scholarly journals METHODICAL BASES OF ORGANIZING AND CONDUCTING THE PROGRAM OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR PARENTAL COMPETENCE FORMATION

2018 ◽  
pp. 77-84
Author(s):  
O. O. Andronnikova ◽  
M. A. Evdokimova
Keyword(s):  
Self Regulation ◽  
Self Determination ◽  
Parental Competence ◽  
Level Of Activity ◽  
Complex Process ◽  
Medium Level ◽  
Operational Activity ◽  
Executive Level ◽  
Hierarchical Scheme

The article analyzes the issues of organizing a system of psychological and pedagogical support in the formation of parental  competence. It features the phenomenon of psychological and  pedagogical support, its substantive and essential content. The  authors have proved that psychological and pedagogical support acts as special conditions ensuring the effective formation of conscious  parenthood. A hierarchical scheme of parental competence, including  three levels, serves as a methodological basis for planning  the impacts within the organization of psychological and pedagogical support. The highest level is associated with ensuring  the self-determination of behavior and the formation of the value- semantic bases of parenthood. The medium level ensures the  solution of problems of self-regulation through reflection and the  building of social interaction in activities. The third one is responsible for the operational and executive level of activity. The substantive  basis of the model of the formation of parental competence is  represented by cognitive, motivational-value, operational-activity  and socio-psychological components. The article also describes the  structure of activity, forms, methods and technologies of realization  of psychological and pedagogical support of parents. It introduces a  model of psychological and pedagogical support, which is a complex process of interaction of all participants in this pr ocess.

Family Reflections on the Foundations of Self-Determination in Early Childhood

Inclusion ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 175-194 ◽  
Author(s):  
Jean Ann Summers ◽  
Mary Jane Brotherson ◽  
Elizabeth J. Erwin ◽  
Susan P. Maude ◽  
Susan B. Palmer ◽  
...  
Keyword(s):  
Online Survey ◽  
Service Providers ◽  
Self Regulation ◽  
Self Determination ◽  
Choice Making ◽  
Young Children With Disabilities ◽  
Foundational Skills ◽  
Home And School ◽  
Depth Interviews

Abstract This study investigated families' perspectives about and strategies used to develop foundational skills (i.e., choice-making, self-regulation, and engagement) leading to the development of the self-determination of their young children with disabilities. Two research questions guided the study: (1) What do families believe is important when working with practitioners in partnership to build foundational skills leading to self-determination at home and school? (2) What do families think about providing opportunities for developing these skills, and how do they provide such opportunities? Qualitative data were collected through in-depth interviews and an open-ended online survey. Families reported a variety of strategies used to develop choice-making, self-regulation, and engagement skills. Results can assist early education service providers to better understand how families conceptualize choice-making, self-regulation, and engagement for their children to successfully build partnerships and engage families.

scholarly journals The Formation of the Subjectivity of Schoolchildren on the Way of their Professional Self-Determination: Collaboration of School and University

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
N. E. Serebrovskaya ◽  
I. S. Kohergina
Keyword(s):  
General Education ◽  
Personal Development ◽  
Self Regulation ◽  
Personal Characteristic ◽  
Point Of View ◽  
Self Determination ◽  
Educational Activity ◽  
The Future ◽  
Professional Self

Introduction. The interest of the scientific community in the issue of ontogeny of subjectivity in the era of changes in all spheres of life, the reform of national education associated with the digitalization of education and other challenges is growing again. The problem of psychological support for the formation of subjectivity during the period of study at school is of particular relevance. It is subjectivity that is an integrative characteristic of a student's personality associated with transformative activity and the achievement of one's own goals. Subjectivity determines how a person interacts with the surrounding world and people, how he defends his position in interaction with people and society as a whole. The personal and professional choice of a student is associated with the ability to understand and model possible alternatives to his life path and to be responsible for the results. In primary school age, there are personal prerequisites for the development of subjectivity. The components of subjectivity in the structure of a student's personality are his features, such as the presence of an educational and professional motive, a motive for achievement and development, responsibility for one's actions and decisions, the ability to control oneself in a variety of situations, including difficult life situations, and an active behavioral position. School education, which includes not only the pedagogical influence on the student, but also his subjective educational activity, involving his active participation in building his own personality, is precisely the space that bears a great semantic and functional load from the point of view of the formation and development of intrapersonal mechanisms and formations. The creation of "correct", creative conditions for the education and development of a child in the process of schooling is a significant moment in the work on the formation of his subjectivity, including in relation to the choice of a professional path. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates.Materials and Methods. The article is an analytical review with elements of a pact research, where an attempt was made to systematize scientific psychological and pedagogical knowledge on the problem of the formation of subjectivity during the period of schooling. To study this personal characteristic, we conducted a theoretical and empirical study. The formation of subjectivity is due to the development of self-awareness and the motivational-semantic sphere of the individual. The most important, from our point of view, are such criteria for the development of subjectivity in a student as motivational indicators, the ability to reflect, the nature of interaction with adults, and the level of self-regulation. In accordance with the criterion-level approach, we identified three levels of development of the subjectivity of schoolchildren: low, medium and high.Results. All selected and studied by us criteria of subjectivity of primary and secondary schoolchildren are in the stage of active formation. That is why this study is of a trial, pilot nature. The data we have obtained demonstrate only the existing trend in relation to the personal development of children at certain stages of schooling. That is why the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement.Discussions and Conclusions. The conclusion is substantiated that the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement, which is a promising direction for further theoretical and empirical research. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates. Based on the results of the study, we consider it necessary to create meaningful and systemic conditions conducive to the development of the child's ability to subjective activity, awareness of himself and his life. The conditions are listed, that allow the development of the child's internal potential as a subject of his own activity in various aspects, not only educational, but also extracurricular, conducive to creative activity and self-development.

