Comparative analysis of professional self-awareness in first-year students and graduates of a pedagogical university

We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).

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SELF-EFFICACY AS A FACTOR OF PROFESSIONALIZATION OF STUDENTS

Educological discourse ◽

10.28925/2312-5829.2018.3-4.6849721 ◽

2018 ◽

Author(s):

Olena Muzуka

Keyword(s):

Self Efficacy ◽

Professional Activity ◽

First Year ◽

First Year Students ◽

Professional Activities ◽

Regulatory Processes ◽

Freshmen Students ◽

The Social ◽

Professional Self ◽

High Level

The article deals with the peculiarities of self-efficacy of freshmen students. The structure and possibilities of development of separate components of self-efficacy in educational-professional activity are analyzed. The results of empirical research are described and and assumptions made about inter- and intra-subjective conditions for the inclusion of self-efficacy in value-motivational regulatory processes that promote the professionalization of students. According to the results of the study, first-year students are generally determined by a rather high level of self-efficacy, which is an indicator of psychological readiness for profession. The formation of professional self-efficacy is largely influenced by the conditions of the social environment and educational and professional activities. Self-efficacy is based on value experience and internal standards of activity, defines the direction and motivation of a person. In this regard, self-efficacy is one of the most important factors for the successful professionalization of students.

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ORIENTATION PROGRAMME FOR THE FIRST-YEAR STUDENTS AS A MEANS OF SELF-AWARENESS FORMATION

Tomsk state pedagogical university bulletin ◽

10.23951/1609-624x-2017-12-42-47 ◽

2017 ◽

pp. 42-47

Author(s):

I. N. Lazareva ◽

Keyword(s):

First Year ◽

Self Awareness ◽

First Year Students

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Features of career self-determination of regional university applicants in the context of the COVID-19 pandemic

E3S Web of Conferences ◽

10.1051/e3sconf/202129105020 ◽

2021 ◽

Vol 291 ◽

pp. 05020

Author(s):

Faina Kremen ◽

Sergei Kremen

Keyword(s):

High School ◽

Self Determination ◽

First Year ◽

State University ◽

First Year Students ◽

University Admission ◽

Professional Self ◽

Personal Competencies ◽

Time Of Admission ◽

The Impact

The impact of the COVID-19 pandemic on the career plans of high school graduates in 2020 is examined in article. At the stage of graduating from high school and admission to university, career self-determination is considered in the context of professional self-determination, an indicator of the development of which is a conscious choice of a professional future. As a result of a survey and diagnostic of 127 first-year students of Smolensk State University, it was found that students who entered the university with formed professional plans have a higher level of development of personal competencies that are significant for career self-determination. Most of them implemented their university admission plans despite the limitations associated with the COVID-19 pandemics. At the same time, students who did not have formed career ideas at the time of admission experienced more difficulties in entering; their choice of the training program was due to external factors.

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COMPONENTS OF PROFESSIONAL SELF-DETERMINATION OF A PEDAGOGICAL UNIVERSITY STUDENT

Pedagogical Review ◽

10.23951/2307-6127-2020-3-36-47 ◽

2020 ◽

pp. 36-47

Author(s):

Светлана Ивановна Поздеева ◽

Светлана Васильевна Шаляпина

Keyword(s):

Self Determination ◽

First Year ◽

Prospective Students ◽

First Year Students ◽

Young Females ◽

State Pedagogical ◽

Professional Self ◽

Student Questioning ◽

Educational Migration

Представлено исследование мотивов и факторов профессионального выбора как одной из характеристик профессионального самоопределения студенческой молодежи. Материалом послужили исследования 1990-х гг. ученых Е. А. Климова, Н. В. Кузьминой, В. А. Сластенина, Г. Н. Пашкевич и проведенное авторами в октябре 2019 г. анкетирование студентов 1-го курса Томского государственного педагогического университета. Исследование проводилось на основе теоретических (анализ научной литературы и статистических данных приемной кампании 2019 г.) и эмпирических (анкетирование студентов) методов. Цель статьи – представить педагогическому сообществу факторы, влияющие на профессиональный выбор студентов-первокурсников, ставших участниками исследования 2019 г., в сравнении с исследованиями в этой области периода 1990-х гг. Были сделаны следующие выводы: получение педагогической профессии остается наиболее привлекательным для девушек; сохраняется внутригосударственная и международная образовательная миграция абитуриентов; довузовский педагогический опыт помогает сделать осознанный выбор направления подготовки в педагогическом вузе; у современных студентов-первокурсников присутствуют внутренние мотивы, но преобладают положительные внешние. По сравнению с исследованиями В. А. Сластенина, увеличился процент студентов, которые отнесли к факторам, повлиявшим на выбор педагогического вуза, факторы «желание получить высшее образование» и «так сложились обстоятельства», что дает основание говорить об актуальности содействия в профессиональном самоопределении студентов в период обучения в вузе. The article presents a look into the motives and factors of the professional choice as one of the characteristics of students’ professional self-determination. Material for this research was obtained from researches of the 1990s by the scientists E. A. Klimova, N. V. Kuzmina, V. A. Slastyonin, G. N. Pashkevich and from questionnaires of first-year students at Tomsk State Pedagogical University in October, 2019. The research was carried out by means of theoretical methods (analysis of the scientific literature and statistical data of the 2019 admission campaign) and empirical methods (student questioning). This article is compiled to reveal to the pedagogical alumni the factors influencing the professional choice of first-year students who became the participants of the research in 2019 with comparison to researches of such type carried out in the 1990s. As a result of this research the following conclusions were drawn: obtaining a pedagogical profession is the most attractive for young females; inner-state and international educational migration of prospective students remain; the pedagogical experience prospective students have before they enter a university help them to realize what major to choose at a pedagogical university; contemporary first-year students have intrinsic motives, but have more extrinsic motives. Comparing with researches by V. A. Slastyonin of the 1990s there increased the per cent of students who put forward as the factors that influenced their choice of a pedagogical university such factors as that of willing to get higher education and that of circumstances, these results allow to confirm current necessity to help students with their professional self-determination while they study at a university.

