Motivational Essay - A Useful Tool in Career Choice?

The proposed study is based on a double causality, such as: the need to improve the counselling tools for high school students for the appropriate choice of a career development path; the existence of the category of disadvantaged students from an economic perspective, whose difficulties in choosing a training path for their career have been augmented during the pandemic. Our research provides an analysis of how the motivational essay can be substantiated as a useful tool in career counselling activities, as well as how it can be integrated into counselling approaches for the economically disadvantaged teenagers to choose the academic development path. We have used a mixed research methodology, which complements the peer review approach with the qualitative analysis of a set of motivation essays developed by the 11th and 12th Grade students. The research aims to identify the level of development of self-analysis, self-reflection and self-assessment of motivational factors, which may be decisive in choosing a future career. The essay analysis highlights a series of elements, which reflects the dynamics of the change of motivational resources in the context of the digitalisation acceleration, of the upheavals on the labour market generated by the new social and economic context. The obtained results allow the formulation of conclusions: confirming the need for such an approach; certifying the possibility and usefulness of integrating the motivational essay into the career counsellor’s methodological portfolio and professional counselling approaches; illustrating useful effects and limits of the reflective effort generated during the essay.

Self-Efficacy of Teachers Working in Mainstream Schools – Research Communication

This article presents the results of a study on the self-efficacy of teachers working at mainstream schools and the results of intergroup analyses (mainstream school teachers versus special education teachers), being part of a research project focused on identifying the determinants of teachers’ sense of self-efficacy. Intergroup comparisons were made due to assumed differences in the self-efficacy of teachers in mainstream and special schools, resulting from the specific organisation and functioning of the two types of schools and the differentiated actors. The theoretical basis was the social learning theory of A. Bandura. The research was conducted with the use of the “Sense of Efficacy Test” by M. Chomczyńska-Rubacha and K. Rubacha. A total of 801 teachers took part in the study, including 442 teachers from mainstream schools and 359 from special schools (special education centres – SOWs; youth sociotherapy centres – MOSs; youth education centres – MOWs; prisons – ZKs). Research analyses have shown that the sense of self-efficacy in teachers from mainstream schools is dependent on their place of residence – increasing along with its size. Cognitive and action resources are determined by the level of education of the mothers of the studied teachers, while motivational resources are determined by the type of school at which they work. A cluster analysis identified two independent groups of teachers – those scoring high and those scoring low in terms of self-efficacy. A model mismatched with the data was obtained, which means that on the basis of sociodemographic variables and other information about teachers (education level of their parents, type of school) it is not possible to predict their assignment unambiguously to the distinguished groups. In terms of intergroup analyses, a higher sense of self-efficacy and greater motivational and cognitive-action resources were noted in teachers from mainstream schools than in teachers from special schools. The place of work of teachers from both compared groups significantly differentiates their sense of self-efficacy and the level of motivational as well as cognitive-activity resources (teachers employed at a lower secondary school possess more motivational resources, compared to teachers employed in special education centres). In turn, teachers employed at prisons are characterised by a higher level of cognitive-activity resources compared to teachers employed at secondary schools and youth sociotherapeutic and educational centres.

A IMPORTÂNCIA DA MOTIVAÇÃO NO COMPORTAMENTO ORGANIZACIONAL

The study aimed to analyze the motivational factor, when positively applied in organizations, which can generate greater success and job satisfaction. It also presents the organization's motivational resources, through literary studies, quotes and examples present in a company's day-to-day, for this purpose, the main motivational theories are addressed, which allow analyzing factors capable of motivating employees and which when applied efficiently make the employee feel good in the work environment. In conclusion, the article highlights the need and the practical importance of knowledge, on the part of the managers of organizations, on the theme of motivation, whether to avoid low efficiency of productivity, of the employees and collaborators of the company.

