Pub Date : 2021-12-30DOI: 10.15507/1991-9468.105.025.202104.593-607
Olesia V. Rumiantseva
Introduction. At present, employers’ standards for university graduates are scrutinized, obviously stepping up requirements for soft skills. The issue of modernization of university curricula or development of new ones that include soft skills development in the framework of university education is relevant. The importance of the problem makes us turn to the experiences of foreign universities. This article aims to identify the main subject areas, where much attention is paid to the issues of soft skills, as well as directions of research on students’ soft skills development between 2010 and 2020 in the framework of higher education. Materials and Methods. ИThe study was conducted in two phases. During the first phase, we used a search strategy to identify the main subject areas of research on the topic of soft skills development in the period from 2010 to 2020. At the second phase, a study of one hundred most cited articles indexed in the Scopus database on the topic of soft skills in education was carried out. The selection was based on the inclusion and non-inclusion criteria. We used a method of content analysis. The selected articles were divided into several clusters demonstrating the research focus. Results. The analysis of foreign studies provided information on the subject fields that essentially focus on forming soft skills. The main subject areas, where the largest number of studies on soft skills published from 2010 to 2020 were recorded, embrace social sciences, IT, engineering, business and accounting. The areas of research on students’ soft skills in the period between 2010 and 2020 were general pedagogical issues, issues of increasing employability, and different areas of education. Discussion and Conclusion. A selection of the worldʼs best practices described in the leading articles on the formation of soft skills in education enriches the collection of methodological techniques of teachers in various specialized disciplines. The materials of the article can be useful for methodologists and teachers of professional education institutions, engaged in the formation and development of a new type of curricula, taking into account the needs of the modern labor market, and persons interested in the problems of higher education.
{"title":"Soft Skills Research in Higher Education: Top 100 Scopus-Indexed Publications","authors":"Olesia V. Rumiantseva","doi":"10.15507/1991-9468.105.025.202104.593-607","DOIUrl":"https://doi.org/10.15507/1991-9468.105.025.202104.593-607","url":null,"abstract":"Introduction. At present, employers’ standards for university graduates are scrutinized, obviously stepping up requirements for soft skills. The issue of modernization of university curricula or development of new ones that include soft skills development in the framework of university education is relevant. The importance of the problem makes us turn to the experiences of foreign universities. This article aims to identify the main subject areas, where much attention is paid to the issues of soft skills, as well as directions of research on students’ soft skills development between 2010 and 2020 in the framework of higher education.\u0000Materials and Methods. ИThe study was conducted in two phases. During the first phase, we used a search strategy to identify the main subject areas of research on the topic of soft skills development in the period from 2010 to 2020. At the second phase, a study of one hundred most cited articles indexed in the Scopus database on the topic of soft skills in education was carried out. The selection was based on the inclusion and non-inclusion criteria. We used a method of content analysis. The selected articles were divided into several clusters demonstrating the research focus.\u0000Results. The analysis of foreign studies provided information on the subject fields that essentially focus on forming soft skills. The main subject areas, where the largest number of studies on soft skills published from 2010 to 2020 were recorded, embrace social sciences, IT, engineering, business and accounting. The areas of research on students’ soft skills in the period between 2010 and 2020 were general pedagogical issues, issues of increasing employability, and different areas of education.\u0000Discussion and Conclusion. A selection of the worldʼs best practices described in the leading articles on the formation of soft skills in education enriches the collection of methodological techniques of teachers in various specialized disciplines. The materials of the article can be useful for methodologists and teachers of professional education institutions, engaged in the formation and development of a new type of curricula, taking into account the needs of the modern labor market, and persons interested in the problems of higher education.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81037097","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 : 2021-12-30DOI: 10.15507/1991-9468.105.025.202104.681-699
Alexey A. Stavtsev, A. Rean, Roman G. Kuzmin
