Влияние семейных факторов на академическую успеваемость обучающихся
The family as an informal institution has a diverse influence on the child, including his academic performance. In childhood, this influence is pronounced. As the child grows older, the influence of the family transforms and may change the nature of its influence. Generally, in existing studies, the authors focus on the academic performance of one particular group — either schoolchildren or students. The paper presents a comparative analysis of the results of studies of the family influence on the schoolchildren and university students’ academic performance. The comparison is made according to two factors — the socio-economic status of the family and the social capital of the family. This paper examines the question of whether family factors that have proven their influence on the performance of schoolchildren retain their influence on the performance of students during university education. A literature review of Russian and foreign studies has shown that in general the socioeconomic status of the family and the social family capital have a positive effect on the academic performance of both schoolchildren and students. However, some issues of these factors did not confirm their importance (for example, the presence of brothers and sisters). In addition, it was found that the influence of the family changes over time and is determined by the nature of the relationship between parents and students. The results of this review may be of interest to researchers in the field of education, pedagogy and psychology of learning, employees of educational institutions, as well as parents of schoolchildren and students.
The existing findings on the relationship between optimism and academic performance are rather contradictory. Two studies were undertaken to investigate thе relationship between attributional style, well-being, and academic performance. A new Russian-language measure of attributional style for positive and negative events (Gordeeva, Osin, Shevyakhova, 2009) with stability, globality, and controllability subscales was used. In the first study, optimistic attributional style for good events was associated with higher academic achievement in high school students (N=225) and mediated the effect of academic performance on self-esteem. In the second study, pessimistic attributional style for negative events predicted success in passing three difficult written entrance examinations in university entrants (N=108), and optimistic attributional style for good events predicted success with success expectations as a mediator. The results indicate that attributional styles for positive and negative events are not uniform in their relationship to performance in different academic settings and to well-being variables.
The aim of the research was to find factors that allow students effectively use Internet. Study consisted of two parts. Questionnaires were filled by 159 1-3 year undergraduate students of NB SU-HSE. Interview was carried out with 7 undergraduate students of NB SU HSE and 7 IT specialists. Questionnaire had three parts: purpose of Internet use; motivation of Internet use (based on inventory by Arestova, Babanin and Voyskunsky); psychological states in the process of using Internet (based on the inventory FPS by Chirkov). Three hypotheses were tested in the study. Hypothesis 1 was confirmed: students' leading motive while using Internet is a cognitive motive and the main goal - search for information. Hypothesis 2 was confirmed by cluster analysis: students experience dysfunctional states while using Internet. Hypothesis 3 was not confirmed: there are no differences in students' and IT specialists' search strategies.
The book presents generalized and analyzed information obtained in the course of sociological research of students and the educational process at the Moscow State University in 2014-2017. Presented are interesting for specialists conclusions on the development of human capital, change the mission of the university, etc.
The article discusses how to overcome cross-cultural barriers among students. Special attention is paid to the nature of international communication, the types and the content of intercultural barriers. The authors suggest guidelines for students, teachers and educational institutions that would help to overcome emerging cross-cultural barriers.
Value of higher education. Opinions of representatives of families with children on the value of education. A survey of the «Public Opinion» Foundation A review of results of a Russian household survey in which there were analyzed the influence of education, profession, and career status of the parents, domicile, material and cultural resources of the family on the education strategies of children, as well as the extent, structure, and incentives of the education activity of adults.
Meta-analytic research in psychology of academic performance proved that Big Five Conscientiousness and Openness to Experience predict scholastic achievements of university students (O’Connor, Paunonen, 2007; Poropat, 2009). But we claim that psychological predictiors of academic success depend on educational environment and can be culture-related. We examined 176 2nd and 3rd year economy and computer science university students in Russia with the Big Five – Ipsative version test (Shmelyov, 2010) and discovered that GPA and USE (United State Examination in Russia) scores are significantly correlated with Agreeableness (r = 0.15; p < 0.01 for GPA and r = 0.22 p < 0.01 for USE math) and Neuroticism (r = 0.2, p < 0.01 for GPA and r = -0,17; p < 0,01 for USE math). We suppose that the difference between our result and results provided by the meta-analyses mentioned above can be explained by the differences in educational environment in Russia and other countries. We assume that big number of classes and relatively small amount of individual and analytical assignments create the environment where Agreeableness and Neuroticism are important for the academic success.
This article investigates responses of Soviet schoolchildren of middle and older ages towards the Spanish Civil War and the arrival of Republican children to the USSR in the second half of the 1930s. Interest in reactions of this age category is connected with the fact that soon after they would bear the brunt of sacrifices in the struggle with Nazi Germany and received the status of front-line generation. Emotionally perceived events in a distant country became the source of its ideas about the future total war of the USSR and an important frontier in psychological preparation for it. Despite the refusal of the country’s political leadership to foment a revolution in Spain, this idea was guiding for young Soviet citizens. The Republican struggle, meaningful as an outbreak of world revolution, gave rise to their various manifestations of solidarity, including the collection of funds, attempts of individual and group escapes to Spain, and the self-organization of paramilitary units to join international teams. In the light of the dramatic experience of the Spanish Republicans, the future of the communist project among Soviet youth was now linked only to the fierce war that the Soviet Union was to withstand with some not necessarily decisive support from the progressive world community.
This paper covers the issues of student accountability with special regard to post-Soviet countries, especially Armenia, Belarus, Kazakhstan, Latvia, and Russia. Primary, secondary, and tertiary levels of education are examined. These countries share a common past but have also taken different paths regarding policy choices on student performance evaluation, assessments, and the introduction of national policies on student accountability (e.g. nation-wide examinations). This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2017/8 GEM Report, Accountability in education: Meeting our commitments. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2017/8 Global Education Monitoring Report, Accountability in education: Meeting our commitments”.
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.