Profiles of successful training in the framework of a separate basic discipline were investigated on the student sample (n = 150). The longitudinal and summary indicators of successful training were obtained using experts ratings and IRT-approach on the knowledge testing results that was carried out on the basis of student performance of closed and open tasks that require displaying academic intelligence, practical intelligence and creativity. Hierarchical linear models of growth curves of learning success demonstrated the heterogeneity of the dynamics of change in successful performance of various types of tasks. Four basic profiles of student successful training were obtained using the Q-factor analysis; each factor is characterized by a combination of strong and weak sides of the students. The similar lines of development – their consistent growth – of analytical and practical training success were shown in a small longitudinal study. Successful performance in open creative tasks has a fundamentally different dynamics: a creative usage of accumulated knowledge while working with unspecified material at first sharply decreases and then increases again towards the end of the training.
The article presents results of developing the Multidimensional Students’ Life Satisfaction Scale for primary school children based on MSLSS by E S Huebner The questionnaire involves five scales: Family, School, Teachers, Myself, Friends as well as an overall index of life satisfaction The reliability and validity of the questionnaire are demonstrated on the sample of primary school children (third and fourth grades, N=483) Five factor structure is confirmed by the results of confirmatory factor analysis All the scales have high reliability (0 82 < α < 0 89) and show expected correlations with other indicators of subjective well-being and different scales of self-esteem (as assessed by Dembo-Rubinstein technique) The article contains the text of the questionnaire and normative data for primary school children
The paper presents results of a comparative study of motivation for studying science in Russia and leading countries in science education. We explored the relationship and its strength between various types of motivation and the level of science literacy. The analysis was based on the data of the international study PISA-2015, represented by a sample of 15-year-olds (N = 6036). We found a significant positive correlation between intrinsic and achievement motivation and the level of science literacy almost in all analysed countries. At the same time, in case of intrinsic motivation — which is the strongest predictor for achievement in other countries — the increase in PISA results was lower for Russian students. On the other side, with an increase in motivation focused on academic achievement, Russian students have one of the most noticeable increases in results in comparison with leading countries. The nonlinear nature of the relationship between instrumental motivation and the PISA results for Russian students was also revealed — students with the highest and lowest levels of this type of motivation show the best results. The potential prospects of using different kinds of programs for raising motivation and achievement are discussed.
The article describes the three main international programs assessing the quality of educational outcomes – PISA, TIMSS, and PIRLS. Results of the Russian students in comparison with international average and states-leaders results show the gap especially on scales concerning the students’ ability to apply the school knowledge to real life situations. The unique configuration of Russian students’ results in different studies is identified and described. High level of results in primary school (PIRLS) and low level in medium school indicate that the gap is localized exactly at the second stage of education. Further analysis demonstrates that the Russian results are unique and reflect the commitment of the Russian educational system to the principles of academic orientation (high level of substantive results and low ability to apply them in my life). The psychological and pedagogical aspects of school life are presented and analyzed as follows: personal relationships of teachers and students, disciplinary climate, forms of pupils’ encouragement to learning. It is shown that these indicators in Russia are strongly positive for students’ responses, and often negative for teachers. It is argued that the impact of these indicators has an important potential of development of the Russian educational system. Authors believe that the described peculiarities reflect the real discrepancies in Russian school and can be a resource for the development of the Russian school.
This is a case of trilateral partnership to establish a service-learning program for teacher education students.
The article is devoted to the spiritual and moral education (SME). Along with the author's concept of SME, an overview of axiological attitudes and orientations, an approximate set of principles, mechanisms and conditions of the spiritual and moral development of children in school is presented. The attention is paid also to the issues that cause heated debate such as religious education, the reincarnation of the traditional meaning of "spirit" and "spirituality". The need to match activities on the spiritual and moral education with a new vector of Russia's historical development that was firstly and foremost constitutionally elected and suffered in the turmoil and tragedies of Russia in the XX century. The article emphasizes that SME is the mandatory (number one) task of the school, society and state. Solving this task may indeed lead to the basic axiological consensus and spiritual revival of Russia
The article describes the conceptual approaches to the assessment of ICT literacy of teachers with regard to the requirements of the Teacher occupational standards. It includes the analysis of the existing approaches to the assessment of ICT Literacy of teachers. Teacher’s ICT literacy is ability of a teacher working in ICT environment to plan, organize and fulfill instruction with due consideration to the requirements of state standards for the general education, to take active part in the development and implementation of the school development program and to continue lifelong professional development. In the article the original approach to the development of the test framework for the assessment of ICT literacy is presented. The article is based on the results of the research project “Feasibility study of the conceptual approaches to the development of the instrument for assessment of ICT literacy of teachers with regard to the requirements of the Teacher occupational standards” implemented by Federal Institute for Education Development.