Introduction. Positive psychology is one of the most rapidly developing directions of psychological science in the world. Over the past two decades, a large number of empirical researches confirm effectiveness and validity of theoretical studies and practical methods used in the framework of positive psychology. Unfortunately, there is a lack of research in this area in the Russian-speaking scientific community, despite of the presence of high-level scientific teams and individual researchers working in the framework of positive psychology. Probably an important factor in the “low popularity” of positive psychology among Russian authors is the lack of large-scale studies on wide samples of Russian respondents. The purpose of this article is to empirically confirm, the legitimacy of the practical application of the “VIA” model. As well as perform approbation, validation and publication of the Russian-language version of the questionnaire by K. Peterson and M. Seligman “Values in Action Inventory of Strengths” in Russian we suggest more reflecting the essence of the questionnaire name – “24 strengths of the personality”. Materials and Methods. The approbation was carried out on a wide sample of respondents from the professional sphere of education (N = 7 946), using statistical methods for checking the reliability of the questionnaire, including convergent validity and confirmatory factor analysis. Results. The reliability tests showed significant validity results, indicating the reliability of the psychometric tool. The scales of the Russian-language version of the VIA-IS questionnaire show more than sufficient internal consistency, The convergent validity test showed significant correlations with the following scales: Life Satisfaction Scale, Self-Esteem Scale, General Self-Efficiency Scale, and Professional Burnout (Maslach’s). Confirmatory factor analysis confirmed the factorial structure of the questionnaire. We manage to meet the desirable “cut-off” model fit parameters of Confirmatory factor analysis. Discussion and Conclusion. Hopefully, publication of this Russian-language questionnaire will lead to an increase interest for research in the field of positive psychology in the Russian scientific community. The conclusions made by the authors contribute to the development of theoretical concepts of positive psychology, confirming the general structural integrity and practical validity of the model “VIA”. Moreover, this article provides for open use in the Russian scientific psychological community a universal psychometric technique in form of questionnaire with empirically proven reliability on a wide sample of respondents.
{"title":"Personal Strengths of Russian Teachers in VIA Model: Approbation of the Russian-Language Version of the Questionnaire “Values in Action Inventory of Strengths” (VIA – IS120)","authors":"Alexey A. Stavtsev, A. Rean, Roman G. Kuzmin","doi":"10.15507/1991-9468.105.025.202104.681-699","DOIUrl":"https://doi.org/10.15507/1991-9468.105.025.202104.681-699","url":null,"abstract":"Introduction. Positive psychology is one of the most rapidly developing directions of psychological science in the world. Over the past two decades, a large number of empirical researches confirm effectiveness and validity of theoretical studies and practical methods used in the framework of positive psychology. Unfortunately, there is a lack of research in this area in the Russian-speaking scientific community, despite of the presence of high-level scientific teams and individual researchers working in the framework of positive psychology. Probably an important factor in the “low popularity” of positive psychology among Russian authors is the lack of large-scale studies on wide samples of Russian respondents. The purpose of this article is to empirically confirm, the legitimacy of the practical application of the “VIA” model. As well as perform approbation, validation and publication of the Russian-language version of the questionnaire by K. Peterson and M. Seligman “Values in Action Inventory of Strengths” in Russian we suggest more reflecting the essence of the questionnaire name – “24 strengths of the personality”.\u0000Materials and Methods. The approbation was carried out on a wide sample of respondents from the professional sphere of education (N = 7 946), using statistical methods for checking the reliability of the questionnaire, including convergent validity and confirmatory factor analysis.\u0000Results. The reliability tests showed significant validity results, indicating the reliability of the psychometric tool. The scales of the Russian-language version of the VIA-IS questionnaire show more than sufficient internal consistency, The convergent validity test showed significant correlations with the following scales: Life Satisfaction Scale, Self-Esteem Scale, General Self-Efficiency Scale, and Professional Burnout (Maslach’s). Confirmatory factor analysis confirmed the factorial structure of the questionnaire. We manage to meet the desirable “cut-off” model fit parameters of Confirmatory factor analysis.\u0000Discussion and Conclusion. Hopefully, publication of this Russian-language questionnaire will lead to an increase interest for research in the field of positive psychology in the Russian scientific community. The conclusions made by the authors contribute to the development of theoretical concepts of positive psychology, confirming the general structural integrity and practical validity of the model “VIA”. Moreover, this article provides for open use in the Russian scientific psychological community a universal psychometric technique in form of questionnaire with empirically proven reliability on a wide sample of respondents.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87602264","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 : 2021-12-30DOI: 10.15507/1991-9468.105.025.202104.700-714
Irina A. Sarguzina
