YOUTH PURPOSEFULNESS FACILITATING SUBJECTIVE AND OBJECTIVE FACTORS IN LIFE ACTIVITIES AT SCHOOL

• Authors: Māra Bernande
• Languages of publication: EN

Abstracts

EN

The present article reviews life activities as a form of existence, manifesting itself in real actions in various aspects of one’s life within its interaction with the external environment. The Aim of the Study was brought forth - to analyse the results of empirical research on youth purposefulness facilitating factors in life activities at school and compare the differences of the factors on groups of youth from the 9th and 12th grade. The present article reviewed the self-assessment results of youth purposefulness facilitating subjective and objective factors’ in two attempts - in 9th grade (2008) and in 12th grade (2011), as well as the dynamics of such factors. The results revealed a positive youth purposefulness formation dynamics over time as well as the results uncovered profound differences within the objective factors associates with the role of school in the facilitation of purposefulness and selfassessment. The article summarises the major conclusions, which indicate that the subjective and objective pedagogical realities are linked in terms of youth purposefulness facilitation which manifests itself as a relation between the subjective and objective factors. Such subjective and objective factors differ depending on the young person’s age which in turn is indicated by the substantial shift of self-assessment results concerning the evaluation of purposefulness facilitating subjective and objective factors. The findings indicate towards very urgent matters that must be addressed in the course of the pedagogical process by planning and managing the development of youth purposefulness.

Keywords

EN

purposefulness; youth; purposefulness facilitating subjective and objective factors

• Publisher: Sciendo
• Journal: Signum Temporis
• Year: 2012
• Volume: 5
• Issue: 1
• Pages: 23-29

Dates

published

2012-06-01

online

2014-03-25

Contributors

author

Māra Bernande

• Riga Teacher Training and Educational Management Academy, Latvia

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Identifiers

DOI

10.2478/v10195-011-0050-5