Tecknique for subject position of students of different ages study

The article is devoted to the study of subject position of students of different age groups: children of primary school, teenagers, senior schoolchildren. The article describes the main method – the questionnaire «Subjective position», its testing and validation. Subjective position is considered as active conscious attitude of student to education. This understanding is based on theoretical concepts of cultural-historical psychology of L. S. Vygotsky about the connection between education and development, on cooperation of the child and the adult, and also on the experience of the practical help to the students in overcoming learning difficulties on the basis of reflective-activity approach. 331 students completed the questionnaire and other meаsures. Research data allow to draw conclu- sions about the peculiarities of the position of students in relation to education, and its age dynamics. Factor analysis supported the use of three–factor solution, identified three scales describing different types of relationship to education: the subject position, the object position, the negative position. Additional analysis revealed another type – passive position of some students. There was discovered that a degree of subjective position decreased from younger school age to senior school, and severity of negative position increases.

1. Andrejuk V. Ju., Zareckij V. K., Holmogorova A. B. Shkol'naja dezadaptacija v forme sistematicheskih propuskov zanjatij: faktory riska i psihosocial'naja reabilitacija [School maladjustment in the form of systematic absences: risk factors and psychosocial rehabilitation]. Defektologija [Defectology], 2009, no. 5. P. 39–47.
2. Vygotskij L. S. Problemy detskoj (vozrastnoj) psi- hologii [The problem of child (age) psychology]. Sobr. soch.: V 6 t. T. 4. Moscow: Pedagogika, 1984. P. 243–432.
3. Gazman O. S. Neklassicheskoe vospitanie: Ot avtoritarnoj pedagogiki k pedagogike svobody [Non- classical education: From authoritarian pedagogy to pedagogy of freedom]. Moscow, 2002. 296 p.
4. GolovejL. A.,RybalkoE. F.Praktikumpovozrаst-noj psihologii [Workshop on developmental psychology]. St. Petersburg: Rech', 2008. 688 p.
5. Davydov V. V. Problemy razvivajushhego obuche- nija [Problems of developing training]. Moscow: Akademija, 2004. 288 p.
6. Dermanova I. B. Diagnostika emocional'no-nravst- vennogo razvitija [Diagnosis emotional and moral development].  St. Petersburg.: Rech', 2002. 176 p.
7. Dweck C. Gibkoe soznanie. Novyj vzgljad na psihologiju razvitija vzroslyh i detej [Flexible con- sciousness. A new look at developmental psycho- logy adults and children]. Moscow: «Mann, Ivanov i Ferber», 2013. 400 p.
8. Zareckij V. K. Chto delaet konsul'tant po proc- essu reshenija problem [What makes  a  con- sultant  problem   solving   process].   Letnjaja shkola dlja detej s osobennostjami razvitija: opyt ra- boty  [Summer  school  for  children   with   spe- cial needs: experience] / Рod red.: V. K.  Za- reckogo, M. M. Gordon. Nytva-Moscow: RUO, IPI RAO, 2001. P. 107–120.
9. Zareckij V. K. Refleksivno-dejatel'nostnyj podhod v rabote s det'mi s trudnostjami v obuchenii [Reflec- tive-activity approach in working with children with learning difficulties]. Pedagogicheskaja psihologija: uchebnoe posobie [Educational psychology: a text- book] / Рod red. I. Ju. Kulaginoj. Moscow: TC Sfera, 2008. P. 81–98.
10. Zareckij V. K. Stanovlenie i sushhnost' reflek- sivno-dejatel'nostnogo podhoda v okazanii kon- sul'tativnoj psihologicheskoj pomoshhi [Develop- ment and principle of reflective-activity approach in children counselling. Konsul'tativnaja psihologija i psihoterapija [Counseling Psychology and Psycho- therapy], 2013,  no.  2. P. 8–37.
11. Zareckij V. K., Zareckij Ju. V. Sub’ektnaja pozicija rebenka v preodolenii uchebnyh trudnostej (sluchaj iz praktiki) [Subject position if the child in overcoming learning difficulties (case study)]. Konsul'tativnaja psihologija i psihoterapija [Counseling Psychology and Psychotherapy], 2012, no. 2. P. 110–133.