Introduction. The need to include authentic works of fiction in the foreign language teaching process is obvious, but the selection of texts of the appropriate level at the elementary and intermediate stages of Spanish teaching remains a challenge. Since this phenomenon has not been sufficiently explored, the aim of this article is to present a list of unabridged short stories that correspond to the intermediate level (B1 PCIC) and the results of the study on the benefits of using these stories as a means of stimulating communication skills in the Spanish class. Materials and Methods. To study the problem, a Likert scale questionnaire, oral interviews, and a check of the final work were carried out. The study involved 54 students from three Russian universities and one school where Spanish and English are studied in depth. The collected data were processed by methods of mathematical statistics in Microsoft Office Excel. For the study, 36 short stories by contemporary Hispanic authors were selected and pre and post-reading questions were developed to introduce the topic and stimulate oral speech. Results. Based on the results of the study, it was revealed that the selected stories correspond to the B1 level of the Cervantes Instituteʼs curriculum, and the topics presented in the stories stimulate communication in the class, pushing the fear of making a mistake into the background. Many Spanish teachers introduce unabridged fiction starting at B2 level. This experiment demonstrates the successful use of short stories at an intermediate level of language proficiency. Discussion and Conclusion. The results of the study contribute to the development and improvement of the methodology of teaching Spanish with the use of authentic fiction texts. The materials of the article will be useful for practicing teachers and methodologists of the Spanish language.
{"title":"Unabridged Short Stories by 21st-Century Spanish-Speaking Authors in Teaching Spanish as a Foreign Language","authors":"Irina A. Sarguzina","doi":"10.15507/1991-9468.105.025.202104.700-714","DOIUrl":"https://doi.org/10.15507/1991-9468.105.025.202104.700-714","url":null,"abstract":"Introduction. The need to include authentic works of fiction in the foreign language teaching process is obvious, but the selection of texts of the appropriate level at the elementary and intermediate stages of Spanish teaching remains a challenge. Since this phenomenon has not been sufficiently explored, the aim of this article is to present a list of unabridged short stories that correspond to the intermediate level (B1 PCIC) and the results of the study on the benefits of using these stories as a means of stimulating communication skills in the Spanish class.\u0000Materials and Methods. To study the problem, a Likert scale questionnaire, oral interviews, and a check of the final work were carried out. The study involved 54 students from three Russian universities and one school where Spanish and English are studied in depth. The collected data were processed by methods of mathematical statistics in Microsoft Office Excel. For the study, 36 short stories by contemporary Hispanic authors were selected and pre and post-reading questions were developed to introduce the topic and stimulate oral speech.\u0000Results. Based on the results of the study, it was revealed that the selected stories correspond to the B1 level of the Cervantes Instituteʼs curriculum, and the topics presented in the stories stimulate communication in the class, pushing the fear of making a mistake into the background. Many Spanish teachers introduce unabridged fiction starting at B2 level. This experiment demonstrates the successful use of short stories at an intermediate level of language proficiency.\u0000Discussion and Conclusion. The results of the study contribute to the development and improvement of the methodology of teaching Spanish with the use of authentic fiction texts. The materials of the article will be useful for practicing teachers and methodologists of the Spanish language.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75365031","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 : 2021-12-30DOI: 10.15507/1991-9468.105.025.202104.608-628
E. Tikhonova, M. Kosycheva, G. Efremova
Introduction. In the context of the export of educational services, it is of particular importance to design an efficient system of foreign students’ psychological adaptation. Owing to the ethnocultural background, foreign students feel that they are stigmatized minorities in the host society. Negative images and stereotypes are often internalized, resulting in stable low self-esteem in the stigmatized. Since self-esteem acts as a key parameter of the professional self-concept, social stigma and the experience of social identity threat activate the stigmatization of primary professionalization, thereby drastically reducing the efficiency of the received vocational education at the university. The purpose of the study is: to outline the phenomenon of primary professionalization, to reveal the nature of the relationship between the social stigma of foreign students and their self-esteem, and to describe the levels of primary professionalization. Materials and Methods. The study involved 124 foreign students. Participants were asked to answer questions of the Short Form of the Stigmatization Scale and Rosenbergʼs Self-Esteem Scale in order to track the relationship between social stigma and self-esteem. Further, in order to identify the basic barriers to primary professionalization and the participants’ perception of their stigmatized status, the respondents answered the questions of a semi-structured interview supported with the critical incident technique in a focus group format. Results. There is a correlation between the degree of obviousness of social stigma and self-esteem of foreign students. The categorization of the data obtained allowed the authors to substantiate the phenomenon of stigma of primary professionalization, to systematize the determining factors, and to describe its levels. Discussion and Conclusion. Despite the fact that social stigma has attracted active attention of world science for decades, we have not been able to find focused studies into primary professionalization in the format of education export. Studying the factors that lead to the development of stigma of primary professionalization, understanding its levels will help to design a system for its prevention, optimize the system of adaptation of foreign students to the realities of the educational system of the host university.
