Methods of Independent Valuation of adolescent «inherent value» in Training Activity

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Abstract

Implementing the new educational standards requires additional motivating features for successful study of adolescent. We tested a hypothesis that school student motivation to successful study is a result of interaction between external forms of motivating, such as forms of individual and social examination of study results by the teacher, and internal forms (a keen susceptibility of injustice or “suffering”, feelings of sorrow adolescent experienced from others or fault of their own). The study involved 41 students of 9th grade. The statistical analysis of intergroup differences and regression analysis confirmed the hypothesis. We found that depending on the sense of “suffering” adolescents admit more clearly how teacher evaluate his/her achievements on the main subjects (mathematics), has great self-esteem of his/her abilities and more “response” for the choice of future profession. According to the study results, authors pay special attention to the external factors that determine the adolescents’ attitude to themselves. That is, the achievement motive and anxiety of school student can be affected according to the preferred teachers value system based on an individual or a social student achievement evaluation norm.

General Information

Keywords: individual and social estimation norms, feeling of unfairness, adolescent authenticity

Journal rubric: Psychological Diagnostics

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2015200408

For citation: Aminov N.A., Zhambeeva Z.Z., Kabardov M.K. Methods of Independent Valuation of adolescent «inherent value» in Training Activity. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2015. Vol. 20, no. 4, pp. 86–95. DOI: 10.17759/pse.2015200408. (In Russ., аbstr. in Engl.)

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Information About the Authors

Nikolai A. Aminov, PhD in Psychology, Senior Researcher at the Laboratory of Differential Psychology and Psychophysiology, Psychological Institute, Russian Academy of Education, Moscow, Russia, e-mail: aminov.pirao@yandex.ru

Zarema Z. Zhambeeva, PhD in Psychology, Institute of Psychology, the Russian Academy of Education,, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3831-3902, e-mail: zarema-z@mail.ru

Mohamed K. Kabardov, Doctor of Psychology, Professor, Head of Laboratory for Psychophysiology and Differential Psychology, Deputy Director for Scientific Work,, Federal state budgetary scientific institution Psychological Institute of the Russian Academy of education, Deputy head, member of the bureau of the section “Differential psychophysiology and neuropedagogy” of the Federation of Educational Psychologists of Russia. Member of the Grand Jury (2014-2018) of the National Psychological Competition “Golden Psyche”., Moscow, Russia, ORCID: https://orcid.org/0000-0001-5787-3556, e-mail: kabardov@mail.ru

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