. The research provides an exact representation of key meanings, principles and behavioural manifestations of a patient-centred approach in the work of contemporary doctors and proposes educational techniques to expand the content of higher medical education and eliminate the above-mentioned gaps. Aim . The research aims at identifying the specificity of understanding patient-centred care by medical students in the context of contemporary socio-cultural priorities of Russian higher medical education. Methodology and research methods. The research is based on the systemic, activity-based, phenomenological, and socio-cultural approaches. The research methods include theoretical, phenomenological, and structural types of analysis; survey method, expert assessments, and focus groups. Results. Firstly, the research has outlined the pedagogical techniques of implementing a patient-centred approach to healthcare in higher medical education, such as: a) foregrounding the problems of productive subject-to-subject interaction between doctors and patients, including their shared responsibility for taking decisions on health care treatment (such problems are to be logically distributed throughout the curricula of main educational programmes of higher medical education and integrated in each academic discipline); b) introducing a core training course of a patient-centred approach in healthcare into main educational programmes (specialist degree) to make this course a didactic system-forming axiological element of higher medical education. Secondly, the research has revealed the specificity of patient-centred healthcare as understood by medical students in terms of its meaning and implementation: 1) on the one hand, medical students support the priority of a holistic approach to patients and their problems and agree that it is essential to develop empathy and professional communicative skills, while, on the other hand, medical students demonstrate lack of readiness for the application of patient-centred approach; 2) medical students are largely unaware of patient-centred care as a joint activity of doctors and patients and its potential for involving patients into shared decision-making; 3) medical students are not taught how to provide socially contextualised care and consider patients’
{"title":"Contemporary contexts of higher medical education development: Patient-centred care in medical students’ understanding","authors":"T. D. Podkladova, L. G. Smyshliaeva, A. O. Okorokov, I. I. Soshenko","doi":"10.17853/1994-5639-2023-9-44-79","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-9-44-79","url":null,"abstract":"The article shows basic qualities of patient-centred care as a contemporary axiological context for the development of healthcare and higher medical education in Russia, which determines its new socio-cultural priorities. The authors have designed original educational research aimed at identifying the specificity of understanding the patient-centred care by medical students (students enrolled in specialist degree programmes). In the current research, the authors analysed the data derived from the comparative analysis of the identification attributes of doctor’s patient-centredness from expert perspective and representations of these attributes in medical students’ understanding. The research provides an exact representation of key meanings, principles and behavioural manifestations of a patient-centred approach in the work of contemporary doctors and proposes educational techniques to expand the content of higher medical education and eliminate the above-mentioned gaps. Aim . The research aims at identifying the specificity of understanding patient-centred care by medical students in the context of contemporary socio-cultural priorities of Russian higher medical education. Methodology and research methods. The research is based on the systemic, activity-based, phenomenological, and socio-cultural approaches. The research methods include theoretical, phenomenological, and structural types of analysis; survey method, expert assessments, and focus groups. Results. Firstly, the research has outlined the pedagogical techniques of implementing a patient-centred approach to healthcare in higher medical education, such as: a) foregrounding the problems of productive subject-to-subject interaction between doctors and patients, including their shared responsibility for taking decisions on health care treatment (such problems are to be logically distributed throughout the curricula of main educational programmes of higher medical education and integrated in each academic discipline); b) introducing a core training course of a patient-centred approach in healthcare into main educational programmes (specialist degree) to make this course a didactic system-forming axiological element of higher medical education. Secondly, the research has revealed the specificity of patient-centred healthcare as understood by medical students in terms of its meaning and implementation: 1) on the one hand, medical students support the priority of a holistic approach to patients and their problems and agree that it is essential to develop empathy and professional communicative skills, while, on the other hand, medical students demonstrate lack of readiness for the application of patient-centred approach; 2) medical students are largely unaware of patient-centred care as a joint activity of doctors and patients and its potential for involving patients into shared decision-making; 3) medical students are not taught how to provide socially contextualised care and consider patients’","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"112 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.17853/1994-5639-2023-9-80-117
V. L. Nazarov, N. V. Averbuch
Introduction. An important aspect of any bullying is the position of the bystander. Timely intervention by a bystander can prevent bullying or mitigate its consequences for the victim. On the other hand, the bystander may join the bullying on the aggressor’s side or maintain a neutral position, which will cause the aggressor to feel impunity and increase the victimisation of the bullying object. This study compares the actions of bystanders of traditional school bullying, school cyberbullying and nonschool cyberbullying. Aim. The current study aims to define the strategy of school bullying and cyberbullying bystanders and clarify the most frequently observed forms of bullying by bystanders. Methodology and research methods. To study the problem, a questionnaire was developed designed to study the forms of bullying and witness behaviour strategies. The questionnaire survey was conducted among 1,762 middle-level students of educational organisations of general secondary education and secondary vocational training in Ekaterinburg and the Sverdlovsk Region. Results . Among the bystanders of traditional bullying, 39% prefer non-interference, 36% prefer to support the victim, 23% report bullying to parents and teachers, 0.7% join the aggressor and 1% gave the answer “other”. Among the bystanders of school cyberbullying, 44.5% prefer non-interference, 24.5% support the victim, 28% inform parents, teachers or the administration of an Internet resource, 0.5% join the harassment and 1.5% gave the answer “other”. Among the bystanders of non-school cyberbullying, 42.5% prefer non-interference, 25.5% support the victim, 29.5% inform parents, teachers or the administration of an Internet resource, 1% join the harassment and 1% gave the answer “other”. As can be seen, the percentage of those who prefer non-interference is highest among the bystanders of school cyberbullying, while the percentage of bystanders who support the victim is highest among the bystanders of traditional bullying. The percentage of those joining the bullying on the side of the persecutor is highest among the bystanders of non-school cyberbullying. Scientific novelty . In this study, for the first time, the categories of bystanders of school and nonschool cyberbullying are divided as categories of bystanders of various processes. Among the possible strategies of behaviour of a bystander in a situation of bullying, for the first time, it is proposed to seek help from adults or from the administration of the Internet resource on the basis of which the bullying takes place. Practical significance. Based on the study of the behaviour of the bystander of bullying (traditional bullying and cyberbullying), the results of this work could be applied to develop recommendations for encouraging the bystander to intervene in bullying on the victim’s side, to stop it independently or to inform teachers.