{"title":"Primary Professionalization of Foreign Students: Barriers, Stigmatization, Adaptation","authors":"E. Tikhonova, M. Kosycheva, G. Efremova","doi":"10.15507/1991-9468.105.025.202104.608-628","DOIUrl":"https://doi.org/10.15507/1991-9468.105.025.202104.608-628","url":null,"abstract":"Introduction. In the context of the export of educational services, it is of particular importance to design an efficient system of foreign students’ psychological adaptation. Owing to the ethnocultural background, foreign students feel that they are stigmatized minorities in the host society. Negative images and stereotypes are often internalized, resulting in stable low self-esteem in the stigmatized. Since self-esteem acts as a key parameter of the professional self-concept, social stigma and the experience of social identity threat activate the stigmatization of primary professionalization, thereby drastically reducing the efficiency of the received vocational education at the university. The purpose of the study is: to outline the phenomenon of primary professionalization, to reveal the nature of the relationship between the social stigma of foreign students and their self-esteem, and to describe the levels of primary professionalization.\u0000Materials and Methods. The study involved 124 foreign students. Participants were asked to answer questions of the Short Form of the Stigmatization Scale and Rosenbergʼs Self-Esteem Scale in order to track the relationship between social stigma and self-esteem. Further, in order to identify the basic barriers to primary professionalization and the participants’ perception of their stigmatized status, the respondents answered the questions of a semi-structured interview supported with the critical incident technique in a focus group format.\u0000Results. There is a correlation between the degree of obviousness of social stigma and self-esteem of foreign students. The categorization of the data obtained allowed the authors to substantiate the phenomenon of stigma of primary professionalization, to systematize the determining factors, and to describe its levels.\u0000Discussion and Conclusion. Despite the fact that social stigma has attracted active attention of world science for decades, we have not been able to find focused studies into primary professionalization in the format of education export. Studying the factors that lead to the development of stigma of primary professionalization, understanding its levels will help to design a system for its prevention, optimize the system of adaptation of foreign students to the realities of the educational system of the host university.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80539899","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 : 2021-12-30DOI: 10.15507/1991-9468.105.025.202104.544-561
O. Polyakova, R. Galstyan-Sargsyan
Introduction. Due to globalisation, the modern workforce is significantly diversified. Therefore, there is a need to modernise and embrace innovation in 21st-century education to prepare international professionals to work in cross-cultural teams via digital platforms. While research in the recent past has primarily focused on the refinement of future expert competences in tertiary education, only a handful of studies have been done to establish how plurilingual and pluricultural competence can be digitally developed at the inter-university level. In this light, this study sought to bridge this gap in the research on the sustainable cooperation model. Materials and Methods. The design for the methodological plan of integrating plurilingualism and pluriculturalism in university teaching was premised on the need to promote networking among students from different universities and countries. Its major stages based on the Collaborative Online International Learning approach included three stages: find a partner, prepare the project and carry out the project. A virtual exchange experiment across two institutions of higher learning in Spain and Finland helped analyse plurilingual and pluricultural competence achievement by means of questionnaires. Results. A special Collaborative Online International Learning approach used to explore plurilingual and pluricultural competence and the effectiveness of online-assisted language interaction, teamwork or intercultural cooperation. The study’s findings confirmed that plurilingual and pluricultural competence among students could also be developed using virtual cooperation, thus supporting cost-effective options of sustainable university training. Discussion and Conclusion. The project had a positive impact on reaching sustainable education goals by highlighting intercultural interaction prospects. Besides, it displays real challenges such as different schedules, grading systems, timing, motivation or virtual interaction among learners and ways of overcoming them. Regardless of the fundamental idea of formative exploration, our study presents some findings that lecturers, language training practitioners and policymakers willing to apply telecollaboration will be deserving of thought.
