2016-5-doc

Maistrenko T. M. Personal Values in the Regulation of Students’ Learning Activities.

(2016) Science and education, 5, 218-222. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2016-5-35

Tetiana Maistrenko,
senior lecturer, Department of Social and Applied Psychology,
Zhytomyr State University named after Ivan Franko,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine

PERSONAL VALUES IN THE REGULATION OF STUDENTS’ LEARNING ACTIVITIES

SUMMARY:

The article is aimed at reviewing the values which regulate the educational activity of students. The study was carried out with the help of the methods of researching the dynamics of abilities and method of value sonciousness modeling. The sample involved students majoring in management, social pedagogy, practical psychology, psychology. The following levels of value regulations of learning activities have been distinguished: siatuational, formal-performance, socio-nornative and subjectively-axiologial. Each level is characterized by the peculiatieis of the reflection of personal value components, i.e. those qualities, which help or prevent to achieve success in education. Positive reflection is considered to be common for all respindents, because 2/3 of the values were accosiated with the achievement of the success. The students of situational and formal performance levels consider value “kindness” as positive and negative at the same time as it seems to draw away from one's own affairs. Communicative qualities are significant for all levels except for subjectively-axiological. Especially important these qualities are for the formal performance level. These students consider the ability to set and maintain good relations with other people as the main factor of educational successfulness. The significance of moral and volitional values decreases with the transition to the higher levels of regulation. The lowest index is found at the subjectively-axiological level, which can be explained by students’ focus of the use of activity values, not on the desire to achieve the results by means of communication.

KEYWORDS:

regulation, reflection, skills, personal values, values, learning activity value regulation.

FULL TEXT:

REFERENCES:

1. Моlakо, V.О. & Муzuka, О.L. (Ets.). (2006). Zdibnosti, tvorchist, obdarovanist: teoriia, metodyka, rezultaty doslidzhen [Abilities, creative, giftedness: theory, method, results of investigations]. Zhytomir: Vydvо Ruta [in Ukrainian].
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Machushnyk O. L. Cognitive Activity as an Important Part of Psychologists’ Professional Training.

(2016) Science and education, 5, 223-228. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2016-5-36

Olena Machushnyk,
аssistant of the Department of General,
Developmental and Educational Psychology,
Zhytomyr State University named after Ivan Franko,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine

COGNITIVE ACTIVITY AS AN IMPORTANT PART
OF PSYCHOLOGISTS’ PROFESSIONAL TRAINING

SUMMARY:

The article deals with cognitive activity as one of the most important concepts in psychology and pedagogy. The issue of training psychological staff is extremely important and requires careful and balanced consideration. When training psychologists at the universities teachers should pay particular attention to the development of students’ activity, independence, and creativity. Cognitive activity is considered as a complex psychological entity that defines qualitative characteristics of individual’s activity. It has motivational, operational and personal components. The carried out experiment involved 400 students (1-5 th years of studying) majoring in Psychology. The level of the formation of students’ motivational component has been assessed basing on the orientation of motivation for educational activity, the level of their cognitive interest, cognitive needs, and cognitive initiative. Operational component in the study is associated with the students’ ability to apply their knowledge to solving various issues of different difficulty as well as their achievements at educational institutions. The personal component has been evaluated according to the level of their professional orientation, ability to work independently, the desire to study supplementary books and be engaged in additional activities in regard to their major. The study of cognitive activity of students-psychologists has specified the structure of cognitive activity, its components and levels. The following three levels of students’ cognitive activity have been distinguished: reproductive-imitative (students are characterised by low academic performance, they are not interested in studying and self-development), search-executive (these students study systematically, their academic performance is unstable, they do not read supplementary literature), and creative (these students have the skills of independent cognitive activities, they are focused on their future professional activities and have high academic performance).

KEYWORDS:

activity, cognitive activity, types, components, criteria, levels and indicators of cognitive activity.

FULL TEXT:

REFERENCES:

1. Marianenko, L. V. (1997). Osoblyvosti strukturnoii orghanizatsii piznavalnoi aktyvnosti uchniv [Peculiarities of the structural organisation of students’ cognitive activity]. Pedahohika i psykholohiia – Pedagogics and Psychology, 1 (14), 14-23 [in Ukrainian].
2. Marianenko, L. V. (1992). Psykholohichni umovy formuvannia piznavalnoii aktyvnosti slabkovstyhaiuchykh starshoklasnykiv [Psychological conditions of low-performing high school students’ cognitive activity formation]. Candidate’s thesis. Kyiv: NDI psykhologii [in Ukrainian].
3. Matyushkin, A. M. (1982). Psikhologicheskaya struktura, dinamika i razvitiie poznavatelnoi aktivnosti [Psychological structure, dynamics and the development of cognitive activity]. Voprosy psikhologii – Issues of psychology, 4, 5-17 [in Russian].
4. Shchukina, G. I. (1979). Aktivizatsiia poznavatelnoi deiatelnosti uchashchikhsya v uchebnom protsesse [Activation of cognitive activities of students in educational process]. Moscow: Prosveshchenie [in Russian].
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