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Psychological Science and Education
2017. Vol. 22, no. 3, 46–52
doi:10.17759/pse.2017220305
ISSN: 1814-2052 / 2311-7273 (online)

Creating variable developmental situations in primary school lessons

 
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Abstract

The paper discusses the intensity of learning motivation in university students of various forms, stages and courses of education and its relationship with personal reflection. Large amounts of empirical data obtained in this research allow us to assert that the adequacy of learning motivation is higher in graduate students than in undergraduate students, the latter demonstrating the highest rates in their first year of study and the lowest in the third. Motivation rates in part-time undergraduate students tend to decrease during the first three years at university; however, the rates increase in the fourth year. We also compared learning motivation in respondents with different levels of reflective thinking. Asit was revealed, adequate motivation and motives for acquiring the profession were higher in students with high levels of reflection as compared to those displaying average and low levels. Moreover, the highest rates of reflection were found in students who planned to pursue their profession and knew exactly in which field, whereas the lowest rates were common for students who were not certain as to whether their work would correspond with their major discipline.

General Information

Keywords: individual characteristics of learning, variable developmental situation, regulatory learning action, means of accomplishing learning actions

Journal rubric: Educational Psychology

OpenAlex citations: 2

OpenAlex trends: Psychology of Development and Education, Educational Innovations and Challenges, Educational Methods and Teacher Development

Information about the work in OpenAlex

Number of citations: 2

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 86064  |  Total number of citations: 128385

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Work details in OpenAlex

DOI: https://doi.org/10.17759/pse.2017220305

Published

For citation: Zaitsev, S.V. (2017). Creating variable developmental situations in primary school lessons . Psychological Science and Education, 22(3), 46–52. (In Russ.). https://doi.org/10.17759/pse.2017220305

© Zaitsev S.V., 2017

License: CC BY-NC 4.0

References

  1. Zaitsev S.V. Situatsiya vybora kak sredstvo diagnostiki uchebnoi motivatsii i samootsenki u mladshikh shkol’nikov [The situation of choice as a means of diagnosing educational motivation and selfesteem in younger schoolchildren]. Voprosy psikhologii [Issues of Psychology], 2009, no. 5, pp. 54-64.
  2. Zaitsev S.V., Dobryakova O.I. Osobennosti izmeneniya individual'nykh predpochtenii mladshikh shkol'nikov v protsesse obucheniya [Elektronnyi resurs] [Features of changing individual preferences of younger schoolchildren in the learning process]. Psikhologicheskaya nauka i obrazovanie PSYEDU.ru [Psychological Science and Education PSYEDU.ru], 2014, no. 1. Available at: https://psyjournals.ru/psyedu_ ru/2014/n1/68102.shtml (Accessed 30.05.2014). (In Russ., Abstr. in Engl.).
  3. Kalmykova Z.I. Psikhologicheskie printsipy razvivayushchego obucheniya [Psychological principles of developmental learning]. Moscow: Publ. Znanie, 1979. 48 p.
  4. Kolb D.A. Learning Style Inventory: Technical manual. New-York: Prentice-Hall, 1976.

Information About the Authors

Sergey V. Zaitsev, Candidate of Science (Psychology), senior researcher at the Pedagogical psychology chair of the Educational psychology faculty, associate professor, Moscow State University of Psychology and Education, Moscow, Russian Federation, e-mail: loo-site@rambler.ru

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