scholarly journals The Stimulation of Students’ Interest in the Teaching by Competency-based Approach: Latin American Perspective

2017 ◽  
Vol 7 (1) ◽  
pp. 26-33
Author(s):  
Olena Zhyzhko
Keyword(s):  
Latin American ◽  
Basic Education ◽  
Self Regulation ◽  
Self Control ◽  
Learning Context ◽  
Learning Abilities ◽  
Competency Based ◽  
The Subject ◽  
Pedagogical Research ◽  
Stimulation Of

AbstractThis article presents the results of scientific-pedagogical research, which consisted in identifying, what are the best strategies of stimulation of students’ interest in the teaching by competency-based approach studying the works of Latin American scientists. With support in the pedagogic-comparative study the author has found out that in the Mexican education system the competency-based approach has been implemented since 2009 through the new national educational policies and Reform of Basic Education in which documents it is argued that competence means putting in play knowledge, attitudes, skills and values for achieving purposes in certain contexts and situations. One of the key tasks of the teacher is to lead and keep the attention of his/her students towards certain goals. Motivation to learning represents the socio-emotional or psychosocial variables (social identity, attitude to the subject, motivation), involved in learning on par with the educational variables (teacher, methodology, learning context); individual variables (subject learning abilities, aptitudes, needs, personality); socio-demographic variables (student’s age, sex, socio-economic and socio-cultural level); sociopolitical context variables (importance in the society of knowledge that provides the subject). The study has showed that the best strategies for stimulation of students’ interest in the learning by competency-based approach, following the Latin American scientists, are, among others, modeling, adapting, making the content of the studied discipline “accessible” to the student’s needs; developing students’ autonomy in learning; promoting conscious learning; establishing dynamic and equitable system of interrelations in the class; creating positive psychological environment; raising the illustrative and dynamic teaching; ensuring the self-control and self-regulation; using the error as part of the learning process (and not as punitive).

Mastering the competence “teaching in primary school” by bachelors in pedagogical education according to worldskills standard

2021 ◽  
Vol 91 (1) ◽  
pp. 147-157
Author(s):  
Venera M. Yangirova ◽  
◽  
Guldar F. Ibragimova ◽  
Natalya N. Sandalova ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Positive Attitude ◽  
School Teacher ◽  
Self Regulation ◽  
Professional Activity ◽  
Primary School Teacher ◽  
Knowledge And Skills ◽  
Depth Of Knowledge ◽  
Competency Based ◽  
The Subject

The subject of the research is to find ways and methods of mastering the competence «Teaching in primary school» by bachelors of pedagogy according to Worldskills standards. The purpose of the research is to consider the features of the competence «Teaching in primary school» by bachelors of pedagogy according to Worldskills standards. The research methods include a competency-based approach. The results of the research is based on the basis of the methods «Motivation of professional activity» introduced by G.М. Bespalov and others. The authors revealed that 70% of the respondents identified as one of the important criteria the skills of a positive attitude towards their own personality, understanding of others, which allows them to show self-regulation in any situations, including those of the demo exam. The research results can be introduced into the practice of colleges and universities. Conclusions: Taking part in the WorldSkills movement, bachelor students can experience the versatility of the primary school teacher profession in practice. Only by plunging into practical activity, the knowledge and skills of students are revealed to the maximum, accompanying them with a creative approach, which allows the competitor to self-actualize in stressful situations, showing mobility, originality of thinking, depth of knowledge, efficiency.

scholarly journals Stressful situations and their overcoming.

2021 ◽  
pp. 9-16
Author(s):  
Anastasia Pavlova ◽  
Ekaterina Redina
Keyword(s):  
Defense Mechanism ◽  
Self Regulation ◽  
Coping Behavior ◽  
Well Being ◽  
Self Control ◽  
The Third ◽  
Body And Soul ◽  
The Subject ◽  
And Behavior ◽  
Psychological Defenses

