scholarly journals The Use of Mathematical Statistics Methods in Modelling the Psychophysiological «Value» of Cognitive Activity of Students with Different Levels of Academic Success

TEM Journal ◽  
2021 ◽  
pp. 1325-1335
Author(s):  
Iryna Kalynychenko ◽  
Hanna Zaikina ◽  
Hanna Latina ◽  
Olha Skyba ◽  
Dmytro Kalynychenko
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Regression Models ◽  
Average Length ◽  
Cognitive Activity ◽  
Risk Groups ◽  
Mental Activity ◽  
Educational Process ◽  
Different Levels ◽  
Mathematical Interpretation

Mathematical interpretation of the psychophysiological «value» of modern schoolchildren’ cognitive activity will allow to identify risk groups, especially among students with high and average academic achievement. The results allowed to establish dependence of the type of functions and properties, at the expense of which the «value» of the students’ activity was manifested, from the way of organizing the educational process. The article argues that regression models of psychophysiological «value» have different filling of variables depending on gender, intensity of information and physical loads. The variables that are most often included in psychophysiological «value» regression models, i.e., are the most important markers of change in the «price» of activity of students with high academic achievement, include thinking flexibility level, extraversion, anxiety level, speed of complex visualmotor reaction, as well as average length of cardiocycles during mental activity.

scholarly journals The Development of Students' Emotional Intelligence in English Lessons as a Factor in their Adaptation to Modern Living Conditions

2019 ◽  
Vol 7 (13) ◽  
Author(s):  
Iryna Bol. Humeniuk
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
English Language ◽  
Personality Development ◽  
Cognitive Activity ◽  
Living Conditions ◽  
Educational Process ◽  
Motivation For Learning ◽  
Different Levels ◽  
Development Of Students

The article deals with the importance of the development of students` emotional intelligence in English lessons as a factor in their adaptation to modern living conditions, to activities in a rapidly changing world.The necessity to study and use emotions in the lesson to reveal the emotional potential of the participants of the educational process and develop the emotional intelligence in them at different levels of learning is justified. It is noted that many social, psychological and physiological deviations are connected with a strong load on the nervous system, the human psyche and the person`s inability to adapt to modern conditions of life creates a problem and complicates life.It is emphasized that when learning a language, we take into consideration not only the students` ability, level of their intellect, but also the emotional sphere, the psychological atmosphere in which the educational process takes place, we use different strategies of emotional intelligence development, create a microclimate in the lessons that will promote formation of positive motivation for learning a foreign language, the learning will be more successful and students will develop the ability to analyze their own and their companions` emotional state and actions, think and make decisions, act decisively and correctly in unexpected or difficult life situations, that is, to show adaptive behavior in emotional situations. It was also noted that the question of the importance of the development of emotional intelligence in the study of language was interesting not only for psychologists, but also for educators. A large number of scientists from various fields both in Ukraine and abroad research this problem. Knowledge and emotional-value components of the educational process in English can be realized through properly selected material, forms of work, kinds and types of exercises.The article presents forms, methods and means of organizing the educational process at different levels of learning that affect the development of the emotional component, contribute to the effectiveness of the English language learning process and the creation of a positive emotional atmosphere in the classroom. It is concluded that emotional intelligence is an important component of personality development that can be developed and improved throughout the study period.Emotional intelligence cannot be viewed without child's cognitive activity. Holistic education is the unity of emotional and intellectual spheres. It is impossible to form a person capable of adaptation in the modern life without it.

scholarly journals Cognitive Activity: Philosophical Analysis, Psychological and Pedagogical Characteristics

2018 ◽  
Vol 50 ◽  
pp. 01083
Author(s):  
Ekaterina Korobova ◽  
Irina Kardovich ◽  
Marina Konysheva ◽  
Dina Mironova
Keyword(s):  
Information Society ◽  
Cognitive Activity ◽  
Special Kind ◽  
Mental Activity ◽  
Educational Process ◽  
Philosophical Analysis ◽  
Whole Process ◽  
The World