scholarly journals What Drives and Motivates the Division III Female Basketball “Benchwarmer” to Compete Every Day?

2013 ◽  
Vol 6 (2) ◽  
pp. 205-208
Author(s):  
Kelly S. Witte ◽  
Teri J. Hepler ◽  
Tiffany Morton
Keyword(s):  
Intrinsic Motivation ◽  
Self Regulation ◽  
Small Sample ◽  
The Self ◽  
Self Determination ◽  
Self Awareness ◽  
Division Iii ◽  
Playing Time ◽  
Perceived Choice

This study was designed to give coaches insight into the motivation, and self-determination of players who have different roles on the team to ultimately assist with recruiting, retention, coaching preferences, and/or leadership adjustments. The purpose of this project was to examine what motivates and drives NCAA Division III female basketball athletes to compete and continue to work hard every day without the incentive of scholarships. Specifically, we compared the motivation (both intrinsic and extrinsic) and self-determination of players in different roles: starters, substitutes, and “benchwarmers.” Female intercollegiate basketball players (N = 53) from 8 public universities participated in the study. At the end of the season, participants completed a survey addressing their motivation and self-determination in basketball. Motivation and self-determination were measured by modified versions of the Self-Regulation Questionnaire- Exercise and the Self-Determination Scale, respectively. Moreover, based on the self-reported average playing time, participants were categorized as starters (20 or more minutes), subs (6-20 minutes), or benchwarmers (0-5 minutes). The three playing status groups were then compared on various aspects of motivation and self-determination. In terms of motivation, benchwarmers tended to score higher than starters and subs on items most related to intrinsic motivation (e.g., intrinsic motivation, identified regulation). However a one-way MANOVA indicated no significant differences in motivation based on playing status, F (8, 94) = 1.13, p = .35. The means of the benchwarmers, subs, and starters were quite similar on the selfdetermination subscales of perceived choice and self-awareness. Likewise, the results of a oneway MANOVA revealed no significant differences between benchwarmers, subs, and starters in perceived choice or self-awareness, F (4, 98) = 0.58, p = .68. While no significant statistical differences were discovered, bench warmers did tend to score higher on intrinsic motivation than did their counterparts who averaged more playing time. This trend should not be overlooked simply because there were no statistically significant differences, which may be due to a small sample size. Understanding what motivates all athletes regardless of playing status is an important step to improving performance, satisfaction, and retention of Division III athletes. For instance, knowing what drives the benchwarmer is important for coaches because these players are responsible for challenging the starters in practice and preparing them for the other team. Likewise, benchwarmers also act as an important source of support during competition. Moreover, coaches should seek opportunities to enhance the intrinsic motivation of subs and starters, as participating in Division III lacks some of the major external rewards such as scholarships and other incentives that come with playing at Division I or II.

scholarly journals Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction

2020 ◽  
Vol 210 ◽  
pp. 20004
Author(s):  
Asya Berberyan
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
School Teachers ◽  
Creative Development ◽  
University Teachers ◽  
The Relationship

The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.

scholarly journals Quality Indicators of Self- Determination of Special Education Programs in Jordan

2014 ◽  
Vol 8 (2) ◽  
pp. 333
Author(s):  
Jamil M. Smadi ◽  
Eman K. AL-Zboon
Keyword(s):  
Special Education ◽  
Quality Indicators ◽  
Self Determination ◽  
Validity And Reliability ◽  
Education Programs ◽  
Visual Disability ◽  
Self Evaluation ◽  
Medium Level ◽  
Special Education Programs

