Please use this identifier to cite or link to this item: http://dspace.hnpu.edu.ua/handle/123456789/3226
Title: Study of Aspects Facilitating "Lifelong Learning" Competence Development in High School Students
Other Titles: Вивчення аспектів сприяння розвитку компетентностей у учнів середньої школи "Навчання протягом усього життя"
Изучение аспектов содействия развитию компетенций у учащихся средней школы "Обучение в течение всей жизни"
Authors: Matvieieva, O.
Ovcharenko, N.
Korchagina, A.
Kuznetsova, O.
Grineva, V.
Матвєєва, О. О.
Овчаренко, Н. А.
Корчагіна, Г. С.
Кузнецова, О. Ю.
Гриньова, В. М.
Матвеева, О. А.
Корчагина, А. С.
Кузнецова, Е. Ю.
Гринёва, В. Н.
Keywords: "lifelong learning" competence
high school students
success-oriented motivation
academic self-regulation
hubristic motivation
компетентність "навчання протягом усього життя"
старшокласники
мотивація, орієнтована на успіх
академічне саморегулювання
компетентность "обучение в течение всей жизни"
гібридна мотивація
компетентность "обучение в течение всей жизни"
старшеклассники
мотивация, ориентированная на успех
академическое саморегулирование
академическое саморегулирование
гибридная мотивация
Issue Date: 2019
Publisher: Lumen Publishing House
Citation: Study of Aspects Facilitating "Lifelong Learning" Competence Development in High School Students / O. Matvieieva, N. Ovcharenko, A. Korchagina [et al.] // Revista Românească pentru Educaţie Multidimensională. – Romania : Lumen Publishing House, 2019. – Vol. 11, is. 2. – Р. 180–197.
Abstract: The «lifelong learning» competence is considered in the article as an integrated ability of an individual, incorporating knowledge, skills and habits that students acquire during schooling, as well as certain qualities that ensure their readiness for further learning, socialization and personal growth. Success-oriented motivation and success in learning are determined as the essential prerequisites for the «lifelong learning» competence development in high school learners. The article presents the results of an empirical study of the correlation between success-oriented motivation, high school students’ academic self-regulation and their success in learning. The experimental assessment was carried out in two different types of institutions of secondary education (the general secondary school, the lyceum). To carry out the diagnostic assessment of 9th grade students (n = 134, age 13–15 years) the adaptation of the method of motivating students to achieve success, the method of «Academic self-regulation» and the technique of hubristic motivation diagnostic assessment were used. It has been determined that high level indicators of internalization and exteriorization are more evident in lyceum students, confirming their desire for self-development, self-improvement and self-education. The existence of direct correlation between the external regulation of learning activity and the motivation oriented to preventing failure, and between the internal motivation and success-oriented motivation has been proved. The peculiarities of the success-oriented motivation and academic self-regulation of high school students of different types of schools (general secondary school, lyceum) have been specified. The study has confirmed that the motives of the internal success-oriented motivation of high school students have a greater impact on their achievements in learning than the motives of external motivation and are more valuable for «lifelong learning» competence development.
URI: http://dspace.hnpu.edu.ua/handle/123456789/3226
ISSN: 2067-9270
Appears in Collections:Кафедра початкової і професійної освіти

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