{"title":"农村资优学童的自我发展准备与能力","authors":"O. Kholodkova, G. L. Parfenova, O. A. Bokova","doi":"10.15507/1991-9468.107.026.202202.297-311","DOIUrl":null,"url":null,"abstract":"Introduction. The article examines the problem of the formation of readiness and ability for self-development among gifted rural schoolchildren as resource qualities of a personality that characterize the potential of its self-realization. The relevance of the problem is determined by the systematic nature of the support of gifted schoolchildren, which assumes consideration of the individual qualities of gifted subjects, the specifics of which, in this case, is determined by living in rural areas. One of the key tasks of systematic psychological and pedagogical support of gifted children and students in rural schools is to help them to know and understand themselves, to reveal their interests, abilities, to teach them to use the properties of their personality as internal resources for effective interaction in society, successful learning, self-realization and high achievements.\nMaterials and Methods. The sample of subjects included 420 schoolchildren from eight rural schools of the Altai Territory. Among them, 49 people identified as gifted. The basic model for identifying the giftedness of schoolchildren was the three-factor model of J. Renzulli. To study the readiness for self-development, the ability to self-development and self-education, test methods and questionnaires were used.\nResults. It is empirically revealed that the majority of gifted rural schoolchildren has low readiness for self-development and has differences by gender: it is higher in boys than in girls. Among the schoolchildren with undiagnosed giftedness there are more of those who are ready for self-improvement, but not ready for self-knowledge. Intellectual characteristics are more pronounced in gifted boys than in gifted girls; creative characteristics are more pronounced in gifted girls than in gifted boys.\nDiscussion and Conclusion. The results of the study open up new opportunities for the development of practical methods of psychological and pedagogical activity for the correction and prevention of the identified difficulties in the conditions of rural educational and cultural space. The materials of the article will be useful to the subjects of the educational space, engaged in system interaction in the effective development of the giftedness of children and youth.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"15 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Readiness and Ability to Self-Development of Gifted Rural Schoolchildren\",\"authors\":\"O. Kholodkova, G. L. Parfenova, O. A. Bokova\",\"doi\":\"10.15507/1991-9468.107.026.202202.297-311\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Introduction. The article examines the problem of the formation of readiness and ability for self-development among gifted rural schoolchildren as resource qualities of a personality that characterize the potential of its self-realization. The relevance of the problem is determined by the systematic nature of the support of gifted schoolchildren, which assumes consideration of the individual qualities of gifted subjects, the specifics of which, in this case, is determined by living in rural areas. One of the key tasks of systematic psychological and pedagogical support of gifted children and students in rural schools is to help them to know and understand themselves, to reveal their interests, abilities, to teach them to use the properties of their personality as internal resources for effective interaction in society, successful learning, self-realization and high achievements.\\nMaterials and Methods. The sample of subjects included 420 schoolchildren from eight rural schools of the Altai Territory. Among them, 49 people identified as gifted. The basic model for identifying the giftedness of schoolchildren was the three-factor model of J. Renzulli. To study the readiness for self-development, the ability to self-development and self-education, test methods and questionnaires were used.\\nResults. It is empirically revealed that the majority of gifted rural schoolchildren has low readiness for self-development and has differences by gender: it is higher in boys than in girls. Among the schoolchildren with undiagnosed giftedness there are more of those who are ready for self-improvement, but not ready for self-knowledge. Intellectual characteristics are more pronounced in gifted boys than in gifted girls; creative characteristics are more pronounced in gifted girls than in gifted boys.\\nDiscussion and Conclusion. The results of the study open up new opportunities for the development of practical methods of psychological and pedagogical activity for the correction and prevention of the identified difficulties in the conditions of rural educational and cultural space. The materials of the article will be useful to the subjects of the educational space, engaged in system interaction in the effective development of the giftedness of children and youth.\",\"PeriodicalId\":53450,\"journal\":{\"name\":\"Integration of Education\",\"volume\":\"15 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Integration of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15507/1991-9468.107.026.202202.297-311\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Integration of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15507/1991-9468.107.026.202202.297-311","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
Readiness and Ability to Self-Development of Gifted Rural Schoolchildren
Introduction. The article examines the problem of the formation of readiness and ability for self-development among gifted rural schoolchildren as resource qualities of a personality that characterize the potential of its self-realization. The relevance of the problem is determined by the systematic nature of the support of gifted schoolchildren, which assumes consideration of the individual qualities of gifted subjects, the specifics of which, in this case, is determined by living in rural areas. One of the key tasks of systematic psychological and pedagogical support of gifted children and students in rural schools is to help them to know and understand themselves, to reveal their interests, abilities, to teach them to use the properties of their personality as internal resources for effective interaction in society, successful learning, self-realization and high achievements.
Materials and Methods. The sample of subjects included 420 schoolchildren from eight rural schools of the Altai Territory. Among them, 49 people identified as gifted. The basic model for identifying the giftedness of schoolchildren was the three-factor model of J. Renzulli. To study the readiness for self-development, the ability to self-development and self-education, test methods and questionnaires were used.
Results. It is empirically revealed that the majority of gifted rural schoolchildren has low readiness for self-development and has differences by gender: it is higher in boys than in girls. Among the schoolchildren with undiagnosed giftedness there are more of those who are ready for self-improvement, but not ready for self-knowledge. Intellectual characteristics are more pronounced in gifted boys than in gifted girls; creative characteristics are more pronounced in gifted girls than in gifted boys.
Discussion and Conclusion. The results of the study open up new opportunities for the development of practical methods of psychological and pedagogical activity for the correction and prevention of the identified difficulties in the conditions of rural educational and cultural space. The materials of the article will be useful to the subjects of the educational space, engaged in system interaction in the effective development of the giftedness of children and youth.
期刊介绍:
The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY