The relevance of studying the notion of academic engagement is due to the fact that the quality of training depends on students’ attitude towards learning, their diligence and classroom participation. The analysis of literature has shown that this concept is not sufficiently studied by scientists. The purpose of the study is to examine the degree of scientific interest in the phenomenon of academic engagement among Russian and foreign scientists. Bibliometric analysis of the scientific and information field of current psychological and pedagogical researches was chosen as the research method. Bibliometric and scientometric analysis was done on the basis of the most widely used international bibliographic databases “Web of Science” and “Scopus”, as well as Russian information and analytical portal “eLIBRARY”. As a result, the extent of prior research on academic engagement was determined, and foreign and Russian approaches to its study, structure and formation were identified. The article can be used by university teaching and management staff for effective planning and organization of the educational process at the university.
Keyword(s) : students
Academic Stress and Academic Motivation of Students with Different Levels of Neuroticism
The current study allowed us to conduct a comparative analysis of the significance of various stress factors assessed by students with different levels of neuroticism and perceived by them as obstacles in the learning process. The study design includes the comparative analysis of two groups of students. We analyzed the relationships between indicators of subjectively assessed intensity of response to academic stress-factors and characteristics of academic motivation among these groups of students. We used the following questionnaires that allow respondents to assess the academic stress factors intensity: “Academic Motivation Scales” (Gordeeva, Sychev and Osin), “Eysenck Personality Inventory” (EPI). The study involved 156 people. It was found out that students with different levels of neuroticism have no significant difference in the severity of various types of academic motivation. But, at the same time, there are a number of differences in assessing the intensity of academic stress under the influence of certain stress factors. There are also differences in the structure of relationships between indicators of academic motivation and stress factors, depending on the emotional stability of the respondents. The results of the study can be useful for creating individual-oriented (taking into account the level of neuroticism) programs of psychological and pedagogical assistance to students striving for high-quality knowledge assimilation and improving their academic performance. On the basis of the obtained data, we can speak about the necessity to form a balance between the experience of the handling stress intensity, which arises as a result of a subjective assessment of the certain phenomena stressfulness during the study process, and the various types of academic motivation, which contribute to the development of professional competencies.
Students’ Views on Mentoring as a Type of Guidance Activity
The data of an empirical study obtained on the basis of a survey of 120 students of Balashov Institute of Saratov State University enrolled in the areas of training of bachelors which are in the enlarged group of areas and specialities ‘Education and Pedagogical Sciences’ are presented. In the course of an empirical study, an author’s questionnaire was applied aimed at identifying students’ awareness of mentoring as one of the types of mentoring activities in the pedagogical field. The following has been found. Students are aware of the role of mentoring in the pedagogical process to varying degrees. The vast majority of students would like to expand the experience of mentoring interaction. Students consider responsibility, pedagogical competence, free communication skills, pedagogical tact, the perception of the equivalence of students, organizational skills, flexibility of thinking and self-acceptance as the most important characteristics of ‘mentoring’. It is concluded that students’ ideas of mentoring are divided into four types: ‘realistic-positive’, ‘ignorant-optimistic’, ‘ignorant-cautious’, ‘realistic-indifferent’. The data obtained indicate an insufficiently complete understanding of students about the role of mentoring in the pedagogical process. The necessity of developing and introducing into the educational process of universities a practice-oriented programme that reveals the essence of mentoring in the format of additional education courses is emphasized.
The Role of Self-Efficacy and Psychological Well-Being in Students’ Choice of Self-Improvement Strategies
The urgency of the problem justifies the significance of the study of psychological patterns and self-improvement mechanisms as a form of students’ self-development. The research aims to find out the role of self-efficacy and psychological well-being in students’ choice of self-improvement strategies: acquisition, transformation, disposal or restriction. The diagnostic tools include the author’s Self-improvement Quadrangle technique, the questionnaire by M. Scheer, J. Maddux adopted by Boyarintseva. defining general and social self-efficacy, Riff’s Psychological Well-Being Scale adopted Shevelenkova and Fesenko. Mathematical processing of the results was carried out using the criterion φ* of the Fisher angular transformation and the Pearson dichotomous correlation coefficient. The research involved 277 students from universities of the Russian Federation and the Republic of Kazakhstan, the average age of 19.5 (SD = 1.5). The results reveal that students with a predominance of high self-efficacy prefer three strategies: acquisition, disposal and transformation. Students with low self-efficacy in subject activity more often use the acquisition strategy and do not use the transformation strategy. Such structural components of psychological well-being as autonomy, environmental management, life’s goal and personal growth play an essential role in choosing a particular self-improvement strategy. The results show the individual trajectory of students’ self-development and help to carry out more purposefully the process of supporting the personality’s self-development. The obtained data can be used by teacher educators in a training process for students majoring in teacher education and psychology, by tutors and university’s psychological services.