Meaning and Value Across the Generations

This chapter argues that our relations to our successors are richer, more varied, and more complex than is sometimes recognized. Although we cannot in any straightforward sense interact or form personal relationships with people who will live long after we have died, future generations nevertheless matter greatly to us and in a variety of ways. These facts, which reflect our underappreciated historicist sensibility, must be taken into account in developing an adequate theory of intergenerational ethics. They are also facts of great motivational significance. To ensure the survival of humanity, sufficient numbers of people must be strongly and stably motivated to solve the problems that threaten future generations, and people’s sense of moral obligation may not, by itself, be sufficiently robust or reliable to provide all the necessary motivational support. So one challenge we face, in seeking to address problems like climate change and nuclear proliferation, is to overcome this potentially disabling motivational deficit. Yet once one appreciates the complexity of our attitudes toward future generations, one can see that we have a variety of reasons for caring about the fate of our successors. These reasons provide additional motivational resources that may complement and cooperate with our distinctively moral motivations for addressing threats to future generations.

Personal Metaphors as Motivational Resources: Boosting Anticipated Incentives and Feelings of Vitality Through a Personal Motto-Goal

Motto-goals describe a desired mind-set and provide a person with a guiding principle of how to approach a personal goal or obligation (e.g., with the inner strength of a bear I am forging ahead). We propose that motto-goals can be conceptionalized as individually created metaphors and that the figurative, metaphorical language and the characteristics of the formation process make them effective in changing the perception of unpleasant personal obligations as more inherently enjoyable and raise vitality levels. To test whether a newly devised minimalistic motto-goal intervention can make goal striving more attractive (stronger anticipation of activity related incentives) and energize goal-oriented action (increase vitality) in relation to an unpleasant obligation, two experimental studies were conducted. In Study 1 the motto-goal condition led to stronger anticipation of activity related incentives and vitality compared to a distraction task. The effect on vitality was partially mediated by a change in feelings of autonomy. Study 2 replicated the effects compared to a placebo intervention and further found motto-goals to be specifically effective in increasing the anticipation of activity related incentives as opposed to outcome related incentives. The results support that applying motto-goals built with a newly developed minimalist motto-goal intervention can influence the subjective experience of individuals faced with a previously unpleasant obligation.

THE ECONOMIC ASPECT OF THE APPLICATION OF SCHOLARSHIPS FOR TEACHERS AND CRITERIA FOR SCHOLARSHIPS FOR PARTICIPATION IN EDUCATION IN MEDICAL SPECIALTIES

Motivation plays an important role for each person. To improve the quality of students ' education, it is necessary to constantly use motivational resources. Our review is devoted to the study of the economic significance of the use of scholarships for teachers, as well as the study of the criteria for scholarships to participate in education in medical specialties. Statistical data processing included definitions of the Student's t-test and Fischer's F-test. The economic aspect included the study of the main and segmental samples. The study examined the profitability and significance of the use of scholarships and criteria for improving the quality of educational activities by scholarship teachers. In addition, our study examines the use of scholarships for career advancement and professional development in the field of professional medical education. The study will discuss potential economic obstacles and challenges in introducing possible models that will help teachers in their efforts to advance their career, improve the quality of education, and integrate income and spending on teaching. Thus, the study of the economic aspect within the framework of the profitability of full-time teachers in the field of education is exactly the area that contributes to the development of effective strategies.

A Bowling Exergame to Improve Functional Capacity in Older Adults: Co-Design, Development, and Testing to Compare the Progress of Playing Alone Versus Playing With Peers