This study aimed to identify the level of commitment of special education programs in Jordan by means of qualitative indicators for self-determination. The sample consisted of 62 special education centers and institutions: 25 for intellectual disability, 15 for hearing disability, 10 for visual disability, and 12 for physical disability. To achieve the aim of the study, a self-determination scale of qualitative indicators was developed and an acceptable level of validity and reliability was derived before being applied to special education programs. The results revealed that special education programs that employ quality indicators of selfdetermination are at medium level. Also, at the medium level were the domains of staff, institution atmosphere, family, students' services, and physical environment. However, in the domains of individual educational programs, instructional strategies and self-evaluation, the level was low. The study proposed a set of recommendations based on the findings of the study. 

HYPOADAPTIVE STRATEGY OF MEANING BUILDING AS A MANIFESTATION OF PERSONALITY INFANTILISM

2021 ◽  
Vol 23 (1) ◽  
pp. 31-35
Author(s):  
Abakumova I.V. ◽  
Grishina A.V. ◽  
Godunov M.V.
Keyword(s):  
Family Relationships ◽  
Technological Progress ◽  
Self Regulation ◽  
Self Determination ◽  
Moral Self ◽  
Personal Meanings ◽  
Social Sphere ◽  
Adaptive Mechanisms ◽  
The Individual

The processes of meaning building act as adaptive mechanisms for the reaction of the experiencing individual to changes in the external and internal world. The building of personal meanings is based on a s meaning choice that reflects the preferences of the individual in the direction of his development. The mismatch and unevenness of the biological, mental and social development of a person can lead to an insufficient level of adaptation in the form of personality infantilism. Such immaturity of the personality may be associated with incomplete formation of the emotional-volitional sphere, due to the predominance of children's character traits, the influence of upbringing and relationships with parents. The reasons for personal infantilism are the constant acceleration of scientific and technological progress, cultural variability of society, unclear prospects for life development, high competition in the professional and social sphere. An infantile person experiences difficulties in terms of regulating his activities, lack of reflection, has gaps and deformations in moral self-regulation. This leads to shortcomings in the value- meaning, educational, legal, political, socio-economic, family spheres, in the field of vocational guidance and development. Such a passive adaptation of the s meaning sphere as an insufficient manifestation of the key personality traits in situational interactions reflects a hypoadaptive meaning strategy. Signs of a mature personality: competent professional work and independent development in the chosen field of activity, stable personal and family relationships, subjectivity in relations with parents in the form of territorial and economic independence, consistent development of the range of mental, social roles and transcendental roles in various social groups, the ability to personal self-determination of the experiencing subject in relations with other people.

scholarly journals Manifestation of self-determination in personal, activity and social self-realization of students

2020 ◽  
pp. 12-21
Author(s):  
Tatyana Vladimirovna Borzova ◽  
Elena Sergeevna Plotnikova
Keyword(s):  
Personal Growth ◽  
Self Regulation ◽  
Self Determination ◽  
Social Self ◽  
Empirical Methods ◽  
Internal Condition ◽  
Self Actualization ◽  
The Subject ◽  
Low Levels

The subject of this research is the manifestation of self-determination in personal, activity and social self-realization of students. The goal consists in examination of correlation of the parameters of self-determination with personal, activity and social self-realization of students. The research methodology contains the concepts and theories of the following sholars: E. Deci and R. Ryan (people are able to become self-determined when their need for autonomy is fulfilled); D. A. Leontiev (self-determination as the superior form of self-regulation); S. L. Rubinstein (self-determination as an internal condition of activity for self-determination); A. Maslow and K. Rogers (self-realization as a process of personal growth); S. I. Kudinov (polysystemic model of self-realization). The empirical methods of research included: “Test for Self-Determination” of E. N. Osin – modification of the scale of self-determination of K. Sheldon; “Test for Life Meaningful Orientation” of D. A. Leontiev; “Ability to Self-governance” of N. M. Peysakhov; “Questionnaire on Self-Realization” of S. I. Kudinov; “Test for Self-Actualization” of L. Y. Gozman and M. V. Kroz. The result of the conducted research consists in determination of a positive correlation of the meaningfulness of life and self-expression with all types of self-realization. However, in consideration of the link between self-expression and personality, activity and social self-realization following pattern was established: self-expression on high and low levels has a tendency towards decline of the indicators of self-realization; while the average level of self-expression demonstrates higher indicators of personal and activity self-realization of the respondents.

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