New ways of life in the digital world create a special social situation of development of the child, which is characterized by a decrease in the universality and dominance of the adult in the parent-child relationships in online contexts. Nevertheless, children and adolescents still desperately need the support of adults, especially of their parents, to master new online opportunities as well as to cope with online risks. The paper presents data from two studies carried out in 2013 and in 2018 and attempts to compare some of the knowledge and abilities of the parents that they had as assistants and experts helping their children to explore the Internet. These studies were conducted in 8 federal districts of the Russian Federation on the following samples: in 2013 — 1203 adolescents aged 12—17 and 1209 parents; in 2018 — 1554 adolescents aged 12—17 and 1105 parents. The paper traces the changes in the digital portraits of modern parents as Internet users, focusing, in particular, on their awareness of their children’s encounters with online risks and on the dynamics of parental mediation strategies concerning the use of the Internet. There is a clear tendency to reduce the digital gap between the Russian adolescents and their parents which is expressed both in the increasing digital activity of the parents and in their concern with establishing and maintaining close relationships with the children in the context of their Internet activity.
The paper presents two studies aimed at development and validation of a scale of alienation in educational context. The first study using samples of university students (N = 395) and high school students (N = 194) involves structural validation of Subjective Alienation Questionnaire for Students using confirmatory factor analysis. The scales of the questionnaire have shown acceptable internal consistency (α = 0,70−0,92) and predictable associations with measures of subjective and psychological well-being, locus of control, life meaning, generalized self-efficacy, and hardiness. The second study using a sample of university students (N = 152) focused on the associations of alienation, burnout, and academic motivation with learning environment characteristics, well-being, and self-reported academic achievement. According to the resulting model, learning motivation and alienation reflect characteristics of relation of the student to the object of learning, whereas burnout reflects the resulting characteristics of learning process. Burnout was predicted by excessive difficulty of learning tasks, high workload, and alienation. Alienation was predicted by low teacher support, low clarity of learning requirements, and lack of choice in studies. Alienation and burnout mediated the associations of these learning environment characteristics with self-reported academic success and subjective well-being of students.
The paper discusses parental beliefs about the purposes, methods, and modes of interacting with the child about the transition to school and learning in first grade. Using interviews with the mothers of first-graders we show the contradictions and difficulties of forming their own pedagogical theories. In particular, we show that parents form their beliefs using various, often contradictory sources (scientific publications, the traditional view of the child, the perception of the modern world as a high-risk, etc.) and cope with these contradictions in different ways.
The paper presents an analysis of empirical data on relationship of study-related learning experiences with students’ psychological well-being and academic success. The data were obtained using the original Activity-Related Experiences Assessment technique (AREA) and a number of additional measures. The results of four studies are presented. The first one was devoted to the psychometric validation of AREA questionnaire. The results confirmed the constructive validity of the model of activity-related experiences. The second study compared experiences associated with different types of activities (study and leisure). Differences in the structure of correlations of experiences related to different activities confirmed that experiences are activity-related rather than personality-related. The third study presents data on the relationship of study-related experiences with personality traits and academic performance. Only the experience of pleasure revealed a significant association with academic performance. The purpose of the last study was identifying the structure and reliability of AREA on the combined sample by CFA using and checking the connection of study-related experiences with indicators of psychological well-being. Experiences of pleasure and meaning were closely related to each other and negatively related to the experience of void, while the experience of effort was hardly associated the other three scores. Experiences of pleasure and meaning reveal predictable direct (and the experience of void the reverse) association with indicators of well-being.
Abstract. The article is devoted to the theory and practice of digital technologies genetic reading "Videotext" in the educational process on the example of teaching the English language. The essence and advantages of the application of multimedia technology as a tool for improving education process. Shows the background of the development of the technology of videotext in Russia and abroad, studied in detail the goals, objectives and scope of the author's project of the Russian philologist G. V. Vekshin "Videotext". Shows one of the first experiments of the application of this digital technology genetic reading in the educational process at the HSE in the practice of teaching the English language. It is concluded that the implementation of the principles of clarity and repeatability to the process of learning through animated text, as well as opportunities to significantly reduce the transmission time of the information required by the teacher to the students, and, importantly, to score high on perception, acceptance, awareness and understanding.
We present the basic principles for the development of effective programs for prevention of substance abuse among young people employed in the United States. They are based on the model of “risk factors and protective factors” and suggest a consistent, systematic, coordinated deployment of preventive interventions for children of different ages and in different social contexts (individually, in family, at school, in community). These principles can be useful for transfer of foreign experience on the Russian reality and for development of a new generation of programs for the prevention of substance abuse in Russia. Also, these principles and ideas may be partly extrapolated to develop prevention programs for other social risks.