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Study of School Experiences in High-School Students in Terms of Their Internal Structure and Content 1218
Perminova S.E., PhD Student, Chair of Educational Psychology, Educational Psychology faculty, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
Meshcheryakova I.A., PhD in Psychology, Associate Professor, Chair of Educational Psychology, Educational Psychology faculty, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
The article presents the study of school experiences in high-school students in terms of their internal content and structure. The original assumption was in hypothesis about the complex structure of school experiences (teasing out the emotional and cognitive components), as well as the possibility of differences of experiences in terms of intensity and modality of the sign (negative / positive). The study was conducted in one of the Moscow schools and consisted of two stages, 45 respondents (32 ninth-graders and 13 eleventh-graders) were involved on the first stage and 59 respondents (39 ninth-graders and 20 eleventh-graders) participated on the second stage. To achieve the objectives of the study the following questionnaires were used: “School Experiences” (SE) and “World of experiences” (WE). In the process of theoretical analysis the components of high school students’ experiences in the various areas of the educational situation were identified and described. The empirical study provided the data on the intensity and modality of the teased out components of the experience. The generally low level of intensity of both components of school experiences was shown in the study.
Keywords: cultural-historical approach, experience, structural components of experience, school experiences, educational environment, high school students
Column: Applied educational psychology