Взаимосвязь самоотношения и учебной мотивации у студентов дефектологического направления
DOI: 10.15293/2312-1580.2404.07
Ключевые слова:
мотивация, самооценка, самоотношение, образовательный процесс, формирующее оценивание, автономная мотивация, психологический фактор, самоэффективность, саморефлексия, ответственность, учебная активность, личностное развитиеАннотация
Работа посвящена исследованию взаимосвязей между мотивацией, самооценкой и самоотношением в образовательном процессе. Обсуждается актуальность поиска эффективных способов повышения вовлеченности обучающихся в обучение, а также роль формирующего оценивания как метода, поддерживающего автономную мотивацию. Отмечается значимость самоотношения как психологического фактора, формирующего уверенность в собственных силах и самоэффективность. Анализируется роль самооценки как инструмента, способствующего развитию саморефлексии и ответственности студентов за учебный процесс. Делается вывод о важности исследования данных аспектов для повышения учебной активности и личностного развития студентов дефектологического направления.
Библиографические ссылки
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Bourke R. Liberating the learner through self-assessment. Cambridge Journal of Education, 2016, vol. 46, issue 1, pp. 97–111. DOI: https://doi.org/10.1080/0305764X.2015.1015963
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Chen S. Authenticity in context: being true to working selves. Review of General Psychology, 2019, vol. 23, issue 1, pp. 60–72. DOI: https://doi.org/10.1037/gpr0000160
Colthart I., Bagnall G., Evans A., Allbutt H., Haig A., Illing J., McKinstry B. The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME guide no. 10. Medical Teacher, 2008, vol. 30, issue 2, pp. 124–145. DOI: https://doi.org/10.1080/01421590701881699
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Heckhausen J., Heckhausen H. (Eds.). Motivation and action. 3rd ed., 2018. DOI: https://doi.org/10.1017/CBO9780511499821
Hospel V., Galand B., Janosz M. Multidimensionality of behavioural engagement: Empirical support and implications. International Journal of Educational Research, 2016, vol. 77, issue 1, pp. 37–49. DOI: https://doi.org/10.1016/j.ijer.2016.02.007
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Knight A. Using self-assessment to build self-efficacy and intrinsic motivation in athletes: A mixed methods Explanatory design on Female adolescent volleyball players. The Qualitative Report, 2020, vol. 25, issue 2, pp. 320–346. DOI: https://doi.org/10.46743/2160-3715/2020.3737
Ladd G. W., Dinella L. M. Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 2009, vol. 101, issue 1, pp. 190–206. DOI: https://doi.org/10.1037/a0013153
Lee A., Hankin B. L. Insecure attachment, dysfunctional attitudes, and low self-esteem predicting prospective symptoms of depression and anxiety during adolescence. Journal of Clinical Child & Adolescent Psychology, 2009, vol. 38, issue 2, pp. 219–231. DOI: https://doi.org/10.1080/15374410802698396
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Matos L., Reeve J., Herrera D., Claux M. Students’ agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. The Journal of Experimental Education, 2018, vol. 86, issue 4, pp. 579–596. DOI: https://doi.org/10.1080/00220973.2018.1448746
Neff K. D., Vonk R. Self-compassion versus global self-esteem: two different ways of relating to oneself. Journal of Personality, 2009, vol. 77, issue 1, pp. 23–50. DOI: https://doi.org/10.1111/j.1467-6494.2008.00537.x
Neff K. D. The development and validation of a scale to measure self-compassion. Self and Identity, 2003, vol. 2, issue 3, pp. 223–250. DOI: https://doi.org/10.1080/15298860309027
Newmann F. M. Reducing student alienation in high schools: Implications of theory. Harvard Educational Review, 1981, vol. 51, issue 4, pp. 546–564. DOI: https://doi.org/10.17763/haer.51.4.xj67887u87l5t66t
Nikou S. A., Economides A. A. The impact of paper-based, computer-based and mobile-based self-assessment on students’ science motivation and achievement. Computers in Human Behavior, 2016, vol. 55, issue 1, pp. 1241–1248. DOI: https://doi.org/10.1016/j.chb.2015.09.025
Oyserman D. Self-concept and identity. In: Tesser A., Schwarz N., editors. The Blackwell Handbook of Social Psychology. Malden, MA: Blackwell, 2001, pp. 499–517. DOI: https://doi.org/10.1002/9780470998519.ch23
Panadero E., Brown G. T. L., Strijbos J. W. The future of student self-assessment: A Review of known unknowns and potential directions. Educational Psychology Review, 2016, vol. 28, issue 4, pp. 803–830. DOI: https://doi.org/10.1007/s10648-015-9350-2
Panadero E., Jonsson A., Botella J. Effects of self-assessment on self-regulated learning and self efficacy: Four meta-analyses. Educational Research Review, 2017, vol. 22, issue 1, pp. 74–98. DOI: https://doi.org/10.1016/j.edurev.2017.08.004
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