S.N. Kostromina, L. Darinskaia, N. L. Moskvicheva, A. F. Filatova
One of the key issues in contemporary psychology is a correlation between determinism and indeterminism in understanding human behaviour. Autonomy as self-determined behaviour, as an individual's autonomous choice of behaviour, is one of the most significant and sought-after constructs in the study of personality functioning. In E. Deci and R. Ryan's self-determination theory (SDT), the need for autonomy is one of the basic innate needs of the personality, and this confirms the need for a person to feel as an actor, an initiator, the cause of one's own life and to act in harmony with one's integrated Self. The article presents the procedure of adaptation of the Russian-language version of the “Index of Autonomous Functioning” (IAF) developed within the macro-theory of self-determination by E. Deci and R. Ryan. The methodology assesses the need for autonomy, including such characteristics as authorship in life, self-interest and susceptibility to external control. In the article we studied the results of reliability and accuracy assessment (Cronbach's coefficient – 0,774) on a sample of 689 university students in Saint Petersburg. The structure of the questionnaire had three scales: authorship, susceptibility to control, and interest. Correlation analysis confirmed the correlation of the scales with other methods of measuring autonomous behavior, such as "Subjective Quality of Choice", "The Existence Scale", "World Assumptions Scale" and "Stolin Self-Relationship Questionnaire". Testing of diagnostic sensitivity of the Russian version of the questionnaire showed positive results, revealing significant level differences between three clusters: respondents with high, medium and low autonomous functioning index, as well as significant differences in gender and level of education of the respondents. A positive correlation was found between the overall IAF score, the interest-taking subscale, and the age of respondents (within Russian sample). According to the results, the Russian-language version of the “Index of Autonomous Functioning” has good psychometric characteristics and can be used as a qualitative research tool.
当代心理学的关键问题之一是在理解人类行为时决定论与非决定论之间的相互关系。自主作为自我决定的行为，作为个人自主选择的行为，是人格功能研究中最重要、最受关注的建构之一。在 E. Deci 和 R. Ryan 的自我决定理论（SDT）中，自主需求是人格与生俱来的基本需求之一，这证实了一个人需要感到自己是行动者、发起者、自己生活的原因，并在行动中与完整的自我保持一致。文章介绍了根据 E. Deci 和 R. Ryan 的自我决定宏观理论开发的俄文版 "自主功能指数" （IAF）的调整过程。该方法评估了自主需求，包括生活中的自主权、自我利益和对外部控制的敏感性等特征。在这篇文章中，我们对圣彼得堡 689 名大学生样本的可靠性和准确性评估结果（克朗巴赫系数 - 0,774）进行了研究。问卷结构包括三个量表：作者身份、易受控制性和兴趣。相关性分析证实了这些量表与其他自主行为测量方法的相关性，如 "主观选择质量"、"存在量表"、"世界假设量表 "和 "斯托林自我关系问卷"。俄文版问卷的诊断敏感性测试结果呈阳性，显示出三个群组（自主功能指数高、中、低的受访者）之间的显著水平差异，以及受访者性别和教育水平的显著差异。在 IAF 总分、兴趣培养分量表和受访者年龄（俄罗斯样本）之间发现了正相关。根据研究结果，俄文版 "自主功能指数 "具有良好的心理测量特征，可用作定性研究工具。
{"title":"Approbation and Validation of the «Index of Autonomous Functioning» (IAF) in the Russian Sample","authors":"S.N. Kostromina, L. Darinskaia, N. L. Moskvicheva, A. F. Filatova","doi":"10.17759/pse.2023280513","DOIUrl":"https://doi.org/10.17759/pse.2023280513","url":null,"abstract":"One of the key issues in contemporary psychology is a correlation between determinism and indeterminism in understanding human behaviour. Autonomy as self-determined behaviour, as an individual's autonomous choice of behaviour, is one of the most significant and sought-after constructs in the study of personality functioning. In E. Deci and R. Ryan's self-determination theory (SDT), the need for autonomy is one of the basic innate needs of the personality, and this confirms the need for a person to feel as an actor, an initiator, the cause of one's own life and to act in harmony with one's integrated Self. The article presents the procedure of adaptation of the Russian-language version of the “Index of Autonomous Functioning” (IAF) developed within the macro-theory of self-determination by E. Deci and R. Ryan. The methodology assesses the need for autonomy, including such characteristics as authorship in life, self-interest and susceptibility to external control. In the article we studied the results of reliability and accuracy assessment (Cronbach's coefficient – 0,774) on a sample of 689 university students in Saint Petersburg. The structure of the questionnaire had three scales: authorship, susceptibility to control, and interest. Correlation analysis confirmed the correlation of the scales with other methods of measuring autonomous behavior, such as \"Subjective Quality of Choice\", \"The Existence Scale\", \"World Assumptions Scale\" and \"Stolin Self-Relationship Questionnaire\". Testing of diagnostic sensitivity of the Russian version of the questionnaire showed positive results, revealing significant level differences between three clusters: respondents with high, medium and low autonomous functioning index, as well as significant differences in gender and level of education of the respondents. A positive correlation was found between the overall IAF score, the interest-taking subscale, and the age of respondents (within Russian sample). According to the results, the Russian-language version of the “Index of Autonomous Functioning” has good psychometric characteristics and can be used as a qualitative research tool.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180289","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}
