不同学业水平学生的目标设定

A. Litvinova
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引用次数: 0

摘要

介绍。一如既往,对高等教育的需求很高,提高学生学习成绩的目标设定问题变得相关。俄罗斯和外国的作者正在解决这个问题,并寻找改善这种情况的方法,因为每年都有许多学生失败并离开他们的学院/大学。本研究的目的在于找出并分析学业成绩优等生与中等成绩优等生的目标设定特征。材料与方法:对来自莫斯科国立心理与教育大学的98名全日制大二学生进行了调查。为了确定学生目标设定的特征,采用了以下诊断复核:教育活动动机研究方法学、学业动机量表(AMS)、“有意义取向”测试方法学、人生目标参数测量方法学、情感、活动和行为自控程度识别问卷、行动控制问卷、教育活动自我调节风格方法学。采用以下数理统计方法:IBM程序SPSS statistics的频率分析和因子分析。在动机-语义、情绪-意志和操作层面上,目标设定作为一种主动性取向的确证,使我们有可能明确高、中学习成绩学生的目标设定特征。学业成绩高的学生主要受内在的教育动机、认知动机、职业动机、有意义的人生取向以及目标的制定和实施能力所支配。学业成绩一般的学生的特点是受到外部已知动机的影响,他们在计划、思考、详细行动以实现预期目标方面遇到问题。讨论与结论。作者得出的结论有助于发展目标设定作为不同取向水平的整体过程及其对提高学生学业成绩的作用的观点。本文的材料将有助于研究人员和实践者解决在不同教育背景和学术水平的大学中,为在学习过程中设定和实现目标有困难的学生提供心理援助和支持的方案的制定和实施问题。
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Goal-Setting among Students with Different Levels of Academic Achievement
Introduction. As ever there is a high demand for higher education, the problem of goal setting to increase student academic performance becomes relevant. Russian and foreign authors are addressing this problem and looking for ways to improve the situation, because every year many students fail and leave their colleges/universities. The purpose of this study is to identify and analyze the characteristics of goal setting among students with advanced and average academic performances. Materials and Methods. 98 full-time sophomore students from the Moscow State University of Psychology and Education were surveyed. To determine the characteristics of student’s goal setting, the following diagnostic complex was employed: Methodology for studying the motives of educational activity, Academic Motivation Scale (AMS), Testing “Meaningful Orientationsˮ, Methodology for measuring the parameters of life goals, Questionnaire for identifying the severity of self-control in the emotional sphere, activity and behavior, Questionnaire “Action controlˮ, methodology “Style of self-regulation of educational activity”. The following methods of mathematical statistics were used: Frequency and factor analysis of the IBM program SPSS Statistics 21. Results. The substantiation of goal-setting as an initiative orientation at the motivational-semantic, emotional-volitional and operational levels made it possible to specify the features of goal-setting in students with high and average academic performance. Students with high academic performance are dominated by internal educational, cognitive, professional motives, meaningful life orientations, and the ability to develop and implement goals. Students with average academic performance are characterized by external known motives, they experience problems of planning, thinking through, detailing actions to achieve the intended goals. Discussion and Conclusion. The conclusions drawn by the author contribute to the development of ideas about goal-setting as an integral process at different levels of orientation and its role in improving the academic performance of students. The materials of the article will help researchers and practitioners in solving the problems of developing and implementing programs for providing psychological assistance and support to students who have difficulty setting and achieving goals in the learning process at universities with various educational backgrounds and academic levels.
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
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
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