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Features of individual preferences change in younger students during the learning process 1352
Zaitsev S.V., PhD in Psychology, Moscow State University of Psychology and Education, senior researcher at the Pedagogical psychology chair of the Educational psychology faculty, associate professor, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
Dobryakova O.I., Primary School Teacher, Education Center NO. 975, Moscow, Russia, firstname.lastname@example.org
The authors conducted a study that was aimed at studying the stability of individual preferences of younger school students in a situation of choice of educational tasks. The students choose and perform educational tasks during lessons, in a real learning process. Once in every one or two weeks, one training and four experimental lessons for each of the three subjects were conducted: mathematics, Russian language and literary reading. The subjects were students of II grade, Education Center № 975 in Moscow. The experiment was attended by 26 subjects – 12 girls and 14 boys. The study found that some individual learning preferences of younger students (for example, the use of lots, certain preferred type of the tasks and the desire to choose a partner with the same companion) are stable and equally manifest in various school subjects, the other manifest only in the framework of a particular educational subject.