scholarly journals THE IMPORTANCE OF THE PSYCHOLOGICAL CLIMATE AT A GROUP AND THE FEATURES OF LEARNING MOTIVATION AT SOCIAL-PSYCHOLOGICAL ADAPTATION OF FIRST-YEAR UNIVERSITY STUDENTS

2020 ◽  
Vol 6 (1) ◽  
pp. 119-129
Author(s):  
Tetiana Shcherbak ◽  
◽  
Svetlana Pukhno ◽  
Keyword(s):  
University Students ◽  
Psychological Adaptation ◽  
Learning Motivation ◽  
Psychological Climate ◽  
First Year ◽  
Social Psychological ◽  
First Year University

scholarly journals SELF-DEVELOPMENT COMPETENCE OF FIRST-YEAR UNIVERSITY STUDENTS AS AN INTERDISCIPLINARY PROBLEM

2020 ◽  
Vol 54 (4) ◽  
pp. 74-79
Author(s):  
E.V. SYSOEVA ◽  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Psychological Adaptation ◽  
Federal State ◽  
First Year ◽  
Structural Components ◽  
Existential Approach ◽  
Self Development ◽  
Definition Of ◽  
First Year University

Statement of the problem. The article analyzes the philosophical-sociological and psychological-pedagogical literature on the problem of forming a universal self-development competence in the preparation of university students. The problem is the universal nature of the competence and the ambiguity of its interpretation and allocation of structural components. The purpose of the article is to clarify the definition of self-development competence among first-year university students from the standpoint of the existential approach (M.I. Rozhkov). The research methodology consists in the analysis and synthesis of normative legal acts, program documents in higher education, works of Russian and foreign researchers on the problem of students’ self-development. The result of the study is a more accurate definition of “self-development competence” among first-year university students within the framework of the existential approach, taking into account the identified age characteristics, the specifics of educational motivation and socio-psychological adaptation of students at the stage of transition from secondary to higher school. The revised concept interpretation of “self-development competence of first-year university students” and the identified structural components allow the teacher to timely determine the level and develop the ability of students to predict, according to the motivational-target, cognitive-prognostic, activity-reflexive components of the self-development competence with the modern requirements of the Federal State Educational Standard of Higher Education 3++, developed on the basis of professional standards and approved in 2017.

scholarly journals Peculiarities of the First Year University Students’ Motivation for Learning in Samples of Riga and Smolensk

2021 ◽  
Author(s):  
Jelena Jermolajeva ◽  
◽  
Svetlana Silchenkova ◽  
Larissa Turusheva ◽  
◽  
...  
Keyword(s):  
Tertiary Education ◽  
International Study ◽  
Learning Motivation ◽  
Psychological Climate ◽  
First Year ◽  
Educational Strategies ◽  
First Year Students ◽  
Motivation For Learning ◽  
First Year University ◽  
The Impact

The demand for tertiary education among young people is growing worldwide. However, in the first months of the studies, freshmen face increasing difficulties, which sometimes negatively affect their learning motivation. For the successful pedagogical process, teachers need to study the motivation of students of the first study year, monitor it and take into account its peculiarities while developing learning materials and choosing educational strategies. The article presents the results of an international study of freshmen’s motivation. The study aim to compare the motivation of the first-year students at the universities of Riga and Smolensk, to identify prevailing motives and to assess the impact of the psychological atmosphere in the student group on their motivation. In the survey carried out in December 2019, 129 students from two universities in Riga (Latvia) and Smolensk (Russia) participated. The tools for collecting information were the technique of diagnostics of learning motivation by 7 content scales and the technique of measuring the psychological climate in the collective by 10 bipolar scales. For data processing, descriptive statistics, analysis of statistical indicators, and Spearman correlation analysis were used. In both national samples, professional motives for learning prevail over other motives, while prestige motives and avoidance motives take the penultimate and last place relatively. The importance of other groups of learning motives is assessed somewhat differently. For the Smolensk sample of students it was found out that their motivation to learn depends on the psychological atmosphere in the group, especially on the overall atmosphere of success in the group. However a similar correlation has not been revealed in the survey of the Riga sample of students. The study shows that a few months after the start of studying, the first-year students’ overall motivation has not dropped below the critical level. However, for more successful training, it could and should be improved. Some ways to increase freshmen’s motivation for learning are proposed in the article.

scholarly journals Guiding Questions Method and Extrinsic Learning Motivation of First Year University Students

2015 ◽  
Vol 30 (3) ◽  
pp. 148-154
Author(s):  
Ermida Simanjuntak
Keyword(s):  
University Students ◽  
Experimental Method ◽  
Extrinsic Motivation ◽  
Learning Motivation ◽  
First Year ◽  
General Psychology ◽  
Paired Sample ◽  
Quasi Experimental ◽  
First Year University ◽  
Guiding Questions

The study aimed to examine the effects of guiding questions method on university students’ extrinsic motivation to study. The theory used was the ARCS model from Keller (1987) regarding extrinsic motivation to study. This study used a quasi-experimental method using a sample of 51 university students enrolled in General Psychology subject. Measurement used was an extrinsic motivation to study scale consisting of ARCS aspects which are attention, relevance, confidence, and satisfaction. Data was analysed using paired sample t-test and results showed that the guiding questions method was not effective to increase students’ extrinsic motivation to study. However, results also showed an increase in the ”satisfaction” aspect of extrinsic motivation to study following the guiding questions method.

scholarly journals Factors associated with depressive episode among first year University students in Serbia

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Čanković ◽  
D Čanković ◽  
I Radić ◽  
D Rakić ◽  
S Ukropina ◽  
...  
Keyword(s):  
Mental Health ◽  
Logistic Regression ◽  
Depressive Symptoms ◽  
University Students ◽  
Depressive Episode ◽  
Social Health ◽  
Support Network ◽  
First Year ◽  
Behavioral Factors ◽  
First Year University

Abstract Background Some findings indicate that university students are at higher risk of depression despite being a socially advantaged population, showing that 15 to 25% of them develop some type of mental disorder during graduation, and depression is one of the most prevalent. The aim of this study was to investigate the prevalence of depressive symptoms and its association with gender, material status, social health, and behavioral factors among university students. Methods The research represents a cross-sectional study conducted at the University of Novi Sad, Serbia. The research involved 455 first-year students. The average age of participants was 19.3 years (72.1% girls and 27.9% boys). Patient Health Questionnaire (PHQ-9) was used to measure depressive symptoms (cut point for depressive episode ≥10). Additional questions were focused on self-assessed material status, social health, and behavioral factors (smoking and alcohol use). The binary logistic regression model was used to estimate the association between depression and observed independent variables. Results The prevalence of moderate to severe depressive episode among students was 18.0%, with no gender differences. Out of the total, 11.0% of students had suicidal thoughts or thoughts of hurting themselves. Multivariable logistic regression showed that self-assessed poor material status (OR = 2.04; 95%CI: 1.06-3.89), self-assessed poor social health (OR = 8.9; 95%CI:4.87-16.42) and smoking (OR = 2.18; 95%CI: 1.09-4.39) were significant predictors of depression among first-year university students. Conclusions High prevalence of depressive episode among university students call for the action for the promotion of mental health, particularly among those of lower socioeconomic status, and points out the importance of social health and social network in the prevention of mental disorders. Key messages Students on the first year of University should be screened for depressive symptoms. It is important to educate students on how to create a strong support network and to implement intervention programs for improving mental health through fostering healthy lifestyles change.

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