Background Older people often do not meet the recommended levels of exercise required to reduce functional decline. Social interaction is mentioned by this cohort as a reason for joining group-based exercises, which does not occur when exercising alone. This perspective shows that exergames can be used as motivational resources. However, most available exergames are generic, obtained from commercial sources, and usually not specifically designed or adapted for older people. Objective In this study, we aim to co-design and develop a new exergame alongside older participants to (1) tailor the game mechanics and optimize participants’ adherence to and enjoyment of exercise; (2) test the participants’ functional capacity, motivation, and adherence to the exergaming program; and (3) compare these scores between those who played alone and those who played with peers. Methods We conducted a co-design process to develop a new exergame adapted to older people. For user testing, 23 participants were divided into 2 groups to play individually (alone group) or to compete in pairs (with peers group). They played the game twice a week, resulting in 21 exergaming sessions. We assessed the participants’ General Physical Fitness Index (GPFI) before and after the user testing. We also administered questionnaires about the gaming experience and exercise adherence with its motivators and barriers. Results We introduced a new bowling exergame for Xbox with a Kinect motion sensor that can be played in single or multiplayer mode. For the GPFI measurements, the sample was homogeneous in the pretest (with peers group: mean 40.5 [SD 9.6], alone group: mean 33.9 [SD 7.8]; P=.11). After the exergame testing sessions, both groups had significant gains (with peers group: mean 57.5 [SD 8.7], P=.005; alone group: mean 44.7 [SD 10.6]; P=.02). Comparing the posttest between groups, it was found that the group in which participants played with peers had better outcomes than the group in which participants played alone (P=.02). Regarding the gaming experience and exercise adherence, both groups recognized the benefits and expressed enthusiasm toward the exergame. Conclusions The findings suggest that the developed exergame helps in improving the functional capacity and adherence to physical exercise among older people, with even better results for those who played with peers. In addition to leading to more appropriate products, a co-design approach may positively influence the motivation and adherence of participants.

Hardiness and Self-activation of Russian and Belarusian Youth in Transitive Society

The article presents research data on the personal resources of young people from Belarus and Russia, who grew up in new cultural and historical conditions after the collapse of the Soviet Union. The study involved 206 participants, 104 of them from Minsk and 102 from Moscow aged from 17 to 26 years. The groups did not differ by gender and age, and no age differences were found between the representatives of the female and male samples. The age range corresponds to the period of the autonomous development of two countries: Russia and Belarus (from 1991 to the present) and is considered sensitive for the formation of macro-social identity in modern conditions. Personal resources include self-activation for studying independence, physical and psychological activation; hardiness for studying commitment,control, and challenge; personal dynamism for studying a person’s readiness for changes, aspirations for transformation and creating new relations with the world; self-control for studying personal and motivational resources to regulate impulsive desires. The analysis of the similarities and differences in the manifestation of the personal resources of Belarusians and Russians showed that young Belarusians have a lower level of all personal resources in contrast to Russians. To study and to compare the structures of personal resources, we used cluster analysis (k-means method) and multidimensional scaling. The results of statistical analysis demonstrate that hardiness is distinguished in the structure of personal resources of young Belarusians; self-control and self-activation are associated with personal dynamism; independence is related to self-control, risk taking, involvement and psychological activation. In the structure of personal resources of young Russians, the hardiness is consistent with personal dynamism; self-activation is related to self-control; independence as one of the characteristics of self-activation is connected with risk acceptance, involvement, psychological activation and control. The similarity of both structures is found in the allocation of such components as independence and physical activation (characteristics of self-activation). These characteristics as components of self-activation that contribute to the realization of opportunities in a modern environment can become key features for the youth of Russia and Belarus. Thus, we can conclude that personal resources are a flexible and dynamic system that can vary significantly depending on cultural and historical conditions. The transitivity of modern world is becoming not only an external, but also an internal, psychological problem, and requires the activation of many personal resources of youth, among which the key resources are hardiness and self-activation. The prospects for this research are the study of hardiness, self-activation and other personal resources of different generations of Belarusians and Russians.

LONGREAD TECHNOLOGY RESOURCES IN LITERARY EDUCATIO

Introduction. The paper examines the problem of updating the literary education toolkit in the context of the new longread technology. The study aims to substantiate the application of this technology in literary education, to prove that the work with classic literature can be interesting and effective, and analyze the developmental and motivational resources of this technology. Materials and Methods. The study relied on an interdisciplinary approach to teaching and was aimed at updating the technologies applied in the educational process. The longread technology used in journalistic practices was considered as a new toolkit. The substantiation of its application in literary education involved a survey of schoolchildren and students. Analysis and systematization of the survey results proved the assumptions of the authors’ to be true. The study was conducted in the schools in Irkutsk and at the Humanities and Aesthetic Department of the Pedagogical Institute of Irkutsk State University. Results. The scientific literature has been analyzed and the characteristic features of the current socio-cultural situation, which determine the specificity of perception and thinking of modern schoolchildren, have been identified. Developing resources and problematic aspects of the longread technology application in literary education are described. The findings indicate the reserves of this technology for the reader and creative development, its controversial aspects, and the specifi city of the longread when used in diff erent stages of literary education. In conclusion, the authors emphasize that provided there is an understanding of how, under what conditions, and to what works the longread can be applied, this technology can undoubtedly contribute to the involvement in reading and co-creation. Mastering new information technologies is a requirement of the time for a modern teacher and opens up prospects for their professional development. Keywords: digitalization, media space, communication, technology, creolized text, longread, multimedia elements, editing, text markup, interpretation