Students’ Creativity: Possibilities of a Mixed Consortium Model
In the modern world almost any professional field requires specialists who possess innovative thinking skills, who can solve non-standard tasks, who can take a fresh look at their usual activities and offer breakthrough solutions. Such specialists are especially important in the face of serious challenges of globalization, such as a pandemic. Thus, one of the important tasks of education is development of a creative, active, independent personality, ready to new forms of social life, capable of transforming reality, aimed at self-development.
The purpose of the study is to develop and test a mixed model of a consortium for development of students’ creative activity.
The main method of study was the formative experiment. We have also used diagnostic tools taking into account the components, criteria and indicators of development of students’ creativity.
One hundred sixty-seven people took part in the experiment, of which 87 were students of Kazan Federal University, 80 people were students of Vyatka State University.
The result of the article is the mixed consortium model for development of students’ creative activity, which allows teachers to use active learning strategies and include students in progressively more complex educational online activities that ensure development of learning motivation, creativity and creative skills.
Happiness: A New Perspective Contributing Towards Learning for Post-Pandemic Higher Educational Institutions
Purpose. The word ‘pandemic’ reminds us of the disaster it has created in the world. The present paper aims to explore the gender-based difference in happiness levels among students of Indian higher education institutions (HEIs) during the pandemic. The study elaborates on the skill to remain happy by providing a happiness model useful in curriculum modification in HEIs for better learning of students. Design/ methodology. A self-constructed questionnaire was used to collect data from 642 respondents through purposive sampling. SPSS software was used for data analysis. Such statistical methods as independent t-test, multiple regression, and AMOS were employed for structural equation modelling. Findings. The statistical results showed no significant difference in the levels of happiness between the male and female students. Physical, psychological, social, and financial factors and semester stress were found to contribute to the happiness of students, and gender had a significant impact on physical, financial, and semester stress. Finally, a happiness model was developed. Originality. This research presents a model with five major contributing factors to happiness during the pandemic for students in Indian HEIs. The impact of gender on overall happiness and its contributing factors were also studied. Research limitation. The study should be expanded in terms of data collection, reaching more regions of India and outside to generalise the results.
Practical implication. The outcomes that emerged from the study can be incorporated into the curriculum to prioritise happiness and improve students’ learning. Social Implication. A modified curriculum will help students to remain happy which automatically increases learning.
Students and Aggression: Perception and Strategies of Behavior
The problem of aggressiveness of adolescents and young people is currently acquiring new aspects in connection with the expansion of their social contacts. The purpose of our study was to identify the characteristics of students’ aggressiveness, their attitude to aggressiveness (perception and evaluation of aggressiveness, behavior strategies when faced with aggression, ways to overcome their own aggressiveness). We also wanted to explore, whether the nature and level of aggressiveness changes from the first to the final year of study at the Institute. The study involved 253 students (149 first-year students and 104 fourth-year students). The study was conducted in an anonymous form using the questionnaire “Attitude to aggression” developed by us and the methodology for diagnosing aggressiveness by Buss–Darka’s test. The results of the study showed that in the student environment (in the age range from 17 to 22 years) there is no reliable relationship between age and levels of aggression and hostility. First-year students perceive aggression more in the emotional and energy aspect, they tend to continue communicating with an aggressive person, try to calm him or ignore his condition. Fourth-year students view aggression as a social behavior rather than an emotional outburst, and prefer a withdrawal strategy, begin to behave more carefully, try not to provoke. Their behavior is more appropriate from the point of view of safety. Fourth-year students are more likely than first-year students to “see” aggressive people in communication situations, more often note the positive role of aggression in defending their position in society, and more often openly show their own aggression towards people.