Cognition is an integral part of a person’s orientation in the world. It is studied by different sciences – philosophy, sociology, pedagogics, and psychology. In information society, the role of cognition and the ways it is realized are becoming extremely important. Cognitive activity is an essential part of cognition. It is formed and developed in the process of education. Cognitive activity is traditionally regarded as a special kind of mental activity. There are different components of cognitive activity and levels of its development. The higher the level of cognitive activity is, the more efficient the whole process of education is as knowledge is acquired more quickly and at a higher level. Cognitive independence combined with cognitive activity can radically improve the whole process of cognition. Thus, the task of an educational process is to activate cognition and develop cognitive independence by different methods and approaches.

scholarly journals Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement

2021 ◽  
Vol 26 (5) ◽  
pp. 30-42
Author(s):  
T.G. Fomina ◽  
E.V. Filippova ◽  
V.I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Student Engagement ◽  
School Engagement ◽  
Self Regulation ◽  
Educational Process ◽  
Student Academic Achievement ◽  
Student Groups ◽  
Average Value ◽  
Grade 11

The study seeks to examine the longitudinal relationship between school en¬gagement, conscious self-regulation, and student academic achievement. Research analysis covers the data obtained in two longitudinal studies of two student groups: 8—9 graders (N=106) and 10—11 graders (N=96). Diagnostics of self-regulation was carried out by means of “Self-Regulation Profile of Learn¬ing Activity Questionnaire — SRPLAQ”, school engagement was assessed using “A Multidimensional School Engagement Scale» (Wang et al., 2019; Fomina, Mo¬rosanova, 2020). The average value of annual marks in core academic subjects served as an indicator of academic achievement. The measurements were taken twice, with one-year interval. The study revealed significant changes (decrease) in the level of students’ school engagement during their transition from grade 8 to grade 9. When moving from grade 10 to grade 11, the students significantly increase their levels of self-regulation, school engagement, and academic perfor¬mance. Cross-lagged panel analysis made it possible to establish that conscious self-regulation is a significant predictor of successful learning and high student engagement during the transition to the 9th grade. Whereas in grade 11, student engagement in the educational process, as well as previous academic success, plays a more significant role for successful learning. The data obtained allowed for specifying the directions of the causal relationship between school engage¬ment, conscious self-regulation, and academic achievement of students in differ¬ent periods of schooling.

scholarly journals EXCELLENT ACADEMIC ACHIEVEMENT: DO INTELLECTUAL HUMILITY AND EMOTIONAL INTELLIGENCE MATTER?

2021 ◽  
Vol 40 (2) ◽  
pp. 265-278
Author(s):  
Aurelius Ratu ◽  
Ni Gusti Made Rai ◽  
Eka Dian Savitri
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Important Variable ◽  
Educational Process ◽  
First Year ◽  
Intellectual Humility ◽  
Second Phases ◽  
Second Year ◽  
The Relationship

Since emotional intelligence receives much attention in the context of academic success and intellectual humility is frequently studied in the context of career path, research concerning the relationship between emotional intelligence and intellectual humility on academic achievement is a necessity. This study aims to investigate that relationship while contributing to higher education on the insight to an employable graduate. The quantitative approach was implemented as the research framework by applying independent t-test and multiple regression in the first and second phases respectively. We found that the total score of intellectual humility and emotional intelligence for students (male and female) in the first year have a significant effect, while only the total score of intellectual humility among male in the second year has a significant effect on GPA (n = 531). Acknowledging academic achievement is an important variable in student’s academic process and intellectual humility to continuously plan, adapt, adjust, and evaluate their set of competencies, while simultaneously their engagement in a non-academic activity should be fostered. Besides, we suggest a mentor programme on both career and academic dimensions to make them enjoy and comfortable during their educational process. An understanding of IH during the educational process is impossible without serious attention to emotion, including the religious dimension.

