PSYCHOLOGICAL AND PEDAGOGICAL FACILITATION AS A NECESSARY CONDITION OF SUCCESSFUL SELF-DETERMINATION OF HIGHER SCHOOL STUDENTS
https://doi.org/10.17853/1994-5639-2015-9-120-133
Abstract
The purpose of the study is to identify possible psychological and educational facilitation ways among high school students to get their values shaped in the framework of self-determination.
Methods. The analysis and generalization of the Russian and foreign sources on methodology, theory and practice of psychological and pedagogical facilitation are used in the present study. The technique of valuable orientations by M. Rokich is involved in psychological and pedagogical experiment. Essays, discussions, consultations, non-directive trainings, methods of value orientations are used as means of facilitation.
Results. The need of psychological and pedagogical process maintenance of personality formation of youthful age is proved; it is based on humanistic approach and idea of the facilitation which was proposed by K. Rogers as opposed to authoritative, directive methods of influence. The data show a positive impact of facilitation on the formation of self-determination process at high school age: the individual values structure has become relatively stable, characterized by a more active position in relation to the world and students’ future. Scientific novelty. The concept of psycho-pedagogical facilitation in relation to the issue of self-determination of high school pupils is clarified. It is suggested that there is a direct link between psychological/educational support and mental processes, which is confirmed by statistically significant results in the values hierarchy survey of senior students.
Practical significance. The research findings can be used while designing special programs as for educational organizations and supplementary education.
About the Author
Dmitry V. Kuznetsov
Ural Federal University
Russian Federation
Russian Federation
Competitor of the Department of Developmental Psychology and Pedagogical Psychology,
Yekaterinburg
References
1. Afanasieva O. Y. Upravlenie comunicativnim obrazovaniem stydentov vyzov: pedagogicheskoe soprovozhdenie. [Management of communicative education of university students: educational support]. Moscow: Publishing House of MSOU. [Moscow Region State University], 2007. 324 p. (In Russian)
2. Bozovic L. I. Problemy formirivania lichnosti. [Problems of personality formation]. Moscow, Voronezh: Institut prakticheskoj psihologii. [Institute of Practical Psychology], 1997. 352 р. (In Russian)
3. Dimuhametov R. S. Fasilitacia v sisteme povyshenia kvalificacii pedagogov. [Facilitation in the training of teachers]. Doct. diss. Magnitogorsk, 2006. 398 р. (In Russian)
4. Dubrovina I. V. Formirovanie lichnosti v perehodnii period ot podrostkovogo k unosheskomy vozrastu. [Person’s development in the transition from teenage to youthful age]. Moscow: Pedagogika. [Pedagogy], 1987. 184 p. (In Russian)
5. Dudina M. N. Pedagogika: dolgii pyt’ k gymanisticheskoi etike. [Pedagogy: a long way to humanistic ethics]. Yekaterinburg: Publishing House Nauka. [Science]. 1998. 312 p. (In Russian)
6. Kon I. S. V poiskah sebja: Lichnost’ i ee samosoznanie. [Finding himself. Personality and its identity]. Moscow: Publishing House Politizdat. [Political Edition], 1984. 335 p. (In Russian)
7. Kriagzhde S. P. Upravlenie formirovaniem professional’nyh interesov. [Development management of professional interests]. Voprosy psihologii. [Questions of Psychology]. 1985. № 3. 23–30 p. (In Russian)
8. Metodika opredelenija cennostnyh orientacij M. Rokicha. [Method of determining value orientations M. Rokich]. Available at: http://www.hr-portal.ru/tool/metodika-opredeleniya-cennostnyh-orientaciy-m-rokicha. (In Russian)
9. Patyaeva E. Yu. Praktiki samorazvitija lichnosti v izmenjajushhemsja mire. [Personal self-development practices in the changing world]. Psikhologicheskie issledovaniya. [Psychological Studies]. 2015. V. 8, № 41. P. 5. Available at: http://psystudy.ru. (In Russian)
10. Rogers K. Vzglyad na psyhoterapiu. Stanovlenie lichnosti. [A View of Psychotherapy. Becoming a Person]. Moscow: Publishing House Progress; Univer, 1994. 480 p. (In Russian)
11. Rogers K., Freiberg J. Svoboda uchit’sya. [The freedom to learn]. Moscow: Publishing House Smysl. [Meaning], 2002. 527 p. (In Russian)
12. Romashina S. J., Mayer A. A. Pedagogicheskaya fasilitaciya: syshnost’ I puti realizacii v obrazovanii. [Pedagogical facilitation: the nature and the ways of realization in education]. Moscow: Publishing House Vita-Press, 2010. 63 p. (In Russian)
13. Test smyslozhiznennye orientacii (metodika SZhO), D. A. Leont’ev. [Test of the meaning and life orientation (methodology of D.A Leontiev)]. Available at:
14. http://psycabi.net/testy/256-test-smyslozhiznennye-orientatsii-metodika-szhoda-leontev. (In Russian)
15. Chueva M. Y. O neobhodimosti vvedenija novyh standartov v obrazovanie. Concerning the need of introducing new standards in education]. Nauchnye problemy obrazovaniya v tret’em tysyachaletii. [Scientific Problems of Education of the Third Millennium.]. V. 5. Samara Publishing House Incoma Press, 2011. 454–459 p. (In Russian)
16. Erikson E. Identichnost’: unost’ i krisis. [Identity: Youth and Crisis]. Moscow: Publishing House Progress, 1996. 334 p. (In Russian)
17. Rogers C. R. Freedom to learn for the 80’s. Columbus, OH: Charles E. Merrill, 1983. 368 p. (Translated from English)
18. Shu-Ling Peng, Biing-Lin Cherng & Hsueh-Chih Chen. The effects of classroom goal structures on the creativity of junior high school students. Educational Psychology: An International Journal of Experimental Educational Psychology. 2013. Vol. 33. Issue 5. 540–560 p. (Translated from English)
Review
For citations:
Kuznetsov D.V. PSYCHOLOGICAL AND PEDAGOGICAL FACILITATION AS A NECESSARY CONDITION OF SUCCESSFUL SELF-DETERMINATION OF HIGHER SCHOOL STUDENTS. The Education and science journal. 2015;(9):120-133. (In Russ.) https://doi.org/10.17853/1994-5639-2015-9-120-133
Views:
1354
Email this article 