ОСОБИСТІСНО-МОТИВАЦІЙНИЙ КОМПОНЕНТ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧА ТЕХНІЧНОГО ЗАКЛАДУ ВИЩОЇ ОСВІТИ

The article presents a theoretical analysis of the personal-motivational component in professional-pedagogical competency of lecturers from technical universities. It conducts a comprehensive review of scientific-pedagogical literature on structural components of the personal-motivational component in the context of a competency-based approach. It comparatively analyzes pedagogical skills and professional-personal qualities of modern lecturers from technical universities. Despite many scientific studies on the structurization of teachers’ professional-pedagogical competency, there is still no single understanding of this concept’s components. The article presents an author’s approach to structuring professional-pedagogical competency of lecturers from technical universities. This approach singles out cognitive-intellectual, personal-motivational, functional-technological, social-communicative and reflexive-regulatory components. Besides, the article clarifies the main scientific approaches to considering semantically similar formulations of the personal-motivational component in professional-pedagogical competency and discloses its structural elements (values, motivational resources, a system of personally and professionally important qualities, pedagogical skills of lecturers). It indicates that the nature of lecturers’ motivational urges (motives, goals, ideals, interests, needs) determines the effectiveness of individual projects for developing professional-pedagogical competency. It finds that the groups of professional-pedagogical values (values-goals; values-means; values-attitudes; values-knowledge; values-qualities) act as the elements of the personal-motivational component. Finally, the article concludes that every pedagogical skill is a complex synthetic quality. It combines certain professional-personal qualities which should be inherent in modern lecturers with a high level of professional-pedagogical competency working at technical universities. У статті здійснено теоретичний аналізособливостей особистісно-мотиваційного компонента про-фесійно-педагогічної компетентності викладача технічного закладу вищої освіти. Проаналізовано науково-педагогічну літературу, присвячену проблемі дослідження структурних складників особистіс-но-мотиваційного компонента в контексті компетентнісного підходу, здійснено порівняльний аналіз відповідності педагогічних здібностей і професійно-особистісних якостей сучасного викладача техніч-ного закладу вищої освіти. Зокрема, наголошено, що, незважаючи на науковий доробок, присвячений структуруванню професійно-педагогічної компетентності педагога, у сучасних науково-педагогічних дослідженнях спостерігається неоднозначність розуміння компонентів цього поняття. Представлено авторський підхід до структурування професійно-педагогічної компетентності викладача технічного закладу вищої освіти, який передбачає виділення пізнавально-інтелектуального, особистісно-моти-ваційного, функціонально-технологічного, соціально-комунікативного та рефлексивно-регулятивно-го компонентів. Визначено основні підходи науковців до розгляду семантично близьких за змістом формулювань особистісно-мотиваційного компонента досліджуваної компетентності та виокремлено його структурні елементи: ціннісно-смислові, мотиваційні ресурси, систему особистісно і професійно важливих якостей, педагогічних здібностей викладача. З’ясовано, що характер мотиваційних спону-кань викладача (мотиви, цілі, ідеали, інтереси, потреби та ін.) визначає ефективність індивідуальних проєктів розвитку професійно-педагогічної компетентності. Зауважено, що складниками особистісно-мотиваційного компонента постають групи професійно-педагогічних цінностей (цінності-цілі; цінно-сті-засоби; цінності-відношення; цінності-знання; цінності-якості). Підкреслено і представлено у вигляді таблиці відповідності, що кожна педагогічна здібність викладача становить складну синтетичну якість, в якій поєднуються окремі професійно-особистісні властивості, якими повинен володіти сучасний викла-дач технічного закладу вищої освіти з високим рівнем професійно-педагогічної компетентності.