There recently started researches of the personal and organizational resilience in the sphere of education that significantly enriched studies of the school successes/ failures and consequently actualized the big range of issues related to the subject of studied phenomenon. They included the questions that had key importance from the pedagogical point of view that covered the major factors of students’ personal resilience development, its correlation with traditions and peculiarities of the school, interdependence of resilience and academic performance of the students. The overall research of the outlined interdependences assumed that the students characterized by the higher personal resilience possessed higher study motivation and actively utilized support of the society while solving the problems and more inclined to the democratic style of the study cooperation, actively attended optional classes. Response analyses of the 722 questioned students of the 5-9 grades of 8 schools of 2 municipal regions of Republic of Tatarstan gave the unexpected results. The students referred to the resilient category demonstrated different personal characteristics. Among those there were academically successful students and the middle range ones, that ones who refused support of the society and actively accepted that, the ones who normally demonstrate study independence and those who prefer external control. The identified diversity of the resilient students allowed to assume existence of different styles of resilience and defined the necessity to consider those styles when performing deeper analysis of the studied phenomenon. Results of the research of correlation of the personal resilience of the students and the set of internally aligned characteristics of the educational process given in this article allowed to look at the studied phenomenon from a different angle. It became almost imperative to perform deeper analysis of dependance of personal resilience upon the external conditions and also upon the inner personal characteristics of the individual and relation of the resilience with independence and emotionality of the student in regards to the study process.
{"title":"Multivariance of Factors of Personal Resilience and Its Influence on the Academic Success of Schoolchildren","authors":"V.L. Vinogradov, O.V. Shatunova","doi":"10.17759/pse.2023280507","DOIUrl":"https://doi.org/10.17759/pse.2023280507","url":null,"abstract":"There recently started researches of the personal and organizational resilience in the sphere of education that significantly enriched studies of the school successes/ failures and consequently actualized the big range of issues related to the subject of studied phenomenon. They included the questions that had key importance from the pedagogical point of view that covered the major factors of students’ personal resilience development, its correlation with traditions and peculiarities of the school, interdependence of resilience and academic performance of the students. The overall research of the outlined interdependences assumed that the students characterized by the higher personal resilience possessed higher study motivation and actively utilized support of the society while solving the problems and more inclined to the democratic style of the study cooperation, actively attended optional classes. Response analyses of the 722 questioned students of the 5-9 grades of 8 schools of 2 municipal regions of Republic of Tatarstan gave the unexpected results. The students referred to the resilient category demonstrated different personal characteristics. Among those there were academically successful students and the middle range ones, that ones who refused support of the society and actively accepted that, the ones who normally demonstrate study independence and those who prefer external control. The identified diversity of the resilient students allowed to assume existence of different styles of resilience and defined the necessity to consider those styles when performing deeper analysis of the studied phenomenon. Results of the research of correlation of the personal resilience of the students and the set of internally aligned characteristics of the educational process given in this article allowed to look at the studied phenomenon from a different angle. It became almost imperative to perform deeper analysis of dependance of personal resilience upon the external conditions and also upon the inner personal characteristics of the individual and relation of the resilience with independence and emotionality of the student in regards to the study process.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179453","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}
E.V. Ovakimyan, R.M. Bayramyan, O. Isaeva, O.S. Osipova
We present the results of a qualitative research of the perceptions, attitudes, experiences of teachers and parents of elementary school students on the practices used to overcome school failure. We comapred these practices with the recommended methods that have been shown to be effective in various studies. The sample consisted of 35 female informants living in big cities, regional centers, districts, and rural areas, with different levels of education: 20 teachers (M=38) and 15 parents (M=29) of primary school-aged children were recruited for this study. We gathered information by in-depth interview method, teachers and parents shared their views on the methods which help to overcome and prevent school failure in the context of elementary school. Collected interviews were studied using the method of content analysis and comparison of the obtained data by using the coding technique (A. Strauss and J. Corbin). The date revealed the attitudes of teachers and parents about the concept of school failure, reasons for its occurrence and ways to overcome it, we compared the results with the results of national and international researches on this topic. Summarizing the results of the study, we can conclude that, in general, teachers and parents use school failure overcoming strategies according to their own experience, intuition and sometimes use tools and approaches described in scientific studies. The results of this study can be used for building strategies of interaction between schools and families and for planning professional development of teachers.