{"title":"Traditional bullying and cyberbullying: Bystander strategies","authors":"V. L. Nazarov, N. V. Averbuch","doi":"10.17853/1994-5639-2023-9-80-117","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-9-80-117","url":null,"abstract":"Introduction. An important aspect of any bullying is the position of the bystander. Timely intervention by a bystander can prevent bullying or mitigate its consequences for the victim. On the other hand, the bystander may join the bullying on the aggressor’s side or maintain a neutral position, which will cause the aggressor to feel impunity and increase the victimisation of the bullying object. This study compares the actions of bystanders of traditional school bullying, school cyberbullying and nonschool cyberbullying. Aim. The current study aims to define the strategy of school bullying and cyberbullying bystanders and clarify the most frequently observed forms of bullying by bystanders. Methodology and research methods. To study the problem, a questionnaire was developed designed to study the forms of bullying and witness behaviour strategies. The questionnaire survey was conducted among 1,762 middle-level students of educational organisations of general secondary education and secondary vocational training in Ekaterinburg and the Sverdlovsk Region. Results . Among the bystanders of traditional bullying, 39% prefer non-interference, 36% prefer to support the victim, 23% report bullying to parents and teachers, 0.7% join the aggressor and 1% gave the answer “other”. Among the bystanders of school cyberbullying, 44.5% prefer non-interference, 24.5% support the victim, 28% inform parents, teachers or the administration of an Internet resource, 0.5% join the harassment and 1.5% gave the answer “other”. Among the bystanders of non-school cyberbullying, 42.5% prefer non-interference, 25.5% support the victim, 29.5% inform parents, teachers or the administration of an Internet resource, 1% join the harassment and 1% gave the answer “other”. As can be seen, the percentage of those who prefer non-interference is highest among the bystanders of school cyberbullying, while the percentage of bystanders who support the victim is highest among the bystanders of traditional bullying. The percentage of those joining the bullying on the side of the persecutor is highest among the bystanders of non-school cyberbullying. Scientific novelty . In this study, for the first time, the categories of bystanders of school and nonschool cyberbullying are divided as categories of bystanders of various processes. Among the possible strategies of behaviour of a bystander in a situation of bullying, for the first time, it is proposed to seek help from adults or from the administration of the Internet resource on the basis of which the bullying takes place. Practical significance. Based on the study of the behaviour of the bystander of bullying (traditional bullying and cyberbullying), the results of this work could be applied to develop recommendations for encouraging the bystander to intervene in bullying on the victim’s side, to stop it independently or to inform teachers.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"106 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134956914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.17853/1994-5639-2023-9-12-43
A. V. Zolotareva, L. V. Bayborodova, M. V. Gruzdev, I. G. Kharisova
Introduction. Currently, the creation of conditions for the continuing professional development of teaching staff is one of the most relevant and discussed problems in international studies. This article suggests a solution to this problem through the integration of the resources of the education system to create a single educational space that may be of interest to the world pedagogical and scientific community. A number of documents aimed at ensuring the transition to a unified federal system of scientific and methodological support for teacher professional development are widely discussed in the Russian Federation. In this regard, an attempt has been made to identify and assess the attitude of Russian teachers and heads to the principles and directions towards the creation of the unified federal system of scientific and methodological support, and to determine resources to solve the problems outlined in the state order, taking into account the request, suggestions and evaluations of teaching staff. The research results presented in the article also meet the needs of world educational systems to build a systematic model of the continuing professional development for teachers, without which it is impossible to ensure the sustainable development of national education systems. Aim. The present research aims to determine priorities, ways and means of ensuring the unity of the federal system of scientific and methodological support for teacher professional development. Methodology and research methods. The methodological basis of the research is the system-based, integrative-variable and subject-oriented approaches. The leading method in the study is the analysis of pedagogical workers’ ideas about effective ways and formats of their professional development in an integrated educational space for more effective implementation of state educational policy, improving the quality of education in general and individual results of educational and pedagogical activities. To collect empirical research data, questionnaires were used. The questionnaires were developed on the basis of a comparative analysis of regulatory and legal documents defining the conceptual foundations for the construction of the unified federal system of scientific and methodological support, as well as an analysis of problems and trends in the continuing teacher training. The discussion of certain aspects of supporting teacher professional development in focus groups of teachers and heads of educational organisations was organised. The empirical study involved 7343 respondents from different regions of the Russian Federation. Results. It is revealed that, according to the respondents, the main priority of the state policy of the Russian Federation in relation to the professional development of teaching staff is the creation of the unified federal system of scientific and methodological support to teaching staff. The study participants outlined the basic principles of the construction