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The Good, the Bad and the Unthinkable of Learner Autonomy in EFL

LETRAS ◽

10.15359/rl.1-67.6 ◽

2020 ◽

pp. 115-144

Author(s):

Henry Sevilla Morales

Keyword(s):

Foreign Language ◽

Time Management ◽

Oral Communication ◽

Learner Autonomy ◽

First Year ◽

Self Awareness ◽

First Year Students ◽

Self Evaluation ◽

Student Portfolios ◽

Validity Measures

This study assesses the relation between self-evaluation and the development of learner autonomy (LA) in English as a foreign language (EFL). Using action-research, the investigation included 22 first-year students taking an oral communication and listening comprehension course in English at the Universidad Nacional, Costa Rica. Data collection instruments included weekly plan sheets, student diaries, and student portfolios and were subject to several validity measures. Broadly, findings suggest a connection between self-evaluation and the promotion of LA in EFL in four areas: time management, self-awareness and goal-setting, sense of achievement, and skills integration.

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Motivation-Value Component of FirstYear Student’s Subjectivity

SHS Web of Conferences ◽

10.1051/shsconf/20185001073 ◽

2018 ◽

Vol 50 ◽

pp. 01073

Author(s):

Natalya Ivantsova ◽

Irina Shilnikova ◽

Oleg Podlinyaev ◽

Natalia Shisharina

Keyword(s):

Personal Development ◽

Cognitive Activity ◽

Interaction Process ◽

University Student ◽

First Year ◽

First Year Students ◽

Professional Interest ◽

Professional Self ◽

The Subject ◽

Main Components

This article discusses one of the main components of subjectivity of a university student. According to the research, that is a motivation-value one. It presupposes the presence of a sustain motivation of the subject, leading to active educational and cognitive activity with elements of creativity. On the condition of cognitive activity based on the true interest students can get new knowledge and professional interest. Thus, we distinguish the following criteria of this component: awareness in the choice of profession, interest in educational and cognitive activity, stable professional motivation, aspiration for creative, professional self-realization. It has a pronounced focus on professional and personal development. The article reveals the problem of cognitive and professional motivation of first-year students, as well as ways of their development. Particular attention is paid to a pedagogical interaction process that is based on pedagogical support (facilitation) and is aimed at revealing and realizing the student’s personal potential, expanding his/her cognitive and professional interests and needs.

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First-Year College Student Life Experiences during COVID-19 in South Korea

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18189895 ◽

2021 ◽

Vol 18 (18) ◽

pp. 9895

Author(s):

Mikyung Jun ◽

Songyi Lee ◽

Taeeun Shim

Keyword(s):

College Students ◽

South Korea ◽

Life Experiences ◽

First Year ◽

Self Awareness ◽

First Year Students ◽

Self Reflection ◽

First Year College ◽

First Year College Students ◽

Using Data

The purpose of this study is to examine the first-year students’ experience in college during the COVID-19 pandemic to provide a better understanding of their daily life. Using inductive content analysis, this study examined the characteristics and experiences of students who started college during the COVID-19 period in South Korea. We analyzed 623 pieces of content, using data presented by a total of 81 study subjects. From this analysis, we derived 22 primary keywords, which we divided into eight categories, and then reclassified into three general topics: self-awareness (i.e., self-reflection), activities (i.e., engagement in activities), and resources (i.e., creating relationships or producing results). The results showed that, although first-year college students experienced difficulties in adapting to the COVID-19 situation, they tried to cope with them. Our findings shed light on the experiences of college students who experienced psychological problems during the COVID-19 pandemic and overcame related challenges.

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Readiness to Risk in Non-Standard Situation of Interaction in Students of Pedagogical and Non-Pedagogical Specialties

Clinical Psychology and Special Education ◽

10.17759/cpse.2017060405 ◽

2017 ◽

Vol 6 (4) ◽

pp. 61-74

Author(s):

G. Mitin

Keyword(s):

Optimal Level ◽

Psychological Characteristics ◽

First Year ◽

Self Awareness ◽

Future Teachers ◽

First Year Students ◽

The Individual ◽

Standard Situation ◽

Training Seminar

In the theoretical and empirical study it was shown that risk readiness is a personal quality of the optimal level of development that determines the effectiveness of pedagogical interaction, and is manifested in teachers (future teachers) whose activities correspond to the model of professional development. The optimal level of readiness for risk is associated with the individual psychological characteristics of students (future teachers): self-awareness, communicative competence, flexibility. The highest rates of risk readiness were found in first-year students, the lowest in graduate students. The level of readiness for risk among students (farmers of 1 to 4 year of study) has not changed. Specially developed training seminar is an effective tool for optimizing the level of risk preparedness.

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