scholarly journals Motivation of educational activity as the main trigger of the improvement of dental students’ academic success in the discipline of “Therapeutic stomatology”

2018 ◽  
Vol 22 (4) ◽  
pp. 702-706
Author(s):  
Т. О. Tepla ◽  
М. М. Shinkaruk-Dykovytska ◽  
S. V. Dmytrenko ◽  
A. V. Povsheniuk ◽  
O.V. Muntian
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Professional Training ◽  
Dental Students ◽  
Educational Process ◽  
Educational Activity ◽  
Social Significance ◽  
Motivation For Learning ◽  
High Level ◽  
Level Of Motivation

Special attention should be paid to the motivation of educational process, because, the motives themselves, directly affect the quality of professional training and the formation of a professional personality. The aim of the article is to investigate the motivational structure of the students’ educational activity in the dental community and its relationship with academic achievement in the discipline “Therapeutic dentistry”. The structure of motivation for the educational activity of 161 fourth year dental students was studied by the methodology of I. T. Ilyina, which involves the study of motivation according to three scales: “Acquisition of knowledge”, “Mastering the profession” and “Obtaining a diploma”. The interrelation between different types of motivation and the academic success of the interviewed students is studied. It was established that in the structure of motivation of educational activity of dental students positive motives prevail over negative ones in 2.4 times, which indicates the qualitatively high level of motivation of these students. The rather high level of motivation of the interviewed students is probably related to the prestige of the chosen profession, its social significance and sufficient material security. With students who have high and average index of academic achievement cognitive and professional motives are uppermost, which indicates their orientation to obtain strong professional knowledge and practical skills. Students with a low index of academic achievement have a dominant pragmatic motivation for learning, which indicates their superficial motivation in order to achieve the main goal — obtaining a diploma. The given results testify to the favorable influence of positive motivation on academic achievement of students of the dental profile and, as a consequence, on the level of professional training of doctors in the field of “Dentistry”. The prospect of further research is the introduction into the educational processes of the Department of Therapeutical Stomatology in National Pirogov Memorial Medical University innovative pedagogical methods that motivate for educational activity, and research of their influence on the level of academic achievement of dental students.

scholarly journals DEVELOPMENT OF EMOTIONAL COMPETENCE IN EXAM SITUATIONS WITH STUDENTS WHO ACHIEVE DIFFERENT ACADEMIC SUCCESS AND STUDY DIFFERENT STUDY PROGRAMS

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Zlatko Pavlović ◽  
Sonja Kaurin ◽  
Bilјana Sladoje-Bošnjak
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Emotional Competence ◽  
Emotional Competencies ◽  
Study Program ◽  
Theoretical Part ◽  
Study Programs ◽  
Practical Implications ◽  
Different Levels

The authors, in the theoretical part of the paper, define and explain the concept of emotional competence, as well as skills that should be developed and strengthened within the mentioned concept. Also, the importance of emotional competence in exam situations for the academic success of students has been presented, which is supported by the presentation of research related to this topic. The aim of the study was to examine whether students with different academic achievement and from different study programs showed different levels of emotional competence in exam situations. The research was conducted on a sample of 115 students from the Faculty of Philosophy, University of East Sarajevo. The paper presents the results of examining the differences in the development of emotional competence in exam situations in students with different academic achievement and the results of examining the differences in the development of emotional competence in students in exam situations depending on the study program they study. The findings show that there are no differences in the development of emotional competence in exam situations in students with different academic achievement, but there are differences when it comes to the development of emotional competence in exam situations depending on the study program that students’ study. This research is a contribution to a better understanding of students' emotional competencies in exam situations and may have practical implications in terms of understanding the importance of improving the emotional sphere in all study programs by expanding study objectives so that they include developing of students' emotional competencies. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

scholarly journals Characteristics of students’ academic adaptation at different levels of education in Russia

