Измерение образовательных достижений пятиклассников по математике: связь с самооценкой и интересом
Students’ educational outcomes reflect their knowledge. However, besides the knowledge, self–concept and interest are having a serious effect on educational outcomes. This paper focuses on examining links between math educational outcomes, math self–concept, and interest in this discipline. The study uses a sample of 316 Russian fifth graders. They solved the math test and answered personality questionnaire items. The method of analysis for this study is structural equation modeling. One of the more significant findings to emerge from this study is that high educational outcomes in math associated with the high level of math self–concept. It was also shown that the link between these variables is not moderated by interest in math. These findings suggest an importance of self–concept’s timely measuring. The findings of this study have a number of important implications for future practice of pursuing STEM related degrees.
The paper deals with M. Heidegger’s treatise On the essence of ground (Vom Wesen des Grundes, 1929) which analyzes the essence of principium rationis sufficientis from the perspective of fundamental ontology. The problem of ground discussed in the treatise is related to the following conceptual structure: ontological difference-transcendence-freedom. In my paper, I focus on the question of transcendence which is described as “the basic structure of subjectivity”. In order to clarify Heidegger’s main point regarding transcendence, I introduce the term “interest” and explain how transcendence as the finite human freedom can be the origin of “grounding”.
This paper studies the determinants of educational outcomes in the Republic of Tatarstan, Russia. Using principle component analysis, least squares with robust standard errors, and probit models, I found that family resources, including socioeconomic status, cultural and social capital, show a statistically significant effect on educational achievements and plans about educational trajectories. However, little of the variation in the dependent variables can be explained by variation in family resources. In Tatarstan, as in developed countries, family resources have a low influence on educational outcomes. Moreover, school quality, gender, nationality, peers, health, plans about future work, and other physical and psychological factors play important roles in influencing educational outcomes. Girls obtain better results than boys, and Tatar speakers show higher educational achievements than Russian speakers.
This paper examines the determinants of educational outcomes in Yaroslavl, Russia. Previous findings for this country point out that parents’ educational level and income are the main explanatory variables. To investigate these factors, in 2009 we applied a questionnaire to a random sample of two thousand ninth grade students from 65 schools. We performed a regression analysis with ordinary lest squares and Newey-West robust standard errors and probit analysis. We found that the most common explanatory variables, family resources (including cultural capital, social capital and socioeconomic status), have a small but statistically significant positive effect on educational achievements and trajectories.
This article examines the history of causal research traditions in the social sciences. We identify two major bases for the methods and logic of causal analysis in the social sciences – experimental designs and statistical methods – and discuss the developments in these two correlated research traditions, especially the implications of these developments for the social sciences. While the focus of our discussion is on the developments in western societies, we also briefly review prominent features of causal analysis in the social sciences in non-western societies.
The author’s views on the essence of educational objectives and outcomes, on their interrelation in the area of general education, on specifics of pedagogical goal-setting, on the structure of the hierarchical system of educational objectives have been forming throughout almost 60 years of professional educational work. He represents common objectives of school education as a three-level system: development of the ability to choose some lifestyle that is appropriate to the current society development trends; shaping the experience of solving cognitive, communicative and other problems relevant to students without assistance; learning of work methods that are applicable to school practice and beyond it.