{"title":"Ensuring the unity of the federal system of scientific and methodological support for teacher professional development: Opportunities and risks","authors":"A. V. Zolotareva, L. V. Bayborodova, M. V. Gruzdev, I. G. Kharisova","doi":"10.17853/1994-5639-2023-9-12-43","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-9-12-43","url":null,"abstract":"Introduction. Currently, the creation of conditions for the continuing professional development of teaching staff is one of the most relevant and discussed problems in international studies. This article suggests a solution to this problem through the integration of the resources of the education system to create a single educational space that may be of interest to the world pedagogical and scientific community. A number of documents aimed at ensuring the transition to a unified federal system of scientific and methodological support for teacher professional development are widely discussed in the Russian Federation. In this regard, an attempt has been made to identify and assess the attitude of Russian teachers and heads to the principles and directions towards the creation of the unified federal system of scientific and methodological support, and to determine resources to solve the problems outlined in the state order, taking into account the request, suggestions and evaluations of teaching staff. The research results presented in the article also meet the needs of world educational systems to build a systematic model of the continuing professional development for teachers, without which it is impossible to ensure the sustainable development of national education systems. Aim. The present research aims to determine priorities, ways and means of ensuring the unity of the federal system of scientific and methodological support for teacher professional development. Methodology and research methods. The methodological basis of the research is the system-based, integrative-variable and subject-oriented approaches. The leading method in the study is the analysis of pedagogical workers’ ideas about effective ways and formats of their professional development in an integrated educational space for more effective implementation of state educational policy, improving the quality of education in general and individual results of educational and pedagogical activities. To collect empirical research data, questionnaires were used. The questionnaires were developed on the basis of a comparative analysis of regulatory and legal documents defining the conceptual foundations for the construction of the unified federal system of scientific and methodological support, as well as an analysis of problems and trends in the continuing teacher training. The discussion of certain aspects of supporting teacher professional development in focus groups of teachers and heads of educational organisations was organised. The empirical study involved 7343 respondents from different regions of the Russian Federation. Results. It is revealed that, according to the respondents, the main priority of the state policy of the Russian Federation in relation to the professional development of teaching staff is the creation of the unified federal system of scientific and methodological support to teaching staff. The study participants outlined the basic principles of the construction ","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"105 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134956721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.17853/1994-5639-2023-9-118-155
E. A. Shmeleva, P. A. Kislyakov, I.-L. S. Meyerson, T. K. Phan
Introduction . Professions such as doctors, teachers, psychologists, and social workers entail a certain risk to the psychological well-being of both professionals and students due to their educational and professional activities. Aim. The present study aims to explore the factors, which contribute to the development of resilience skills in students of socionomic professions, and which could ensure their psychological well-being in relation to their future professional activities. Methodology and research methods. The theoretical foundations of resilience theory by S. Maddi, D. A. Leontiev, E. I. Rasskazova and others served as subject-scientific guidelines, as well as the approaches of positive psychology to studying subjective well-being of individuals (K. Rogers, M. Seligman). Psychodiagnostic methods such as “Academical-Professional Hardiness”, “Subjective Well-Being Scale”, and “Coping with Stress Questionnaire” (COPE) were employed. The collected data were processed using descriptive statistics, correlation analysis, regression analysis, and confirmatory factor analysis. Research participants. The sample consisted of students majoring in pedagogy, psychology, medicine, and social sciences. The total number of participants was 282, ranging in age from 18 to 20 years old. Results and scientific novelty. The results allow refining knowledge about the characteristics of psychological factors, which contribute to the subjective well-being of students in helping professions. It has been found that the main predictors of subjective well-being among students in socionomic fields of study are academic and professional hardiness, as well as constructive coping styles in dealing with difficulties. Additionally, differentiation in the choice of dominant constructive coping strategies has been observed among students from different academic fields. Practical significance. The obtained results allow refining the understanding of educational and professional resilience as a predictor of students’ psychological well-being in helping professions through productive coping styles, as well as outlining approaches to developing and implementing programmes for enhancing academic and professional hardiness among students in socionomic fields of education (such as pedagogy and education, psychology, social work, medicine). The theoretical and empirical findings of this research can be useful in designing lessons on psychological disciplines.
介绍。医生、教师、心理学家和社会工作者等职业由于其教育和专业活动，对专业人员和学生的心理健康都有一定的风险。的目标。本研究旨在探讨影响社会经济专业学生心理弹性技能发展的因素，以及在未来专业活动中心理健康的因素。方法论和研究方法。S. madi, D. A. Leontiev, E. I. Rasskazova等人的弹性理论基础是学科科学的指导方针，也是积极心理学研究个体主观幸福感的方法(K. Rogers, M. Seligman)。采用“学业-职业适应力”、“主观幸福感量表”和“应对压力问卷”等心理诊断方法。对收集的数据进行描述性统计、相关分析、回归分析和验证性因子分析。研究的参与者。样本包括教育学、心理学、医学和社会科学专业的学生。参与者总数为282人，年龄从18岁到20岁不等。结果与科学新颖性。本研究结果有助于我们进一步了解影响助人职业学生主观幸福感的心理因素特征。研究发现，社会经济学专业学生主观幸福感的主要预测因子是学业和职业适应力，以及在处理困难时的建设性应对方式。此外，不同学术领域的学生在选择优势建设性应对策略方面存在差异。现实意义。所获得的结果可以完善对教育和专业弹性的理解，将其作为学生心理健康的预测因素，通过富有成效的应对方式帮助专业人士，并概述了在教育的社会领域(如教育学和教育学、心理学、社会工作、医学)中制定和实施提高学生学术和专业适应性的方案的方法。本研究的理论和实证结果可为心理学科课程设计提供参考。
{"title":"Influence of academic-professional hardiness on the subjective well-being of students in socionomic professions","authors":"E. A. Shmeleva, P. A. Kislyakov, I.-L. S. Meyerson, T. K. Phan","doi":"10.17853/1994-5639-2023-9-118-155","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-9-118-155","url":null,"abstract":"Introduction . Professions such as doctors, teachers, psychologists, and social workers entail a certain risk to the psychological well-being of both professionals and students due to their educational and professional activities. Aim. The present study aims to explore the factors, which contribute to the development of resilience skills in students of socionomic professions, and which could ensure their psychological well-being in relation to their future professional activities. Methodology and research methods. The theoretical foundations of resilience theory by S. Maddi, D. A. Leontiev, E. I. Rasskazova and others served as subject-scientific guidelines, as well as the approaches of positive psychology to studying subjective well-being of individuals (K. Rogers, M. Seligman). Psychodiagnostic methods such as “Academical-Professional Hardiness”, “Subjective Well-Being Scale”, and “Coping with Stress Questionnaire” (COPE) were employed. The collected data were processed using descriptive statistics, correlation analysis, regression analysis, and confirmatory factor analysis. Research participants. The sample consisted of students majoring in pedagogy, psychology, medicine, and social sciences. The total number of participants was 282, ranging in age from 18 to 20 years old. Results and scientific novelty. The results allow refining knowledge about the characteristics of psychological factors, which contribute to the subjective well-being of students in helping professions. It has been found that the main predictors of subjective well-being among students in socionomic fields of study are academic and professional hardiness, as well as constructive coping styles in dealing with difficulties. Additionally, differentiation in the choice of dominant constructive coping strategies has been observed among students from different academic fields. Practical significance. The obtained results allow refining the understanding of educational and professional resilience as a predictor of students’ psychological well-being in helping professions through productive coping styles, as well as outlining approaches to developing and implementing programmes for enhancing academic and professional hardiness among students in socionomic fields of education (such as pedagogy and education, psychology, social work, medicine). The theoretical and empirical findings of this research can be useful in designing lessons on psychological disciplines.