edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2026-8-152-173edscience-5488Research ArticleПСИХОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯ В ОБРАЗОВАНИИPSYCHOLOGICAL RESEARCH IN EDUCATIONСамоэффективность и готовность педагогов-психологов к сопровождению познавательной активности слабоуспевающих школьниковSelf-efficacy and readiness of future educational psychologists to support the cognitive activity of underachieving schoolchildrenhttps://orcid.org/0009-0002-8162-1812ЖупарханА.ZhuparkhanA.

Жупархан Айман - докторант 3 курса специальности «Педагогика и психология»

Астана

Aiman Zhuparkhan - Doctoral Student (Education and Psychology)

Astana

aimana11@inbox.ruhttps://orcid.org/0000-0002-7789-9080КариевА. Д.KariyevA. D.

Кариев Адлет Дюсембаевич - кандидат педагогических наук, постдокторант, ассоциированный профессор кафедры начального образования

Алматы

Scopus Author ID 57202222355, ResearcherID CWO-5024-2022

Adlet D. Kariyev - Cand. Sci. (Education), Postdoctoral Fellow, Associate Professor, Department of Primary Education

Almaty

Scopus Author ID 57202222355, ResearcherID CWO-5024-2022

adlet.kariyev@gmail.comhttps://orcid.org/0000-0003-2418-816XШалгынбаеваК. К.ShalgynbayevaK. K.

Шалгынбаева Кадиша Кадыровна - доктор педагогических наук, профессор кафедры педагогики 

Астана

Scopus Author ID 56073272700, ResearcherID AAQ-4803-2020

Kadisha K. Shalgynbayeva - Dr. Sci. (Education), Professor, Department of Pedagogy

Astana

Author ID 56073272700, ResearcherID AAQ-4803-2020

kadisha1954@mail.ruhttps://orcid.org/0000-0002-4481-8635ШолпанкуловаГ. К.SholpankulovaG. K.

Шолпанкулова Гульнар Кенесбековна - кандидат педагогических наук, и.о. профессора кафедры педагогики

Астана

Scopus Author ID 57191434190, ResearcherID ABD8224-2020

Gulnar K. Sholpankulova Cand. Sci. (Education), Acting Professor, Department of Pedagogy

Astana

Scopus Author ID 57191434190, ResearcherID ABD-8224-2020

sh.gul@mail.ruhttps://orcid.org/0000-0002-6837-5971СаметтинГ.SamettinG.

Саметтин Гюндуз доктор социальных наук, профессор, проректор факультета журналистики

Болу

Gündüz Samettin Dr. Sci. (Social Sciences), Professor, Vice-Rector of the Faculty of Journalism

Bolu

adlet.kariyev@gmail.comЕвразийский национальный университет имени Л. Н. ГумилеваКазахстанL. N. Gumilev Eurasian National UniversityKazakhstanКазахский национальный педагогический университет имени АбаяКазахстанAbai Kazakh National Pedagogical UniversityKazakhstanЕвразийский национальный университет имени Л. Н. ГумилеваКазахстанL. N. Gumilyev Eurasian National UniversityKazakhstanУниверситет Болу Абант Иззет БайсалТурцияBolu Abant İzzet Baysal UniversityTurkey202606102026288152173Copyright © Жупархан А., Кариев А.Д., Шалгынбаева К.К., Шолпанкулова Г.К., Саметтин Г., 20262026Жупархан А., Кариев А.Д., Шалгынбаева К.К., Шолпанкулова Г.К., Саметтин Г.Zhuparkhan A., Kariyev A.D., Shalgynbayeva K.K., Sholpankulova G.K., Samettin G.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/5488

Введение. Снижение успеваемости и вовлеченности школьников в учебную деятельность является глобальной проблемой, и определяет необходимость не только системно-организованной деятельности по профилактике школьной неуспеваемости, но и понимания насколько хорошо подготовлены будущие педагоги-психологи, с точки зрения их убеждений, навыков и способностей, к сопровождению познавательной активности слабоуспевающих школьников. Цель статьи – выявление взаимосвязи самоэффективности с компонентами готовности к сопровождению познавательной активности слабоуспевающих школьников у будущих педагогов-психологов. Методология, методы и методики. Методологией исследования являлся компетентностный подход, рассматривающий будущих педагогов – психологов как активных субъектов профессионального развития и практической деятельности. Инструменты и методы: анализ, сравнение и обобщение, авторская интерпретация психолого-педагогической литературы в области методики профессионального образования. Эмпирические методы: анкетный опрос, тестирование, методы математической статистики. В исследовании приняли участие 144 студента. Результаты и научная новизна. Установлено, что у будущих педагогов-психологов сформирован позитивный образ профессиональной деятельности по сопровождению познавательной активности слабоуспевающих школьников. Высокие показатели по шкалам, отражающим отношение, намерения и оценку эффективности, говорят о наличии у будущих педагогов-психологов мотивации к реализации сопровождения познавательной активности, а также о вере в свою способность успешно решать профессиональные задачи. В целом, за исключением шкалы трудности, по итогам исследования, можно констатировать одинаковую взаимосвязь различных показателей самоэффективности у будущих педагогов-психологов с показателем готовности к сопровождению познавательной активности слабоуспевающих школьников. Практическая значимость. Полученные результаты могут быть использованы для разработки курсов для педагогов-психологов, направленных на формирование готовности к сопровождению познавательной активности слабоуспевающих школьников, а также повышения самоэффективности в условиях современных вызовов и социальных требований.

Introduction. The decline in academic performance and engagement among schoolchildren is a global issue, highlighting the need not only for systematically organised activities to prevent school underachievement but also for a clear understanding of how well future educational psychologists are prepared – in terms of their beliefs, skills, and abilities – to support the cognitive activity of underachieving schoolchildren. Aim. The present paper aims to examine the relationship between self-efficacy and the components of readiness to support the cognitive activity of underachieving schoolchildren among future educational psychologists. Methodology and research methods. The research methodology was grounded in a competency-based approach, which considers future educational psychologists as active agents of professional development and practical engagement. The instruments and methods employed included analysis, comparison, and synthesis, complemented by the author’s interpretation of psychological and pedagogical literature related to vocational education methodology. Empirical methods comprised a questionnaire survey, testing, and statistical analysis. A total of 144 students participated in the study. Results and scientific novelty. It was found that future educational psychologists have developed a positive perception of their professional role in supporting the cognitive activities of underachieving schoolchildren. High scores on scales measuring attitudes, intentions, and perceived effectiveness indicate that these future professionals are motivated to provide cognitive support and confident in their ability to successfully address related professional challenges. Overall, except for the difficulty scale, the results demonstrate a consistent relationship between various indicators of self-efficacy and the readiness of future educational psychologists to support the cognitive activities of underachieving schoolchildren. Practical significance. The findings can be used to develop courses for educational psychologists designed to foster readiness to support the cognitive activity of underachieving schoolchildren, as well as to enhance self-efficacy in the context of contemporary challenges and social demands.

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The authors declare that there are no conflicts of interest present.