我们介绍了一项定性研究的结果，该研究调查了教师和小学生家长对克服学业失败的做法的看法、态度和经验。我们将这些做法与各种研究中证明有效的推荐方法进行了比较。样本由生活在大城市、区域中心、地区和农村地区的 35 名女性信息提供者组成，她们的教育程度各不相同：20 名教师（男=38）和 15 名小学学龄儿童家长（男=29）被招募参与本研究。我们通过深入访谈法收集信息，教师和家长就有助于克服和预防小学学业失败的方法交流了看法。我们采用内容分析法对收集到的访谈进行了研究，并使用编码技术（A. Strauss 和 J. Corbin）对获得的数据进行了比较。结果显示了教师和家长对学业失败概念的态度、学业失败发生的原因以及克服学业失败的方法。总结研究结果，我们可以得出这样的结论：一般来说，教师和家长根据自己的经验和直觉使用克服学业失败的策略，有时也使用科学研究中描述的工具和方法。这项研究的结果可用于制定学校与家庭之间的互动战略和规划教师的专业发展。
{"title":"Results of a Qualitative Study of Elementary School Teachers' and Parents' Perceptions of Preventing and Overcoming Students' School Failure","authors":"E.V. Ovakimyan, R.M. Bayramyan, O. Isaeva, O.S. Osipova","doi":"10.17759/pse.2023280504","DOIUrl":"https://doi.org/10.17759/pse.2023280504","url":null,"abstract":"We present the results of a qualitative research of the perceptions, attitudes, experiences of teachers and parents of elementary school students on the practices used to overcome school failure. We comapred these practices with the recommended methods that have been shown to be effective in various studies. The sample consisted of 35 female informants living in big cities, regional centers, districts, and rural areas, with different levels of education: 20 teachers (M=38) and 15 parents (M=29) of primary school-aged children were recruited for this study. We gathered information by in-depth interview method, teachers and parents shared their views on the methods which help to overcome and prevent school failure in the context of elementary school. Collected interviews were studied using the method of content analysis and comparison of the obtained data by using the coding technique (A. Strauss and J. Corbin). The date revealed the attitudes of teachers and parents about the concept of school failure, reasons for its occurrence and ways to overcome it, we compared the results with the results of national and international researches on this topic. Summarizing the results of the study, we can conclude that, in general, teachers and parents use school failure overcoming strategies according to their own experience, intuition and sometimes use tools and approaches described in scientific studies. The results of this study can be used for building strategies of interaction between schools and families and for planning professional development of teachers.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179731","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}
Based on a comprehensive socio-psychological and medico-psychological studies schoolchildren's maladaptation and individual risk factors conducted among second-graders in 12 secondary schools of Nizhny Novgorod (857 students in total), we evaluated the differences in the predictive value of the survey data, which was receiveded from parents and teachers. On the basis of the data obtained from parents and teachers, we assesed the factor loadings. The correlation and factor analyses confirmed the assumption about different predictive value of the survey data obtained from teachers and parents, they gave information about mental disorder signs development in behavior of junior schoolchildren. The average predictive error was higher among teachers, which also indicates a higher predictive value of parents' estimates compared to teachers'. This conclusion largely contradicts the theory that a teacher's assessment of a child being in the educational environment is more objective than a parent's assessment based on observations made in the family environment.