2021 ◽  
Vol 52 (4) ◽  
pp. 370-380
Author(s):  
Rail M. Shamionov ◽  
◽  
Elena S. Grinina ◽  
Keyword(s):  
Academic Success ◽  
Inclusive Education ◽  
Professional Education ◽  
Academic Motivation ◽  
Personality Development ◽  
Preschool Education ◽  
Educational Process ◽  
Personality Factors ◽  
Academic Adaptation ◽  
Different Levels

Introduction. The relevance of the study is conditioned by the need to find effective ways of adaptation due to changing conditions of education and personality development, as well as to inclusion of students with various educational needs and capabilities in the educational process, including those with disabilities (health limitations) and chronic diseases. Currently, there is no conceptual and systematic elaboration of theoretical provisions and experimental research in the field of academic adaptation. Materials and methods. The materials of the study are articles from Russian periodicals. The research method is theoretical analysis of the problem of academic adaptation at different levels of education. Results of the study. Major studies of academic adaptation in Russia are focused on the problems of determining its criteria, age specificity, factors and conditions for successful adaptation, the development of a diagnostic tool, its characteristics in inclusive education, etc. The specificity of academic adaptation at different levels of education is associated with gaining experience of adaptation and psychological development of a student. The determinants of academic adaptation differ depending on the educational level. In the conditions of preschool education the determinants are games and the experience of interaction with peers and adults, psychosomatic development; in the conditions of primary education the determinants are communication skills, educational motivation, interaction with the teacher; in the conditions of secondary education the determinants are correspondence of the educational process organization with characteristics and capabilities of students, interaction with peers and adults; in the conditions of special professional education the determinants are psychophysiological characteristics of students, personality factors (academic motivation, self-reflection), interpersonal factors. Discussion and conclusion. Analysis of academic adaptation as a multicomponent phenomenon makes it possible to develop means of its optimization and to create conditions for children and adults’ academic success in the educational system. Within the context of modern education it is important to study students’ academic adaptation in an inclusive educational environment, the development of the concept of academic adaptation as a process of successive change of its foundations, factors and mechanisms at different educational levels.

Cognitive activity as an important element of the educational process in a modern school

2021 ◽  
Vol 15 (2) ◽  
pp. 75-79
Author(s):  
Фируза Фарман гызы Багирова ◽  
Keyword(s):  
Key Words ◽  
Cognitive Activity ◽  
Mental Activity ◽  
Educational Process ◽  
Theory And Practice ◽  
Present Level ◽  
Modern School ◽  
Teaching Aids ◽  
Technical Teaching ◽  
Further Development

The activation of the cognitive activity of students is one of the urgent problems at the present level of development of pedagogical theory and practice. In the process of cognition, such forms of mental activity as foresight, imagination, intuition are involved. They are based on accumulated knowledge and make it possible to predict the further development of objects and phenomena of the surrounding reality. It is necessary to activate the cognitive activity of students and increase interest in learning at every stage of any lesson, using various methods, forms, and types of work for this: a differentiated approach to children, individual work in the lesson, various didactic, illustrative handouts, technical teaching aids, and others. Key words: modern pedagogy, cognition, lesson, cognitive activity, psychology

scholarly journals Evaluation of the relationship between social level perceived as the predictor of academic achievement and solitude in nursing studentsHemşirelik öğrencilerinde akademik başarının yordayıcısı olarak algılanan sosyal düzeyi ile yalnızlık arasındaki ilişkinin incelenmesi

2016 ◽  
Vol 13 (2) ◽  
pp. 3033 ◽  
Author(s):  
Yurdanur Dikmen
Keyword(s):  
Social Support ◽  
Academic Achievement ◽  
Academic Success ◽  
Nursing Students ◽  
Stepwise Regression ◽  
Pearson Correlation ◽  
Educational Process ◽  
Positive Contribution ◽  
Teacher Student ◽  
The Relationship

