Вісник Національного університету оборони України

  • Головна
  • Том 18, № 2, 2023

  • Психологічні особливості змісту та динаміки розвитку цілей навчальної діяльності майбутніх вчителів початкових класів

  • Отримано 22.02.2023,
  • Доопрацьовано 12.03.2023,
  • Прийнято 02.04.2023
Завантажити статтю Завантажити статтю
Том 18, № 2, 2023
  • ціль; мотивація; академічна успішність; розвиток; навчально-професійне навчання; вчитель початкових класів
  • https://doi.org/10.33099/2617-6858-2023-72-2-40-46
  • Сторінки 40-46

У статті подано результати емпіричного дослідження психологічних особливостей змісту та динаміки розвитку цілей навчальної діяльності майбутніх вчителів початкових класів та оцінку їхнього взаємозв'язку з мотивацією та успішністю професійного навчання

Використані джерела

  1. Aguayo-Estremera, R., Miragaya-Casillas, C., Correa, M., & Ruiz-Villaverde, A. (2021). Spanish adaptation of the Self- and Other-Interest Inventory in academic settings. The Spanish Journal of Psychology, 24, e36. https://doi.org/10.1017/SJP.2021.292
  2. Balogun, A. G., Balogun, S. K., & Onyencho, C. V. (2017). Test anxiety and academic performance among undergraduates: The moderating role of achievement motivation. The Spanish Journal of Psychology, 20, e14. https://doi.org/10.1017/sjp.2017.53
  3. Batool, S. S. (2019). Academic achievement: Interplay of positive parenting, self-esteem, and academic procrastination. Australian Journal of Psychology, 72(2). https://doi.org/10.1111/ajpy.12280
  4. Cobo-Rendón, R., Pérez-Villalobos, M. V., Páez-Rovira, D., & Gracia-Leiva, M. (2020). A longitudinal study: Affective wellbeing, psychological wellbeing, self-efficacy and academic performance among first-year undergraduate students. Scandinavian Journal of Psychology, 61(4). https://doi.org/10.1111/sjop.12618
  5. Datu, J. A. D. (2017). Peace of mind, academic motivation, and academic achievement in Filipino high school students. The Spanish Journal of Psychology, 20, e22. https://doi.org/10.1017/sjp.2017.196
  6. Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3). https://doi.org/10.1080/17439760.2016.12570567
  7. Fryer, L. K., Ginns, P., & Walker, R. (2014). Between students’ instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology, 84(4). https://doi.org/10.1111/bjep.12052
  8. Fryer, L. K., & Vermunt, J. D. (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 88(1). https://doi.org/10.1111/bjep.12169
  9. Green, R. A., Morrissey, S. A., & Conlon, E. G. (2017). The values and self-efficacy beliefs of postgraduate psychology students. Australian Journal of Psychology, 70(2). https://doi.org/10.1111/ajpy.12173
  10. Grosemans, I., Coertjens, L., & Kyndt, E. (2018). Work-related learning in the transition from higher education to work: The role of the development of self-efficacy and achievement goals. British Journal of Educational Psychology, 90(1). https://doi.org/10.1111/bjep.12258
  11. Hernesniemi, E., Räty, H., Kasanen, K., Cheng, X., Hong, J., & Kuittinen, M. (2019). Students’ achievement motivation in Finnish and Chinese higher education and its relation to perceived teaching-learning environments. Scandinavian Journal of Psychology, 61(2). https://doi.org/10.1111/sjop.12580
  12. Lee, C. M., Reissing, E. D., & Dobson, D. (2009). Work-life balance for early career Canadian psychologists in professional programs. Canadian Psychology/Psychologie canadienne, 50(2). https://doi.org/10.1037/a0013871
  13. Lyndon, M. P., Medvedev, O. N., Chen, Y., & Henning, M. A. (2019). Investigating stable and dynamic aspects of student motivation using generalizability theory. Australian Journal of Psychology, 72(2). https://doi.org/10.1111/ajpy.12276
  14. Martin, A. J., Collie, R. J., Mok, M. M. C., & McInerney, D. M. (2015). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology, 86(1). https://doi.org/10.1111/bjep.12092
  15. Noyens, D., et al. (2019). The directional links between students’ academic motivation and social integration during the first year of higher education. European Journal of Psychology of Education, 34(1). https://doi.org/10.1007/s10212-017-0365-6
  16. Núñez, J. L., & León, J. (2016). The mediating effect of intrinsic motivation to learn on the relationship between students’ autonomy support and vitality and deep learning. The Spanish Journal of Psychology, 19, e42. https://doi.org/10.1017/sjp.2016.43
  17. Ozer, S. (2015). Predictors of international students’ psychological and sociocultural adjustment to the context of reception while studying at Aarhus University, Denmark. Scandinavian Journal of Psychology, 56(6). https://doi.org/10.1111/sjop.12258
  18. Wang, H., Hall, N. C., Goetz, T., & Frenzel, A. C. (2016). Teachers’ goal orientations: Effects on classroom goal structures and emotions. British Journal of Educational Psychology, 87(1). https://doi.org/10.1111/bjep.12137
  19. Xu, X., Xia, M., & Pang, W. (2021). Family socioeconomic status and Chinese high school students’ test anxiety: Serial mediating role of parental psychological control, learning resources, and student academic self-efficacy. Scandinavian Journal of Psychology. https://doi.org/10.1111/sjop.12750
  20. Zedan, R. (2021). Student feedback as a predictor of learning motivation, academic achievement and classroom climate. Education and Self-Development, 16(2). https://doi.org/10.26907/esd.16.2.03

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