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"104 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134956724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.17853/1994-5639-2023-9-171-196
N. V. Shabrova, P. A. Ambarova
Introduction. An investigation of student publication activity is an important element of the study of their research culture. The authors’ attention is focused on student publications in highly ranked journals reflecting the involvement of students in “adult” university science and making a serious contribution to it. A research on student publication activity is attracting considerable interest due to its significance for university scientific and educational practices, whereas this issue is not closely examined in theoretical and empirical terms. Aim. The present paper aims to consider the features of the publication activity of students of Russian universities in the segment of highly ranked journals. It is revealed by solving the following research issues: evaluation of students’ attitude to publication activity; characterisation of quantitative indicators of students’ publication activity in highly ranked journals; identification of the specifics of students’ publication activity depending on belonging to different fields of scientific knowledge, level of training and other indicators. Methodology and research methods . The article presents the results of an empirical study conducted in 2023 using the methods of an online survey of students of Russian universities localised in all federal districts (n = 3032 people), as well as applying content analysis of highly rated journals (indexed in RSCI, WoS, Scopus). The results and conclusions of the authors’ research are compared with Russian and foreign studies on similar topics. Results. The main results of the study are the characteristics of the place of publication activity in the general structure of students’ research activities. Despite the fact that the preparation of articles is one of the most popular forms of research, it is shown that a small number of students are involved in youth science on a permanent basis. It is concluded that the authors of publications in highly ranked journals represent a special group of students, distinguished by cognitive and motivational readiness for such activities. The article presents the features of the publication activity of a selected group of students: gender asymmetry (predominance of female students among authors); multiple authorship; an increase in the degree of publication activity from junior to senior courses, from bachelor’s degree (specialty) to master’s degree. The question of the ethical side of student publications is discussed. It is justified as a promising area of research. Various factors of success of student publications in the segment of highly ranked journals are discussed. The factors are as follows: involvement in research practices on a regular basis, the presence of a scientific mentor. In conclusion, the possibilities of using various theoretical frameworks for interpreting the publication activity of students are considered. Scientific novelty of the research consists in the introduction into scientific circulation of n
{"title":"Publication activity of Russian university students","authors":"N. V. Shabrova, P. A. Ambarova","doi":"10.17853/1994-5639-2023-9-171-196","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-9-171-196","url":null,"abstract":"Introduction. An investigation of student publication activity is an important element of the study of their research culture. The authors’ attention is focused on student publications in highly ranked journals reflecting the involvement of students in “adult” university science and making a serious contribution to it. A research on student publication activity is attracting considerable interest due to its significance for university scientific and educational practices, whereas this issue is not closely examined in theoretical and empirical terms. Aim. The present paper aims to consider the features of the publication activity of students of Russian universities in the segment of highly ranked journals. It is revealed by solving the following research issues: evaluation of students’ attitude to publication activity; characterisation of quantitative indicators of students’ publication activity in highly ranked journals; identification of the specifics of students’ publication activity depending on belonging to different fields of scientific knowledge, level of training and other indicators. Methodology and research methods . The article presents the results of an empirical study conducted in 2023 using the methods of an online survey of students of Russian universities localised in all federal districts (n = 3032 people), as well as applying content analysis of highly rated journals (indexed in RSCI, WoS, Scopus). The results and conclusions of the authors’ research are compared with Russian and foreign studies on similar topics. Results. The main results of the study are the characteristics of the place of publication activity in the general structure of students’ research activities. Despite the fact that the preparation of articles is one of the most popular forms of research, it is shown that a small number of students are involved in youth science on a permanent basis. It is concluded that the authors of publications in highly ranked journals represent a special group of students, distinguished by cognitive and motivational readiness for such activities. The article presents the features of the publication activity of a selected group of students: gender asymmetry (predominance of female students among authors); multiple authorship; an increase in the degree of publication activity from junior to senior courses, from bachelor’s degree (specialty) to master’s degree. The question of the ethical side of student publications is discussed. It is justified as a promising area of research. Various factors of success of student publications in the segment of highly ranked journals are discussed. The factors are as follows: involvement in research practices on a regular basis, the presence of a scientific mentor. In conclusion, the possibilities of using various theoretical frameworks for interpreting the publication activity of students are considered. Scientific novelty of the research consists in the introduction into scientific circulation of n","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"99 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.17853/1994-5639-2023-9-156-170