{"title":"Sustainable Higher Education via Telecollaboration: Improving Plurilingual and Pluricultural Competence","authors":"O. Polyakova, R. Galstyan-Sargsyan","doi":"10.15507/1991-9468.105.025.202104.544-561","DOIUrl":"https://doi.org/10.15507/1991-9468.105.025.202104.544-561","url":null,"abstract":"Introduction. Due to globalisation, the modern workforce is significantly diversified. Therefore, there is a need to modernise and embrace innovation in 21st-century education to prepare international professionals to work in cross-cultural teams via digital platforms. While research in the recent past has primarily focused on the refinement of future expert competences in tertiary education, only a handful of studies have been done to establish how plurilingual and pluricultural competence can be digitally developed at the inter-university level. In this light, this study sought to bridge this gap in the research on the sustainable cooperation model.\u0000Materials and Methods. The design for the methodological plan of integrating plurilingualism and pluriculturalism in university teaching was premised on the need to promote networking among students from different universities and countries. Its major stages based on the Collaborative Online International Learning approach included three stages: find a partner, prepare the project and carry out the project. A virtual exchange experiment across two institutions of higher learning in Spain and Finland helped analyse plurilingual and pluricultural competence achievement by means of questionnaires.\u0000Results. A special Collaborative Online International Learning approach used to explore plurilingual and pluricultural competence and the effectiveness of online-assisted language interaction, teamwork or intercultural cooperation. The study’s findings confirmed that plurilingual and pluricultural competence among students could also be developed using virtual cooperation, thus supporting cost-effective options of sustainable university training.\u0000Discussion and Conclusion. The project had a positive impact on reaching sustainable education goals by highlighting intercultural interaction prospects. Besides, it displays real challenges such as different schedules, grading systems, timing, motivation or virtual interaction among learners and ways of overcoming them. Regardless of the fundamental idea of formative exploration, our study presents some findings that lecturers, language training practitioners and policymakers willing to apply telecollaboration will be deserving of thought.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90815002","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 : 2021-12-30DOI: 10.15507/1991-9468.105.025.202104.562-576
Mustofa, S. Indartono, Sukidjo
Introduction. The reading proficiency of students across countries varies. Better teaching motivation, workplace ethics, Emotional Intelligence promote one to share their knowledge with others. Therefore this study seeks to investigate the role of communication style, the effect of teaching motivation, workplace ethics, emotional intelligence on reading proficiency and knowledge sharing. Materials and Methods. This study engaged 448 teachers/serviced teachers from various levels of secondary schools. Structural Equation Modeling is utilized in this study to analyze the model. The model reached a satisfactory compliance. Results. The results showed that teaching motivation, workplace ethics, emotional intelligence bear on reading proficiency and knowledge sharing positively. The communication style of teachers mediates the model significantly. Discussion and Conclusion.Teachers with better motivation prepare their class better by increasing their knowledge and insight into their field by the intensity of their effort to increase their reading experience and proficiency. Those sticking to work ethic try to increase their integrity, honesty, discipline, fairness and respect, responsibility, and accountability at work to reach better proficiency of reading and behaviors of sharing activities. Teachers’ Emotional Intelligence boosts their quality in reading by reaching a better quality of their ability on their understanding of reading passages and vocabulary knowledge as well as the level of proficiency in reading. Teachers with better communication styles increase their motivation onto the level of reading proficiency. Communication style strengthens the influence of motivation on reading skills.