The aim of the work was: To determine the methods of protection and behavior of the subject in stressful situations, for their effective overcoming. The following techniques were used in the work: 1) Methodology for diagnosing psychological typologies. 2) Research of individual coping strategies. E. Heim. 3) Methodology "Coping - behavior in stressful situations". Results: According to the results of the first method, the defense mechanism - denial, prevails, and according to the third method, coping oriented towards avoidance prevails. Also, for all methods, the results about a low level of prevalence of emotions coincided. The subject does not resort to emotional defenses and behavior on rare occasions. He tries to rationally think about the situation and find a way out of it. Conclusions: The subject is expected to have a stronger understanding of his psychological defenses and self-control. Recommendations for skillfully managing your own emotions and behavior both in stressful situations and in more emotionally calm situations. You need to treat yourself, your body and soul with great respect and unconditional respect. And most importantly, love yourself. It is important to master the basics of self-regulation with the help of voluntary control of well-being and controlled harmonization of mood. Continue in the direction of comprehending the miracle of transformative creativity of conscious development. The choice in the systematic replenishment of energy always has a person who knows himself, his needs and ways to satisfy them.

Parasympathetic Concomitants of Habitual, Spontaneous, and Instructed Emotional Suppression

2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević
Keyword(s):  
Negative Emotion ◽  
Self Regulation ◽  
Experimental Manipulation ◽  
Task Demands ◽  
Self Control ◽  
Integration Model ◽  
Sinus Arrhythmia ◽  
Emotional Suppression ◽  
Emotion Experience ◽  
Similar Relation

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.

Institutional Specifics of Business Self-regulation

2003 ◽  
pp. 88-98 ◽  
Author(s):  
A. Obydenov
Keyword(s):  
Economic Activity ◽  
Self Regulation ◽  
Institutional Arrangement ◽  
Voluntary Membership ◽  
Sufficient Set ◽  
The Subject ◽  
Necessary And Sufficient ◽  
Object Of Control ◽  
Self Enforcement

Self-regulation appears to be a special institution where economic actors establish their own rules of economic activity for themselves in a specific business field. At the same time they are the object of control within these rules and the subject of legal management of the controller. Self-regulation contains necessary prerequisites for fundamental resolution of the problem of "controlling the controller". The necessary and sufficient set of five self-regulation organization functions provides efficiency of self-regulation as the institutional arrangement. The voluntary membership in a self-regulation organization is essential for ensuring self-enforcement of institutional arrangement of self-regulation.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

THE G77@50 AND THE STRUGGLE FOR A DECOLONIAL FUTURE

2016 ◽  
Vol 31 (1) ◽  
pp. 1-6
Author(s):  
Siphamandla Zondi
Keyword(s):  
Latin American ◽  
Crucial Role ◽  
Introductory Article ◽  
Colonial Legacies ◽  
The Subject ◽  
Good For

 This introductory article outlines the importance of the subject discussed in this edition of UNISA’s Latin American Report, the Group of 77+ China. It seeks to locate this discussion at the centre of the search for an alternative world to one that remains haunted by colonial legacies and new imperial designs. It makes the point that the G77 is born into an evolving pursuit of a dream for a world in which former colonies realise fully their aspirations for a future that is good for all. It shows that the G77 has played a crucial role in this, while it also poses questions about the Group’s ability to implement what it works so hard to reach consensus on.

Program-Target Budgeting as a Tool for Investment Stimulation of Business

2018 ◽  
Vol 11 (3) ◽  
pp. 77-82 ◽  
Author(s):  
A. I. Masterov
Keyword(s):  
Current Practice ◽  
Negative Impact ◽  
Key Factors ◽  
Economic Sectors ◽  
State Budget ◽  
Research Findings ◽  
The Subject ◽  
Program Budgeting ◽  
Large Investment ◽  
Stimulation Of

The paper discusses the use of the program-targeted budgeting methodology in the investment stimulation of business in the most problem sectors of the economy. The subject of the study is the dynamics of business activity in key economic sectors adversely affected by factors of the economic and geopolitical nature. The purposes of the study were to identify the key factors that have a negative impact on economic growth and seek options for investment stimulation of business activities in the most problem sectors of the economy using state budget funds. It is concluded that the current practice of budget investment is associated with significant risks and poor justification of investment decisions. Therefore, the American practice of the program budgeting in the implementation of large investment infrastructure projects using budget funds seems to be advantageous. Based on the research findings, methods for increasing the effectiveness of program-target budgeting tools under the Russian conditions are proposed.

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