A. Daraghmi, R. Asali-van der Wal
Introduction. Non-verbal communication (NVC) is the first language that adults encourage kids to acquire. It is one of the most important areas of study in educational institutions, as it is impossible for a teacher to convey information effectively without using non-verbal cues. When learning a foreign language, a person should be able to interact with others through both verbal and non-verbal cues. Aim. The present research aims to emphasise the importance of non-verbal behaviour in teacher-learner interaction in GFL classes and to analyse the various NVC methods and motivations that GFL teachers employ in classrooms. Methodology and research methods. Nine non-verbal communication-related statements were assessed by interviewing 34 GFL teachers teaching in Jordan, at the German-Jordanian University of Applied Sciences in Madaba, the University of Jordan and the Language Generation Centre in Amman. Results and scientific novelty. The study found that GFL teachers used non-verbal behaviour both consciously and unconsciously and considered eye contact an essential tool that can be used in class. Teachers regulated the course of their lesson with their posture and used their tone of voice as an important tool for ending classroom disruptions. Moreover, they used facial expressions and physical gestures to express and clarify their emotions, and they believed that non-verbal cues were crucial for effective teaching from both the teacher’s and the learner’s viewpoints. They also regarded proximity and distance as very important tool in teacher-learner interaction. Practical significance. By examining how NVC techniques are used in the classroom and their results from the teachers’ perspective, the current study contributes to the body of knowledge previously accessible on NVC and foreign language training. This would provide a more practical understanding how to use these instruments outside of research. Teachers who have implemented these NVC techniques in their classrooms may be able to shed some light on the applicability of NVC in different settings that have not been covered in other research articles. This paper is a documentation of NVC techniques that German instructors use in their classes and are considered effective in class. It also discusses the many justifications for which teachers might employ NVC in the classroom. It provides an answer to the matter of whether teachers intentionally or unintentionally use NVC techniques in the classroom.
{"title":"The significance of non-verbal behaviour in teacher-learner interaction in GFL classes","authors":"A. Daraghmi, R. Asali-van der Wal","doi":"10.17853/1994-5639-2023-9-156-170","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-9-156-170","url":null,"abstract":"Introduction. Non-verbal communication (NVC) is the first language that adults encourage kids to acquire. It is one of the most important areas of study in educational institutions, as it is impossible for a teacher to convey information effectively without using non-verbal cues. When learning a foreign language, a person should be able to interact with others through both verbal and non-verbal cues. Aim. The present research aims to emphasise the importance of non-verbal behaviour in teacher-learner interaction in GFL classes and to analyse the various NVC methods and motivations that GFL teachers employ in classrooms. Methodology and research methods. Nine non-verbal communication-related statements were assessed by interviewing 34 GFL teachers teaching in Jordan, at the German-Jordanian University of Applied Sciences in Madaba, the University of Jordan and the Language Generation Centre in Amman. Results and scientific novelty. The study found that GFL teachers used non-verbal behaviour both consciously and unconsciously and considered eye contact an essential tool that can be used in class. Teachers regulated the course of their lesson with their posture and used their tone of voice as an important tool for ending classroom disruptions. Moreover, they used facial expressions and physical gestures to express and clarify their emotions, and they believed that non-verbal cues were crucial for effective teaching from both the teacher’s and the learner’s viewpoints. They also regarded proximity and distance as very important tool in teacher-learner interaction. Practical significance. By examining how NVC techniques are used in the classroom and their results from the teachers’ perspective, the current study contributes to the body of knowledge previously accessible on NVC and foreign language training. This would provide a more practical understanding how to use these instruments outside of research. Teachers who have implemented these NVC techniques in their classrooms may be able to shed some light on the applicability of NVC in different settings that have not been covered in other research articles. This paper is a documentation of NVC techniques that German instructors use in their classes and are considered effective in class. It also discusses the many justifications for which teachers might employ NVC in the classroom. It provides an answer to the matter of whether teachers intentionally or unintentionally use NVC techniques in the classroom.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"101 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.17853/1994-5639-2023-9-12-45
G. B. Sarzhanova, R. S. Bobesh, G. Zh. Smagulova, A. Turkel, N. B. Serikbayeva
Introduction. According to the provisions mentioned in Digital Kazakhstan Programme and Digital Teacher national project, the teacher today is regarded not just as an active user of the novel digital and smart technologies, but as the creator and transmitter of the authors’ digital educational content. The modern teacher is supposed both to adapt to and perform the professional activity within the digital setting of the educational institution and be able to design his/her own digital educational environment to transfer the educational content and organise effective “educator-learner” educational interaction. This situation brings us to the issue of the necessity for the teacher to be aware and master the potential possibilities provided by the smart technologies in realisation of the educational activity in terms of online and mixed learning; this, in its turn, conditions the search for the solutions for the effective instructional design of smart technology application in a teacher digital educational environment. Aim. The present study aims to substantiate the instructional design of the implementation model of smart technologies when designing teacher personal digital educational environment (on the example of the authors’ Smart Assistant software as a means of optimising teacher activities and organising an online and mixed educational process). Methodology and research methods. The following categories of research methods were used to reach the goal set: 1) theoretical: cybernetics method, generalisation, analogy, abstraction, visualisation, modelling, and classification; 2) empirical: surveys and interviews techniques, as well as mathematical and statistical data analysis approaches. During the experimental part