{"title":"The Effect of Communication Style on Teaching Motivation, Work Ethics, Emotional Intelligence, Reading Proficiency and Knowledge Sharing","authors":"Mustofa, S. Indartono, Sukidjo","doi":"10.15507/1991-9468.105.025.202104.562-576","DOIUrl":"https://doi.org/10.15507/1991-9468.105.025.202104.562-576","url":null,"abstract":"Introduction. The reading proficiency of students across countries varies. Better teaching motivation, workplace ethics, Emotional Intelligence promote one to share their knowledge with others. Therefore this study seeks to investigate the role of communication style, the effect of teaching motivation, workplace ethics, emotional intelligence on reading proficiency and knowledge sharing.\u0000Materials and Methods. This study engaged 448 teachers/serviced teachers from various levels of secondary schools. Structural Equation Modeling is utilized in this study to analyze the model. The model reached a satisfactory compliance.\u0000Results. The results showed that teaching motivation, workplace ethics, emotional intelligence bear on reading proficiency and knowledge sharing positively. The communication style of teachers mediates the model significantly.\u0000Discussion and Conclusion.Teachers with better motivation prepare their class better by increasing their knowledge and insight into their field by the intensity of their effort to increase their reading experience and proficiency. Those sticking to work ethic try to increase their integrity, honesty, discipline, fairness and respect, responsibility, and accountability at work to reach better proficiency of reading and behaviors of sharing activities. Teachers’ Emotional Intelligence boosts their quality in reading by reaching a better quality of their ability on their understanding of reading passages and vocabulary knowledge as well as the level of proficiency in reading. Teachers with better communication styles increase their motivation onto the level of reading proficiency. Communication style strengthens the influence of motivation on reading skills.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90849260","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 : 2021-12-29DOI: 10.15507/1991-9468.105.025.202104.661-680
N. Lyz
Introduction. The widespread use of telelearning raises the issue of ensuring its effectiveness. Researchers consider various factors, but student readiness for such learning has not yet become the subject of systemic research in domestic science. The objectives of the article are: to reveal personality predictors of online learning success, to identify the components of student readiness for such learning (on the basis of foreign works); to characterize the readiness and self-efficacy of students’ online educational activities drawing on empirical data. Materials and Methods The researchers utilized the methods of theoretical analysis of the problem and the survey method. The author’s questionnaire was used to collect the data on the online activity of the students, self-assessment of readiness and effectiveness of online learning. 252 first- and second-year IT-students participated in the survey. Results. Five components of students’ readiness for online learning have been identified: attitude towards online learning, self-directed learning, time management, communicative competence, and technical competence. The students’ attitudes towards online learning are ambivalent. The students understand the importance of such training, but they are not willing to invest enough time and effort into it. Two interrelated components (self-directed learning and time management) contribute most to the overall online learning readiness. Online learning self-efficacy is related to technical competence and attitudes towards online learning. Discussion and Conclusion. The results will be useful for further research of the factors and ways improving online learning effectiveness. The research prospects are the development of psychodiagnostic tools for assessing the online learning experience and readiness of students and the diversification of the sampling by adding students from different programme tracks and with different experiences in online educational activities.