The Influence of Family Factors on the Academic Performance of Schoolchildren and University Students: Review of Foreign Studies
The family is informal institution that has a strong influence on the child and on his or her academic
performance in particular. Family influence is more essential in childhood, because at a young age
children depend a lot on their parents. The nature of relationships between children and parents as
well as the role of family in general can change as children grow up.
This is a literature review of foreign empirical studies leading to further development of a research
program of the influence of family factors on the performance of schoolchildren and students in
Russia. In most of the cases, the authors focus on the performance of one group – either schoolchildren
or students. This paper considers the research question of whether family factors, which have proven
their impact on schoolchildren academic performance, retain their impact on the performance of
university students.
The novelty of the review lies in its consideration of three ways in which the family impacts on
student’s performance: the socio-economic status of the family, the social capital of the family,
and the parental involvement in the educational process. The first two ways have been extensively
studied in the research, while parental involvement is often considered as a significant factor in
school performance. However, it is underestimated as factor in a university student’s performance.
The review confirmed that family factors have a significant positive impact on academic performance
for both schoolchildren and students. This influence depends on the nature of the relationship
between parents and children and can change over time.
The results are of practical interest for the researchers in the field of education and psychology,
educational institutions as well as for parents. The empirical analysis of parental involvement
influence on the academic performance of university students may be one of the possible research
themes.
Learning after a model: the position of a teacher in practice
After the influence of the parents in the earliest period of childhood development, the social role
of teachers is crucial when it comes to the growth of each of the students individually and when it
comes to the development of the society as a whole. The lifetime learning and competent teacher is
the important figure in teaching process. Consequently, the role of teachers in the education system
is changing (according to the changes in lifestyle, technology and by other social changes), but it is
always an important factor in education and upbringing. The teacher remains a model – an example
for his/her students. That model is changing with the social context, and it is understandable that
there are many points of view in building up a teacher as a model: in theory, in imaginary of the students,
and in opinion of the teachers themselves. In the paper, we are going to consider all of them.
There are three forms of learning after a model: identification, imitation, and role learning. The
teacher is a model that carries a lot of importance to the formation of social identity and has a great
responsibility in developing the personality of the child.
In order to more effectively examine the role of teachers and emphasize the importance of the teachers’
model, we conducted a survey among elementary schools in Belgrade. In the survey participated
253 students (aged from 13 to 15) and 13 pedagogues, in order to encompass different viewing angles
to the position of teacher. We came to the conclusion that when students like a professor, they
learn their subject with more attention, so the most desirable virtues of the teacher are emphazed.
Also, we can see in the results that the personality of the teacher and his/hers personal skills and
competencies are very important for students and could be crucial in the quality of the teaching
process. Teacher is not only one sided subject who has obligation to transfer knowledge, he is also
important model of behaving and learning.
Developing Spiritual and Moral Values of Students by Means of Music Art
The article addresses the problem of education of spiritual and moral values of pupils by means of musical art in order to create and develop in them humane attitude towards people, society and homeland, to his and other peoples, their culture and spiritual traditions. We give the concept of the categories: “spirituality”, “morality”, “spiritual and moral quality of the person,” “spiritual and moral education”; analyze the psycho-pedagogical conditions of spiritual and moral education of students in the system of modern school education. We consider practice of school music education as the education of the musical culture of pupils. The author analyzes the programs and methods of modern musical education towards the development of spirituality and morality of students. We defined competencies and functions in the pedagogical activity of a teacher of music. We study the educational value of music in the development of patriotism and tolerant culture of young students.
Educational potential of musical art contributes to the formation of spiritual and moral values of the individual as a basis of his inner world, prepares to actively participate in the country’s life. The inherent to works of art variability of world perception, diversity and activity of forms of work contributes to the education of openness, tolerance, readiness for mutual cooperation and peaceful coexistence among different social groups, races, religions, ethnic groups, it contributes to the education of human dignity and high moral qualities.