of the study an online questionnaire survey on “Implementation of smart technologies in designing a teacher personal digital educational environment in the conditions of distance learning at a university” was conducted among 201 teachers of Karaganda Buketov University (Republic of Kazakhstan) and Dokuz Eylul University (Turkey) from 12 December 2022 to 30 April 2023. The aim of the experiment was to identify problems with the adaptation and implementation of smart technologies in designing a digital educational environment. For this purpose, the respondents answered fifteen questions and made suggestions for improving the university digital educational environment. Results and scientific novelty. The article substantiates the design of smart technology implementation in a teacher digital educational environment as a means of optimising his/her activity in organising online and mixed learning process (on the example of the authors’ software Smart Assistant), and identifies the problems with the adaptation and implementation of professional activities in the context of a digital educational environment. The characteristic features of the problems of teachers’ adaptation in a digital educational environment and the difficulties of sm
{"title":"Instructional design of smart technology use in teacher digital educational environment","authors":"G. B. Sarzhanova, R. S. Bobesh, G. Zh. Smagulova, A. Turkel, N. B. Serikbayeva","doi":"10.17853/1994-5639-2023-9-12-45","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-9-12-45","url":null,"abstract":"Introduction. According to the provisions mentioned in Digital Kazakhstan Programme and Digital Teacher national project, the teacher today is regarded not just as an active user of the novel digital and smart technologies, but as the creator and transmitter of the authors’ digital educational content. The modern teacher is supposed both to adapt to and perform the professional activity within the digital setting of the educational institution and be able to design his/her own digital educational environment to transfer the educational content and organise effective “educator-learner” educational interaction. This situation brings us to the issue of the necessity for the teacher to be aware and master the potential possibilities provided by the smart technologies in realisation of the educational activity in terms of online and mixed learning; this, in its turn, conditions the search for the solutions for the effective instructional design of smart technology application in a teacher digital educational environment. Aim. The present study aims to substantiate the instructional design of the implementation model of smart technologies when designing teacher personal digital educational environment (on the example of the authors’ Smart Assistant software as a means of optimising teacher activities and organising an online and mixed educational process). Methodology and research methods. The following categories of research methods were used to reach the goal set: 1) theoretical: cybernetics method, generalisation, analogy, abstraction, visualisation, modelling, and classification; 2) empirical: surveys and interviews techniques, as well as mathematical and statistical data analysis approaches. During the experimental part of the study an online questionnaire survey on “Implementation of smart technologies in designing a teacher personal digital educational environment in the conditions of distance learning at a university” was conducted among 201 teachers of Karaganda Buketov University (Republic of Kazakhstan) and Dokuz Eylul University (Turkey) from 12 December 2022 to 30 April 2023. The aim of the experiment was to identify problems with the adaptation and implementation of smart technologies in designing a digital educational environment. For this purpose, the respondents answered fifteen questions and made suggestions for improving the university digital educational environment. Results and scientific novelty. The article substantiates the design of smart technology implementation in a teacher digital educational environment as a means of optimising his/her activity in organising online and mixed learning process (on the example of the authors’ software Smart Assistant), and identifies the problems with the adaptation and implementation of professional activities in the context of a digital educational environment. The characteristic features of the problems of teachers’ adaptation in a digital educational environment and the difficulties of sm","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"19 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135972681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.17853/1994-5639-2023-8-186-219
G. V. Valiulina
Introduction. Psychological and pedagogical support for learners with attention deficit hyperactivity disorder (ADHD) has currently become crucial in the Russian and foreign systems of education. The problem has been caused by the increasing number of children suffering from this disorder and insufficient readiness of a modern teacher to implement preventive and corrective work with the specified category of school students in a comprehensive school. One of the most common complications of ADHD in primary school children, along with learning difficulties, are emotional disorders (inadequately underestimated or overestimated self-esteem, anxiety, depression, affective outbursts). The current situation in education actuates the necessity of modern teacher’s readiness to prevent complications of ADHD as well as to provide corrective help to children with this disorder. Aim . The present research aims to determine the structure of the future teacher’s readiness to prevent and correct emotional disorders in primary school children with ADHD in the comprehensive school environment. Methodology and research methods . As methodological basis of the research served the activity-based, systemic, and competency-based approaches. Two groups of methods were applied in the study: theoretical (analysis, synthesis, classification, and generalisation) and empirical (survey methods, documentation analysis). The research methodology included the author’s questionnaire “Identification of Theoretical, Methodological and Psychological Difficulties in Primary School Teachers to Prevent and Correct Emotional Disorders in Junior Schoolchildren with ADHD”, the techniques “Self-Assessment of Empathic Abilities” (Yu. M. Orlova, Yu. N. Emelyanova) and “The Psychological Portrait of a Teacher” (Z. V. Rezapkina, G. V. Rezapkina). In addition, the interviews were conducted. Results . The analysis of diagnostic results showed that the respondents had superficial theoretical and methodological knowledge about psychophysiological characteristics of children with ADHD, as well as about children’s education organisation in a comprehensive school. On average, less than half of the respondents gave correct answers to the questions of the theoretical block. In the methodological block, the lack of professional knowledge on the organisation of education and upbringing of children with ADHD in a comprehensive school was revealed. The study identified the following organisational and content problems related to the prevention and correction of emotional disturbance in primary school children with ADHD in a comprehensive school: the lack of psychological and pedagogical support for this category of school children; a low level of theoretical and methodological knowledge of school teachers in the field of psychological and pedagogical support for school students with ADHD; the shortage of teachers’ skills and abilities to prevent and correct emotional disorders; the deficit of special progr