{"title":"Online Educational Activities of Students: Readiness and Self-Efficacy","authors":"N. Lyz","doi":"10.15507/1991-9468.105.025.202104.661-680","DOIUrl":"https://doi.org/10.15507/1991-9468.105.025.202104.661-680","url":null,"abstract":"Introduction. The widespread use of telelearning raises the issue of ensuring its effectiveness. Researchers consider various factors, but student readiness for such learning has not yet become the subject of systemic research in domestic science. The objectives of the article are: to reveal personality predictors of online learning success, to identify the components of student readiness for such learning (on the basis of foreign works); to characterize the readiness and self-efficacy of students’ online educational activities drawing on empirical data.\u0000Materials and Methods The researchers utilized the methods of theoretical analysis of the problem and the survey method. The author’s questionnaire was used to collect the data on the online activity of the students, self-assessment of readiness and effectiveness of online learning. 252 first- and second-year IT-students participated in the survey.\u0000Results. Five components of students’ readiness for online learning have been identified: attitude towards online learning, self-directed learning, time management, communicative competence, and technical competence. The students’ attitudes towards online learning are ambivalent. The students understand the importance of such training, but they are not willing to invest enough time and effort into it. Two interrelated components (self-directed learning and time management) contribute most to the overall online learning readiness. Online learning self-efficacy is related to technical competence and attitudes towards online learning.\u0000Discussion and Conclusion. The results will be useful for further research of the factors and ways improving online learning effectiveness. The research prospects are the development of psychodiagnostic tools for assessing the online learning experience and readiness of students and the diversification of the sampling by adding students from different programme tracks and with different experiences in online educational activities.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75370349","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 : 2021-06-30DOI: 10.15507/1991-9468.103.025.202102.288-303
I. Serafimovich, Natalia V. Shlyakhtina, N. Bobyleva
Введение. Стратегическая задача повышения качества и конкурентоспособности российского образования актуализирует проблему эффективности образовательного менеджмента. Авторский подход к решению этой проблемы предполагает интеграцию когнитивных и личностных ресурсов субъекта деятельности. Исследователями сконцентрировано внимание на профессиональном мышлении как одном из когнитивных ресурсов. Цель данной работы – изучение взаимосвязи профессионального мышления с социально-психологическими особенностями личности. Материалы и методы. Материалами исследования послужили данные опроса 65 человек (опытных руководителей и кадрового резерва). Для изучения проблемы применялись следующие методы: опросники Д. А. Амирхана (адаптация М. Яхтомского, С. Сироты), К. Томаса (адаптация Н. В. Гришиной), Э. Шейна и авторский метод анализа проблемных ситуаций (М. М. Кашапов, И. В. Серафимович). Для статистической обработки были использованы методы математической статистики – критерий Манна – Уитни и коэффициент ранговой корреляции Ч. Спирмена. Результаты исследования. Показано, что преобладающим является ситуативно-надситуативный уровень мышления. Установлена взаимосвязь между уровнем профессионального мышления и гибкостью выбора стратегий поведения в конфликте и стрессе. Отмечаются сходство кадрового резерва и руководителей с опытом в стратегиях поведения в конфликте и стресса и различия в мотивах управленческой деятельности. Для опытных менеджеров более характерны направленность на взаимодействие и стремление консолидировать усилия коллектива вместо проявлений автономии и принятия исключительно собственной точки зрения. Новая социально-экономическая реальность и изменения в образовательной среде, происходящие на разных уровнях, предполагают, что менеджер готов решать принципиально иные и абсолютно разноплановые профессиональные задачи, что требует расширения спектра компетенций руководителей и качественно иного уровня осмысления реальности, интеграции собственных психологических структур, где системообразующую роль может выполнять профессиональное мышление. Обсуждение и заключение. Полученные результаты могут быть использованы как при решении задач Национального проекта «Образование» по профессиональному развитию педагогов на основе научных данных, так и в процессе реализации программ повышения квалификации.