In this study, it was aimed to determine the predictive power of perceived level of social support and solitude levels in academic achievements in nursing students. The sample of the study consisted by 451 students who were studying at the Department of Nursing in a public university in 2014-2015 academic years. 360 of students (79.9%) were female, 91 (20.1) were male. The average age of students was found to be 20.97 ± 1.23 and the average academic achievement was 2.36 ± 0.86. Data were collected by using Student Identification Form, Perceived Social Support Scale (PSSS) and UCLA Loneliness Scale. The relationship between level of loneliness and social support of among students was analyzed by Pearson Correlation analysis. In order to determine the predictive variables of academic achievement contributed in which alignment, stepwise regression techniques were used. PSSS mean scores of students was found to be 128,18 ± 6,02, UCLA mean score was 38,02 ± 8,02. As a result of the regression analysis, it was found that the educator’s support, family support and solitude variables predict the academic achievement, gender, grade level and support of friends do not predict. Educator’s support variable was seen as predictor of academic achievement in the first place and this support explains alone the 11.8% of the academic achievement of nursing students. It can be useful to plan the development of plans such as developing social relationships to student, educator and family in order to develop the skills of students to benefit from social support resources, social support skills programs, seminars of teacher-student relationship. At the same time, it can make a positive contribution that the nurse educators’ supportive, without prejudice, patient behaviors in the educational process to academic success of students. ÖzetBu araştırmada, hemşirelik öğrencilerinin çevreden algıladıkları sosyal destek düzeyi ve yalnızlık düzeyinin akademik başarılarını yordama gücünü belirlemek amaçlanmıştır.Araştırmanın öreklemini, 2014-2015 akademik yılında bir kamu üniversitesi Hemşirelik Bölümünde öğrenim gören 451 öğrenci oluşturmuştur. Öğrencilerin 360'ı (%79.9) kız,  91'i (%20.1) erkektir. Öğrencilerin yaş ortalaması 20.97±1.23 olup, akademik başarı ortalaması ise 2.36±0.86 olarak bulunmuştur. Veriler, Öğrenci Tanıtım Formu,Algılanan Sosyal Destek Ölçeği (ASDÖ) ve UCLA Yalnızlık Ölçeği kullanılarak toplanmıştır. Öğrencilerin yalnızlık düzeyi ile sosyal destek düzeyi arasındaki ilişki Pearson Korelasyon analizi ile incelenmiştir. Öğrencilerin akademik başarısını yordayan değişkenlerin hangi sıra ile katkı sağladığını belirlemek için adımsal (stepwise regression) regresyon teknikleri kullanılmıştır. Öğrencilerin ASDÖ puan ortalaması 128,18±6,02, UCLA puan ortalaması 38,02±8,02 olarak bulunmuştur. Yapılan adımsal regresyon analizi sonucunda eğitimci desteği, aile desteği ve yalnızlık değişkenleri akademik başarıyı anlamlı olarak yordamakta, cinsiyet, sınıf düzeyi ve arkadaş desteği ise yordamamaktadır. Eğitimci desteği değişkeninin öğrencilerin akademik başarısını ilk sırada yordadığı görülmü olup, tek başına eğitimci desteği değişkeni hemşirelik öğrencilerinin akademik başarılarının %11.8’ini açıklamaktadır. Öğrencinin sosyal destek kaynaklarından yararlanma becerisini geliştirmek amacıyla öğrenci, eğitimci ve ailelere yönelik sosyal ilişkileri geliştirme, sosyal destek beceri programı, eğitimci-öğrenci ilişkilerini geliştirme seminerleri gibi programların planlanması yararlı olabilir. Aynı zamanda hemşire eğitimcilerin, eğitim sürecinde öğrencilere karşı sabırlı, önyargısız, onları destekler biçimde davranmaları öğrencilerin akademik başarısına olumlu katkılar sağlayabilir.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Sign in / Sign up

Export Citation Format

Share Document