介绍。目前，对注意力缺陷多动障碍(ADHD)学习者的心理和教学支持在俄罗斯和国外的教育系统中已经变得至关重要。造成这一问题的原因是，患有这种疾病的儿童越来越多，而现代教师对综合学校中特定类别的学生进行预防和纠正工作的准备不足。小学生多动症最常见的并发症之一，连同学习困难，是情绪障碍(不充分低估或高估自尊、焦虑、抑郁、情感爆发)。教育现状促使现代教师做好预防ADHD并发症的准备，并为患有这种疾病的儿童提供纠正性帮助。的目标。本研究旨在确定综合学校环境下未来教师预防和纠正小学生ADHD情绪障碍的准备结构。方法论和研究方法。研究的方法论基础是基于活动、系统和能力的方法。研究中采用了两组方法:理论(分析、综合、分类和概括)和实证(调查方法、文献分析)。研究方法包括作者问卷《小学教师预防和纠正小学生ADHD情绪障碍的理论、方法和心理困难识别》、共情能力自评技术(Yu;欧洛娃先生，余。N. Emelyanova)和“教师的心理肖像”(Z. V. Rezapkina, G. V. Rezapkina)。此外，还进行了访谈。结果。对诊断结果的分析表明，被调查者对ADHD儿童的心理生理特征和综合学校儿童教育机构的理论和方法知识都比较肤浅。平均而言，不到一半的受访者对理论块的问题给出了正确的答案。在方法方面，缺乏专业知识的组织教育和培养多动症儿童在综合学校。研究发现综合学校小学生ADHD情绪障碍的预防和矫正存在以下组织和内容上的问题:缺乏对这类学童的心理和教学支持;学校教师在ADHD学生心理和教学支持方面的理论和方法知识水平较低;教师预防和纠正情绪障碍的技能和能力不足;综合学校缺乏为学生提供心理和教学支持的特别方案;教师不愿意与这类学生合作;患有多动症的孩子的父母不愿意在孩子的教育和成长方面与老师合作。科学的新奇。在描述现代教师专业素质的基础上，确定了综合学校未来教师预防和纠正低龄ADHD学生情绪障碍的准备结构;它包括以下组成部分:动机，理论-方法，心理-教学和方法。这些结构成分的定性特征被给予确定的可能性预防和纠正情绪障碍的年幼学童多动症。现实意义。研究成果可应用于高等教育系统的小学教师培训过程中，也可应用于附加专业教育系统中，针对一般现代教育的关键问题，特别是针对综合学校小学生ADHD情绪障碍的预防与矫正问题，实施教师培训计划。
{"title":"Teacher readiness for the prevention and correction of emotional disturbance in primary school children with attention deficit hyperactivity disorder","authors":"G. V. Valiulina","doi":"10.17853/1994-5639-2023-8-186-219","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-8-186-219","url":null,"abstract":"Introduction. Psychological and pedagogical support for learners with attention deficit hyperactivity disorder (ADHD) has currently become crucial in the Russian and foreign systems of education. The problem has been caused by the increasing number of children suffering from this disorder and insufficient readiness of a modern teacher to implement preventive and corrective work with the specified category of school students in a comprehensive school. One of the most common complications of ADHD in primary school children, along with learning difficulties, are emotional disorders (inadequately underestimated or overestimated self-esteem, anxiety, depression, affective outbursts). The current situation in education actuates the necessity of modern teacher’s readiness to prevent complications of ADHD as well as to provide corrective help to children with this disorder. Aim . The present research aims to determine the structure of the future teacher’s readiness to prevent and correct emotional disorders in primary school children with ADHD in the comprehensive school environment. Methodology and research methods . As methodological basis of the research served the activity-based, systemic, and competency-based approaches. Two groups of methods were applied in the study: theoretical (analysis, synthesis, classification, and generalisation) and empirical (survey methods, documentation analysis). The research methodology included the author’s questionnaire “Identification of Theoretical, Methodological and Psychological Difficulties in Primary School Teachers to Prevent and Correct Emotional Disorders in Junior Schoolchildren with ADHD”, the techniques “Self-Assessment of Empathic Abilities” (Yu. M. Orlova, Yu. N. Emelyanova) and “The Psychological Portrait of a Teacher” (Z. V. Rezapkina, G. V. Rezapkina). In addition, the interviews were conducted. Results . The analysis of diagnostic results showed that the respondents had superficial theoretical and methodological knowledge about psychophysiological characteristics of children with ADHD, as well as about children’s education organisation in a comprehensive school. On average, less than half of the respondents gave correct answers to the questions of the theoretical block. In the methodological block, the lack of professional knowledge on the organisation of education and upbringing of children with ADHD in a comprehensive school was revealed. The study identified the following organisational and content problems related to the prevention and correction of emotional disturbance in primary school children with ADHD in a comprehensive school: the lack of psychological and pedagogical support for this category of school children; a low level of theoretical and methodological knowledge of school teachers in the field of psychological and pedagogical support for school students with ADHD; the shortage of teachers’ skills and abilities to prevent and correct emotional disorders; the deficit of special progr","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135917920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.17853/1994-5639-2023-8-162-185
B. M. Bany Yassien, M. A. Melhem, M. M. T. Albadarneh, M. A. Rababah
Introduction . University students often encounter many difficult situations that may provoke their anger and thus make them less capable of controlling themselves and their behaviours. This will possibly hinder their growth and psychological and academic development, leading to more personal conflict and discomfort, emotional and physical abuse, increased crime, feelings of insecurity, a lack of concentration, and less social interaction. Aim . This study aims to examine coping strategies with anger as a state and trait in light of “Social status” and “Achievement level” variables. Methodology and research methods . A quantitative method was employed to analyse the data. The sample for the study consisted of 256 female students from Al-Balqa Applied University (BAU), randomly chosen. Two scales were used to collect data: 1) the anger scale as a state and as a trait, including 30 items (15 items measure anger as an emotional state that varies in its intensity, and 15 items measure anger as an emotional trait); 2) the anger coping strategies scale, containing 34 items divided into six domains to identify the different ways of individuals’ positive or negative responses to the irritating situations of anger (direct expressions of anger, emphasis, search for social support, dissipation of anger, avoidance, and tapering). Results . The results revealed statistically significant differences due to social status and achievement level, whereas there were no statistically significant differences in the coping strategies for anger due to social status. They also showed that seeking social support is the prevailing coping strategy. Scientific novelty. The study is one of the few in the Arab World that looked at the relationship between anger as a state or trait and coping strategies in a sample of female students based on their social status and level of achievement. It helps enrich the theoretical literature on anger and researchers’ and students’ knowledge by clarifying the relationship of the discussed variables with each other. Practical significance . The practical significance of the study can be observed in two aspects. First, the research findings can draw the attention of educational officials by highlighting the relationships between anger as a state and anger as a trait, as well as the coping strategies employed by female students. This knowledge can lead to developing programmes to reduce anger among female students. Second, the study can contribute to developing coping methods that positively impact the social and academic adaptation of female students.