{"title":"Predictive Value of Differential Assessment of Schoolchildren’s Maladaptation from Parent and Teacher Perspectives","authors":"V. V. Katunova, A.A. Konovalov, E. Bozhkova","doi":"10.17759/pse.2023280514","DOIUrl":"https://doi.org/10.17759/pse.2023280514","url":null,"abstract":"Based on a comprehensive socio-psychological and medico-psychological studies schoolchildren's maladaptation and individual risk factors conducted among second-graders in 12 secondary schools of Nizhny Novgorod (857 students in total), we evaluated the differences in the predictive value of the survey data, which was receiveded from parents and teachers. On the basis of the data obtained from parents and teachers, we assesed the factor loadings. The correlation and factor analyses confirmed the assumption about different predictive value of the survey data obtained from teachers and parents, they gave information about mental disorder signs development in behavior of junior schoolchildren. The average predictive error was higher among teachers, which also indicates a higher predictive value of parents' estimates compared to teachers'. This conclusion largely contradicts the theory that a teacher's assessment of a child being in the educational environment is more objective than a parent's assessment based on observations made in the family environment.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179209","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}
This study provides an overview of education reforms in Azerbaijan since gaining independence, as well as a review of the dynamics of school success in the country based on data from final exams in lower secondary schools. The results of these exams show that despite the implemented reforms, students' academic success is not improving. The authors present factors that leading national education experts participating in research believe play a decisive role in students' success in school. These factors include the quality of teachers, their education, and professional development; standardized testing of students upon graduation from school; as well as school evaluations. The authors present a comparative analysis conducted on the identified "influence" factors in relation to data from international studies, as well as changes in national education policies and practices in terms of their effectiveness in ensuring successful school learning. The diagnosis of the national education system, using the RISE Systems Framework instrument (Research on Improving Education Systems), revealed that the alignment of all system elements in the reform process around academic success raises questions. The research findings may be useful for education policymakers, both in analyzing past reforms and in developing subsequent coherent changes in education policies aimed at enhancing students' success.
{"title":"Student Underperformance in Azerbaijan: Who is to Blame and What to Do?","authors":"U.T. Mikayilova, G.Z. Huseynzada","doi":"10.17759/pse.2023280503","DOIUrl":"https://doi.org/10.17759/pse.2023280503","url":null,"abstract":"This study provides an overview of education reforms in Azerbaijan since gaining independence, as well as a review of the dynamics of school success in the country based on data from final exams in lower secondary schools. The results of these exams show that despite the implemented reforms, students' academic success is not improving. The authors present factors that leading national education experts participating in research believe play a decisive role in students' success in school. These factors include the quality of teachers, their education, and professional development; standardized testing of students upon graduation from school; as well as school evaluations. The authors present a comparative analysis conducted on the identified \"influence\" factors in relation to data from international studies, as well as changes in national education policies and practices in terms of their effectiveness in ensuring successful school learning. The diagnosis of the national education system, using the RISE Systems Framework instrument (Research on Improving Education Systems), revealed that the alignment of all system elements in the reform process around academic success raises questions. The research findings may be useful for education policymakers, both in analyzing past reforms and in developing subsequent coherent changes in education policies aimed at enhancing students' success.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179471","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}
V. Gritsenko, M. Chibisova, N. Tkachenko, O. Pavlova, O. Khukhlaev
The aim of the study is to examine how the psychological well-being of children of foreign citizens is determined by their focusing on preserving the culture of their country of origin and accepting Russian culture, as well as by the level of expression of their national (Russian) and ethnic identity. Methods: Multidimensional Students’ Life Satisfaction Scale by E.S. Huebner, adapted by O.A. Sychev et al., Acculturation Scale for Children and Adolescents by O.E. Khukhlaev and M.Y. Chibisova, Measure of Youth’s Ethnic and National Identity, MYENI adapted by O.E. Khukhlaev, sociometric testing. The sample consisted of 669 children of foreign citizens, immigrants from the countries of Tajikistan, Uzbekistan, Kyrgyzstan, Kazakhstan, Ukraine, Armenia, Azerbaijan, aged 7 to 17 years. As a result of regression analysis, significant positive correlations between sociocultural adaptation and psychological well-being indicators were obtained in the sample of primary school, middle school and high school students. It was revealed that among primary and middle school students, integration strategy orientation serves as predictor of psychological well-being, while among high school students, such a predictor is assimilative strategy.
