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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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School Transitions: Assessing Metasubjective and Personality-Related Learning Outcomes in Students 296

Ermolaeva M.V., Doctor of Psychology, Professor of Pedagogical Psychology Department, Faculty of Educational psychology, Moscow State University of Psychology & Education, Moscow, Russia, mar-erm@mail.ru
Lubovsky D.V., PhD in Psychology, professor at the chair of educational psychology, department of educational psychology, Moscow State University of Psychology & Education, Moscow, Russia, lubovsky@yandex.ru
Abstract
The paper describes a diagnostic programme developed within the framework of continuous psychological and educational support of implementation of educational standards. The study involved 390 school students of 4th classes and 226 students of 9th classes who were tested before and after their transition to a new educational level in order to evaluate the dynamics of their learning outcomes (metasubjective as well as personality-related).The tests involved tasks with partial or inconsistent problem situations and A.M. Prikhozhan’s Learning Motivation Survey. The analysis of the data showed that students of 4th and 5th classes perceive their transition from one educational level to another as a challenge of uncertainty, while for most of 10th-class students it is not so. Basing on the study outcomes the authors show that technologies of student personality development play an important role in securing the continuity of psychological and educational support of implementation of the Federal State Education Standards. The role of modern training models for teachers and educational psychologists in solving the task of continuous psychological and educational support is also analysed.

Keywords: Federal State Educational Standard, continuity of psychological and educational support, students, transition to new educational level

Column: Developmental Psychology

DOI: http://dx.doi.org/10.17759/pse.2019240106

Funding

This work was supported by the State Тask 30.4390.2017/НМ «Scientific and methodological development of technologies of continuous psychological and educational support of implementation of modern federal state educational standards in general education and their practical evaluation».

Acknowledgements

The authors are grateful for assistance in data collection to Klyueva T.N.(Samara) and Usova A.P.(Moscow).

For Reference

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