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Pub Date : 2023-10-12DOI: 10.17853/1994-5639-2023-8-115-133
B. Bulkani, M. Fatchurahman, M. A. Setiawan
Introduction . A new student acceptance model with the zoning system raises various problems, including the unequal number of public schools in an area causing students to experience barriers to obtaining a proper education. The decrease in motivation and achievement of students is because the selection is only based on zoning, and the achievements of prospective students at the previous education level are not considered. Students fail to enter superior schools because they are outside the zone. The distribution of quality public schools are not evenly distributed, causing limited choices and causing the implementation of the principle of justice in access to education services – lack of readiness of local governments in setting zones. Aim . From the problems above, this study aims to find differences in learning achievement in terms of admission, predict learning achievement from elementary school to junior high school, and determine graduation document predictions with a zoning system on student achievement. Research methodology and methods . The research used a quantitative approach from October 2021 to March 2022. The research sample was 356 students who entered the 2018 state junior high school and graduated from the 2020 school year junior high school. The sampling technique for this study used proportional random sampling. Determining the size of the research sample was done by considering the pathways for accepting new students: the zoning path, the achievement path, the affirmation path, and the parent transfer path. Data analysis used ANOVA and multiple regression analysis at a significance level of 5%. Results and scientific novelty. The results showed no difference in the average report cards of junior high school students when viewed from the path when they entered the junior high school through the zoning system. The results of one-way ANOVA obtained F = 1.298 with a significance level of 0.275. The differences in the entry paths of students to junior high school, namely from the zoning pathway, academic and non-academic achievement pathways, affirmation pathways, and parental transfer paths, are proven not to affect their learning achievement in junior high schools. There is a linear regression from students’ learning achievement in elementary school to students’ learning achievement in junior high school. The partial and simultaneous tests show that it is not proven that learning achievement in elementary school affects learning achievement in junior high school. When they graduate from elementary school, students’ learning achievement has a weak predictive power on students’ learning achievement in junior high school. The national primary school-based school examination average, elementary school report card average, and elementary school examination average, used as entry requirements to junior high school in the zoning system, only have a predictive power of 1.4–2,7%. Practical significance . Parents can use this research to m
{"title":"Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success","authors":"B. Bulkani, M. Fatchurahman, M. A. Setiawan","doi":"10.17853/1994-5639-2023-8-115-133","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-8-115-133","url":null,"abstract":"Introduction . A new student acceptance model with the zoning system raises various problems, including the unequal number of public schools in an area causing students to experience barriers to obtaining a proper education. The decrease in motivation and achievement of students is because the selection is only based on zoning, and the achievements of prospective students at the previous education level are not considered. Students fail to enter superior schools because they are outside the zone. The distribution of quality public schools are not evenly distributed, causing limited choices and causing the implementation of the principle of justice in access to education services – lack of readiness of local governments in setting zones. Aim . From the problems above, this study aims to find differences in learning achievement in terms of admission, predict learning achievement from elementary school to junior high school, and determine graduation document predictions with a zoning system on student achievement. Research methodology and methods . The research used a quantitative approach from October 2021 to March 2022. The research sample was 356 students who entered the 2018 state junior high school and graduated from the 2020 school year junior high school. The sampling technique for this study used proportional random sampling. Determining the size of the research sample was done by considering the pathways for accepting new students: the zoning path, the achievement path, the affirmation path, and the parent transfer path. Data analysis used ANOVA and multiple regression analysis at a significance level of 5%. Results and scientific novelty. The results showed no difference in the average report cards of junior high school students when viewed from the path when they entered the junior high school through the zoning system. The results of one-way ANOVA obtained F = 1.298 with a significance level of 0.275. The differences in the entry paths of students to junior high school, namely from the zoning pathway, academic and non-academic achievement pathways, affirmation pathways, and parental transfer paths, are proven not to affect their learning achievement in junior high schools. There is a linear regression from students’ learning achievement in elementary school to students’ learning achievement in junior high school. The partial and simultaneous tests show that it is not proven that learning achievement in elementary school affects learning achievement in junior high school. When they graduate from elementary school, students’ learning achievement has a weak predictive power on students’ learning achievement in junior high school. The national primary school-based school examination average, elementary school report card average, and elementary school examination average, used as entry requirements to junior high school in the zoning system, only have a predictive power of 1.4–2,7%. Practical significance . Parents can use this research to m","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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