引入。提高俄罗斯教育质量和竞争力的战略挑战凸显了教育管理效率的挑战。作者解决这个问题的方法包括整合主题的认知和个人资源。研究人员将注意力集中在专业思维作为一种认知资源。这项工作的目的是研究专业思维与社会心理特征的关系。材料和方法。这项研究的材料包括65人的调查(经验丰富的领导人和人力资源储备)。研究问题的方法如下:d . a .阿米尔哈纳调查问卷(根据m。a。a。数学统计方法包括曼恩-惠特尼标准和c . spearman等级相关系数，用于统计处理。研究结果。这表明，情境-非情境思维水平占主导地位。专业思维水平与冲突策略选择的灵活性和压力之间建立了联系。人力资源和领导人的相似之处与冲突和压力政策的经验以及管理动机的差异。经验丰富的管理者更注重协作和巩固集体努力，而不是表现出自治和接受自己的观点。不同层次的新社会经济现实和教育环境的变化表明，经理愿意解决根本不同的、完全不同的职业问题，这需要扩大高管的能力范围和对现实的理解，整合自己的心理结构，系统可以发挥作用。讨论和结论。这些结果可以用于解决国家教育项目基于科学数据的专业教育，也可以用于实施培训方案。
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Pub Date : 2021-06-30DOI: 10.15507/1991-9468.103.025.202102.321-339
V. Z. Kantor, G. V. Nikulina, I. Nikulina
Introduction. The diversification in education means, inter alia, establishing an institutional balance between integration and differentiation, which should also hold true for visually-impaired children. Junior age is a sensitive period for the development of communicative skills. Hence, one of the key tasks on the educational agenda for visually-impaired junior high school students is the development of communicative competence. The paper is the first attempt to identify how institutional and educational setting impacts the development of communicative competence in junior high school students, namely, such aspects of communicative competence as content/compliance with communication standards, attitude/role relationships, position/function, and involvement/activity. Materials and Methods.The evidence was obtained from four schools in Saint Petersburg and Leningrad Region. The survey included 55 respondents in grades 1‒3 with deferent degrees of visual impairment from inclusive educational settings with partial integration / differentiation. The methodology included such tools as Effective Communication: Raising Awareness of Visually-Impaired Students; a scale-based interview and questionnaire; L. Mikhelson’s Communication Skills test modified by L.S. Kolmogorova; Joint Sorting by G.V. Burmenskaya; and G.A. Tsukerman’s Picture Dictation. The data was processed using Student's t-test for dependent and independent samples and Pearson correlation coefficient. Results. The assessment of communicative competence in schoolchildren embraced several aspects: content/compliance with communication standards; attitude/role relationships; position/function; involvement/activity. In the context of inclusive education with partial integration and differentiation, visually-impaired junior high school students show different development levels of different aspects of communicative competence. This context has a selective and ambivalent effect. Discussion and Conclusion. The results may find application in the design and testing of a variable modular programme aimed at the development of communicative competence in visually-impaired junior high school students. The results may also lay the foundation for the rehabilitation and training strategy for visually-impaired students and facilitate their integration in social and educational environment.
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Pub Date : 2021-06-30DOI: 10.15507/1991-9468.103.025.202102.192-213
Ivana Cimermanová
Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has been the subject of educational studies for three decades. The scope of research is broad, and from the primary focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research articles on Content and language integrated learning application and to estimate its summary average effect on content development in a group of students aged 10‒16. Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact of Content and language integrated learning implementation on the content subjects at primary and secondary schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces positive added value; however, the statistical meta-analysis showed no statistically significant differences between the Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups. Discussion and Conclusion. The practical significance and prospects of the study lie in pointing out the benefits of Content and language integrated learning and stressing the importance of its inclusion in teacher training study programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create their materials.
介绍。科目在正式教学中的整合可以在解决真实和有意义的学习问题上发挥重要作用，而不是死记硬背。三十年来，内容和语言的综合学习一直是教育研究的主题。研究范围广泛，从最初关注外语表现，慢慢延伸到内容与语言融合学习对内容与母语的影响。本研究的目的是总结一些关于内容和语言综合学习应用的研究文章，并估计其对一组10-16岁学生内容开发的总体平均效果。材料与方法。本文对Web of Science数据库近十年(2010-2020年)发表的研究进行了系统回顾，并对重点关注内容和语言整合学习实施对中小学内容学科影响的实证研究进行了调查。16项研究符合纳入标准并被纳入分析。采用综合meta分析和RevMan软件对6项研究的数据进行统计评价，综合结果在Results和Discussion部分给出。结果。从16项研究结果来看，内容语言综合学习干预产生了正向的附加价值;然而，统计荟萃分析显示，内容和语言综合学习组与非clil组在内容知识方面没有统计学上的显著差异，结果有利于非clil组。由于组的大小绝对值不同，故采用汇总标准差反映样本量，标准差取平均值，样本量越大，权重越大。讨论与结论。本研究的现实意义和前景在于指出内容和语言整合学习的好处，强调将其纳入教师培训学习计划的重要性，同时发展职前教师的创造力、批判性思维和创作材料的能力。
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