Академическое мошенничество студентов: учебная мотивация vs образовательная среда
This paper studies the results of integration of massive open online courses (MOOCs) into curriculum of the ESP (English for specific purposes) course at the department of Business Informatics of the National Research University Higher School of Economics (HSE). The experimental teaching with integration of MOOK component in the ESP course have demonstrated that the educational outcome in this case may be higher than in a traditional course, due to the increase of students motivation provided by individualized learning, the use of modern authentic teaching materials, participation in international educational community. Research findings illustrate that imbedding MOOCs in the university ESP course could become the basis for the integrated study of special subjects and the English language in the international learning community, under the condition that on-campus courses have been re-designed to incorporate MOOC-like components.
This article discusses ways to stimulate students' motivation to participate in extracurricular activities. The author points out the following forms of extra-curricular activities: administrative, informative and entertaining. The author proposes the scale of assessment of students for participation in extracurricular activities. These forms should be taken into account in the rating system of the student's academic achievement
University faculty are frequently tasked with promoting academic honesty among students. However, there is little reliable evidence about whether faculty actions can prevent academic dishonesty. The purpose of this study is to examine whether more severe punishments from faculty can reduce academic dishonesty among students. We analyze nationally representative, longitudinal and matched data on engineering undergraduates and faculty from 33 universities in Russia, and document extremely high and increasing rates of dishonest academic attitudes among students, especially among the higher achieving students. In the first two years of study the proportion of students tolerant to academic dishonesty increases by 5 percentage points. We then show that despite the tide of increasing academic dishonesty among students, more severe punishments from faculty significantly and substantially improve student attitudes towards academic dishonesty. Taken together, the findings emphasize the importance of strengthening the role of faculty in promoting academic honesty among students.
Is self-esteem motivation a problem? Although Crocker and Park (2004) suggest that it often is, little research has directly evaluated self-esteem as a motive; instead, self-esteem has been studied primarily as a trait. Self-esteem motivation defined as a desire to prove oneself that he is able to perform the task, so he could respect himself we consider as a type of extrinsic motivation based on competence need (Deci & Ryan, 2002). Participants were 504 10th grade students. Students’ reasons for studying were assessed with a modified version of the AMS (Vallerand et al., 1992) with additional self-esteem motivation subscale. The subscales show adequate internal consistency (Cronbach’s alphas ranged from .71 to .90) and the results of CFA performed through SEM support the structural validity of the questionnaire. The results demonstrate that self-esteem motivation lies in between identified motivation and introjected motivation. We show that self-esteem motivation is a reliable predictor of time for homework and academic persistence (grit), which in its turn predicts GPA (χ2=70.49; df=39; p<0.01; RMSEA=0.054; CFI=0.933). In sum, self-esteem motivation is quite common type of academic motivation that has some obvious benefits comparing to external and introjected motivation, although it is not as desirable as intrinsic motivation.
Encyclopedia of Personality and Individual Differences
The paper considers a peer assessment technology for in the international IELTS exam preparation as a part of English for specific and academic purposes course at the Faculty of Business and Management of the Higher School of Economics for "Business Informatics" speciality. The novelty of the presented model of training consists in developing the technology of peer assessment of a written statement, including seven consecutive steps, as well as rubrics and assessment algorithms created to improve the quality of students performance. The results of the research have shown that the use of the peer assessment technology contributes to a more conscious students’ engagement in the learning process, and in the process of self and peer assessment, maintains motivation at a high level and facilitates the development of critical thinking skills needed for the future professional life. Therefore, peer assessment technology can be effectively integrated into the English language course curriculum (ESAP module) at the National Research University “Higher School of Economics”.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.