{"title":"Sociocultural Adaptation Strategies as Psychological Well-Being Predictors among Children of Foreign Citizens in Russia","authors":"V. Gritsenko, M. Chibisova, N. Tkachenko, O. Pavlova, O. Khukhlaev","doi":"10.17759/pse.2023280515","DOIUrl":"https://doi.org/10.17759/pse.2023280515","url":null,"abstract":"The aim of the study is to examine how the psychological well-being of children of foreign citizens is determined by their focusing on preserving the culture of their country of origin and accepting Russian culture, as well as by the level of expression of their national (Russian) and ethnic identity. Methods: Multidimensional Students’ Life Satisfaction Scale by E.S. Huebner, adapted by O.A. Sychev et al., Acculturation Scale for Children and Adolescents by O.E. Khukhlaev and M.Y. Chibisova, Measure of Youth’s Ethnic and National Identity, MYENI adapted by O.E. Khukhlaev, sociometric testing. The sample consisted of 669 children of foreign citizens, immigrants from the countries of Tajikistan, Uzbekistan, Kyrgyzstan, Kazakhstan, Ukraine, Armenia, Azerbaijan, aged 7 to 17 years. As a result of regression analysis, significant positive correlations between sociocultural adaptation and psychological well-being indicators were obtained in the sample of primary school, middle school and high school students. It was revealed that among primary and middle school students, integration strategy orientation serves as predictor of psychological well-being, while among high school students, such a predictor is assimilative strategy.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179820","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}
The paper is devoted to improving the results of a general school by introducing changes to the established practices of decision-making and setting development goals that have settled in school management practices. The paper is based on materials of a project of targeted methodological assistance to schools with low educational outcomes, that was implemented from 2020 to 2022 in the Russian Federation. The authors set a goal to identify the existence of a correlation between a number of parameters characterising an educational organisation (the proportion of underachieving students), its management style (the director’s attitudes, the dynamics of changes in management and pedagogical practices) and the likelihood of effective implementation of the development program, observed through increasing students’ outcomes. The results show a straight correlation between the principal's attitudes and the results, a straight connection with different weights of different practices from the study set, and no correlation for the proportion of underachieving students. The conclusion is drawn about the influence of a low level of manager competencies on the director’s attitudes, the feasibility of helping schools in identifying and preventing risk factors, the universality of benefits from the introduction of data-driven management mechanisms data in any school, regardless of the depth of underachievement.
{"title":"Improving the Effectiveness of Educational Quality Management Mechanisms as the Main Condition for Improving School Educational Outcomes","authors":"I.S. Denisenko","doi":"10.17759/pse.2023280510","DOIUrl":"https://doi.org/10.17759/pse.2023280510","url":null,"abstract":"The paper is devoted to improving the results of a general school by introducing changes to the established practices of decision-making and setting development goals that have settled in school management practices. The paper is based on materials of a project of targeted methodological assistance to schools with low educational outcomes, that was implemented from 2020 to 2022 in the Russian Federation. The authors set a goal to identify the existence of a correlation between a number of parameters characterising an educational organisation (the proportion of underachieving students), its management style (the director’s attitudes, the dynamics of changes in management and pedagogical practices) and the likelihood of effective implementation of the development program, observed through increasing students’ outcomes. The results show a straight correlation between the principal's attitudes and the results, a straight connection with different weights of different practices from the study set, and no correlation for the proportion of underachieving students. The conclusion is drawn about the influence of a low level of manager competencies on the director’s attitudes, the feasibility of helping schools in identifying and preventing risk factors, the universality of benefits from the introduction of data-driven management mechanisms data in any school, regardless of the depth of underachievement.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180209","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}
Analysis of the theory and practices of overcoming learning difficulties has shown that the existing pedagogical and psychological approaches are not effective enough. They do not take into account the connection between learning and development processes. More productive is the approach of cultural-historical psychology, which considers education as a developmental process. This approach can be used to create an effective system of diagnostics, prevention and correction of learning difficulties. The model of such pedagogical activity includes three levels of individualization of learning: from individual planning of lessons to individual lessons for correction of psychological problems, and it was presented in this study.
