The perspectives of modern society’s development depend largely on education and self- development related activity in the younger generation. However, the subjective and activity-related determinants of this type of activity have not yet been thoroughly studied. The purpose of this study is to identify subjective and activity-related characteristics which determine students’ educational and developmental activity. The study was conducted on a sample of 229 students aged 15-25 years old, in general, secondary, vocational and higher education. It used four established instruments. K.M. Sheldon’s Self-Determination Scale modified by E.N. Osin, E.N. Volkova’s and I.A. Seregina’s Questionnaire for studying subjectivity structure, M.A. Shchukina’s “Personal subjectivity development level” technique, and E.Yu. Mandrikova’s Activity self-organization questionnaire. A further questionnaire was developed by the author, to determine the level of manifestation of personal educational and developmental activity and its relation to the characteristics which are performed to implement the activity. It was found that young people who exhibit a high level of educational and developmental activity demonstrate subjectivity, conscious activity, freedom of choice and personal responsibility to a greater degree, when it comes to their behaviour strategies. These individuals have better developed skills for organizing their activities, which are conditioned by purposefulness, and other characteristics related to implementing this type of activity. It has been shown that depending on age, the correlation between subjective and activity-related characteristics changes. Some of the characteristics grow and stabilize, while others regress and change. This is especially visible in subjective factors. It has been discovered that predictors of students’ educational and developmental activity are the characteristics related to that activity; the impact of subjective factors is minimal. These conclusions are supported by statistical analysis of data. The study materials can be applied nature and used for organization of young people’s educational and developmental activity taking into account their age-related peculiarities.
Keyword(s) : student youth
The concept of self-realization of students in the information of university training
Redundant publication
It has come to the Editors’ notice that a version of the following article from Education & Self Development, ‘Concept of self-realization of students in the information of university training’ by E.N. Shutenko, published in Issue 46 (December 2015) was published in the journal Recent studies of social problems at around the same time. This article in E&SD should have included a reference to the article by the same author in the journal Recent studies of social problems.
References
Shutenko, E.N. (2015) Concept of self-realization of students in the information of university training. Education &Self Development. Issue 46. pp9-15.
Shutenko, E.N. (2015) concept of self-actualization of students in the conditions of informatization of high school training. Recent studies of social problems. №11 (55). pp595-607.
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In the article the author states the phenomenological aspect of use of modern information technologies in higher education, which opens modalities of students’ self-realization (cognitive, communicative, creative, pragmatical, influential, dedicative etc.), describes the personal-focused concept of informatization within two contours-components: subjective and imperative. The first component covers attributive signs of students self-realization over which the corresponding principles of application of infor-mation technologies are built on, these principles form the second imperative component. Such approach gives the chance of more adequate interrelation between technological and personal factors of the modern higher school.