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

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

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.

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

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