{"title":"Learning Difficulties: Diagnosis, Prevention, Overcoming","authors":"E. Isaev, A. Margolis","doi":"10.17759/pse.2023280501","DOIUrl":"https://doi.org/10.17759/pse.2023280501","url":null,"abstract":"Analysis of the theory and practices of overcoming learning difficulties has shown that the existing pedagogical and psychological approaches are not effective enough. They do not take into account the connection between learning and development processes. More productive is the approach of cultural-historical psychology, which considers education as a developmental process. This approach can be used to create an effective system of diagnostics, prevention and correction of learning difficulties. The model of such pedagogical activity includes three levels of individualization of learning: from individual planning of lessons to individual lessons for correction of psychological problems, and it was presented in this study.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180271","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}
The article presents the results of a study that explores the teachers’ beliefs concerning low-performing senior schoolchildren in one of the regions of Kazakhstan. Until recently, the issue of low-achieving students was largely absent from the agenda of secondary education and has not got attention from Kazakhstani researchers. A case study methodology was applied as the principal research method, facilitating an in-depth examination of teachers’ belief systems concerning low-performing students. 22 high school and first-year college teachers participated in a qualitative study in May and June 2022. We analyzed teachers’ ideas about low-achieving students within an ecological framework using an inductive thematic analysis of individual interviews and focus group discussions. We identidied the categories of teachers’ individual, in-school and systemic beliefs. These beliefs collectively contribute to the conceptualisation of a low-performing students, their educational trajectories, and their potential for success or failure in life.
{"title":"Senior School Students’ Low Performance: Teachers’ Beliefs","authors":"X.A. Tursunbayeva, Sh.O. Tazabek, A. Chsherbakov","doi":"10.17759/pse.2023280505","DOIUrl":"https://doi.org/10.17759/pse.2023280505","url":null,"abstract":"The article presents the results of a study that explores the teachers’ beliefs concerning low-performing senior schoolchildren in one of the regions of Kazakhstan. Until recently, the issue of low-achieving students was largely absent from the agenda of secondary education and has not got attention from Kazakhstani researchers. A case study methodology was applied as the principal research method, facilitating an in-depth examination of teachers’ belief systems concerning low-performing students. 22 high school and first-year college teachers participated in a qualitative study in May and June 2022. We analyzed teachers’ ideas about low-achieving students within an ecological framework using an inductive thematic analysis of individual interviews and focus group discussions. We identidied the categories of teachers’ individual, in-school and systemic beliefs. These beliefs collectively contribute to the conceptualisation of a low-performing students, their educational trajectories, and their potential for success or failure in life.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179980","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}
The purpose of the current research is to reveal the mechanisms of the influence of teaching and learning strategies and students’ motivation on the chess knowledge in elementary schools. The sample of the study consists of 476 pupils from 42 schools, 476 parents, 42 teachers. The survey was conducted by random sampling with the participation of all regions of the Republic of Armenia, including the capital Yerevan. During the research, the following methods and tools of quantitative and qualitative research have been applied: questionnaire, test, action research. The results of the study demonstrate that developing new strategies by combining game playing and solving chess problems will stimulate students' learning interests and increase chess knowledge and skills. The positive attitudes towards the subject prevails, as well as the indicators of the students' self-determination manifestation. The solution of complex tasks by the students is more related to internal effort and abilities, allocating less attention to the success factor, as in the instance of a game of chess. On the other hand, considering the subject as complex has a negative effect on the results of the chess knowledge test.
{"title":"The Impact of Students’ Attitudes and Learning Activities on the Chess Academic Achievemnts in Primary Schools","authors":"S.R. Gevorgyan, S. A. Manukyan, V.Zh. Sarkisyan","doi":"10.17759/pse.2023280508","DOIUrl":"https://doi.org/10.17759/pse.2023280508","url":null,"abstract":"The purpose of the current research is to reveal the mechanisms of the influence of teaching and learning strategies and students’ motivation on the chess knowledge in elementary schools. The sample of the study consists of 476 pupils from 42 schools, 476 parents, 42 teachers. The survey was conducted by random sampling with the participation of all regions of the Republic of Armenia, including the capital Yerevan. During the research, the following methods and tools of quantitative and qualitative research have been applied: questionnaire, test, action research. The results of the study demonstrate that developing new strategies by combining game playing and solving chess problems will stimulate students' learning interests and increase chess knowledge and skills. The positive attitudes towards the subject prevails, as well as the indicators of the students' self-determination manifestation. The solution of complex tasks by the students is more related to internal effort and abilities, allocating less attention to the success factor, as in the instance of a game of chess. On the other hand, considering the subject as complex has a negative effect on the results of the chess knowledge test.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180357","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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