12. Zareckij Ju. V. Sub’ektnaja pozicija po otnosheni- ju k uchebnoj dejatel'nosti kak resurs razvitija i pred- met issledovanija [Subject position in learning activ- ity as a resource for development and the subject of the study]. Konsul'tativnaja psihologija i psihoterapija [Counseling Psychology and Psychotherapy], 2013, no. 2. P. 110–128.
13. Mihajlova N. N., Jusfin S. M. Pedagogika pod- derzhki: Uchebno-metodicheskoe posobie [Pedago- gy Support: Instructor's Manual]. Moscow: MIROS, 2001. 208 p.
14. Njutten Zh. Motivacija, dejstvie i perspektiva bu- dushhego [Motivation, action and the prospect of future] / Pod red. D. A. Leont'eva. Moscow: Smysl, 2004. 608 s.
15. Obuhov A. S. Vozrastnoj aspekt razvitija is- sledovatel'skoj dejatel'nosti: ot spontannogo po- vedenija k stanovleniju sub’ektnosti [Age aspect of the development of research activities, from spon- taneous behavior to the formation of subjectivity]. Issledovatel'skaja dejatel'nost' uchashhihsja: ot detskogo sada do vuza: nauchno-metodicheskij sbornik v dvuh tomah [The research activities of students from kindergarten to high school: Re- search and Methodological collection in two vo- lumes] / Pod obsh. red. A. S. Obuhova. Moscow: Obshherossijskoe obshhestvennoe dvizhenie tvorcheskih pedagogov «Issledovatel'»; MPGU, 2010.  P. 42–48.
16. Pahomova O. Trudnosti perevoda [Jelektron- nyj resurs] [Lost in Translation]. Shkol'nyj psiholog. [School psychologist]. 2004. no. 33. URL: http:// psy.1september.ru/article.php?ID=200403314 (data obrashhenija 24.03.2014).
17. Rais F., Doldzhin K. Psikhologiia podrostkovogo i iunosheskogo vozrasta [Psychology of adolescence and adolescence]. St. Peterburg: Piter, 2012. 816 p.
18. Solovejchik S. L. Vechnaja radost': ocherki zhizni i shkoly [Eternal joy of life and school essays]. Mos- cow: Pedagogika, 1986. 370 p.
19. Tri glavnye problemy podrostka s deviantnym povedeniem. Pochemu voznikajut? Kak pomoch'? [Three main problems teenager with deviant behavior. Why are there? How can we help?] / V. K. Zareckij, N. S.  Smirnova,  Ju. V.  Zareckij,  N. M.  Evlashkina., B. Holmogorova. Moscow: Forum, 2011. 208 p.
20. Cukerman G. A., Venger A. L. Razvitie uchebnoj samostojatel'nosti [Development of educational au- tonomy]. Moscow: OIRO, 2010. 432 p.
21. Csikszentmihalyi M. Potok: Psihologija  opti- mal'nogo perezhivanija [Flow: the psychology of op- timal experience]. Moscow: Smysl: Al'pin non-fikshn, 2011. 461 p.
22. Jakimanskaja I. S. Lichnostno orientirovannoe obuchenie v sovremennoj shkole [Personally orient- ed education in the modern school]. Moscow: Sent- jabr', 1996. 96 p. 23. Deci E. L., Ryan R. M. Hand- book of self-determination research. Rochester, NY: University of Rochester Press,  2002.
23. Engeström Y. Development,   movement  and agency: Breaking away into mycorrhizae activities.
24. In K. Yamazumi (Ed.), Building activity theory in practice: Toward the next generation. Osaka, 2006.
25. Grawe K. Agents of Change in the Processes of Psychotherapy. Part I. In: IFP Newsletter, Zurich, June 2006. P. 7–17.
26. Griffin Em. A First Look at Communication Theory. N. Y.: New  York:  McGraw  Hill,  2011. P. 194–204.