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Criteria for diagnosing the level of students readiness for self-educational activities

100%
Soveiko Y. I.
Eunomia – Rozwój Zrównoważony – Sustainable Development
|
2021
|
issue 1(100)
149-157
EN
The article presents the results of a study to determine valid criteria for diagnosing the students level of readiness for self-educational activities. In the study as the psychological readiness for self-education author considers the desire to perform certain self-educational tasks, the ability to achieve the goals of self-education, the presence of moral and volitional qualities that contribute to the fulfillment of this task (responsibility, discipline, perseverance), understanding of the essence and the need of self-education for becoming a specialist. By technological readiness for self-educational activity, the author understands the ability to perform self-educational tasks, the ability to allocate time, organize, control, and adjust self activities. Based on the obtained results, it is concluded that the level of psychological readiness for self-education can be defined as the average arithmetic mean of students' assessments on a three-point scale of statements of the questionnaire "Readiness for self-educational activity": "I like to study on my own"; “I study additionally myself”; “I can independently achieve my goals of self-education”; “I realize that I will not achieve my goals without additional study”; “I study new things every day”; “I'm quite responsible”; "I'm quite disciplined." The level of technological readiness for self-educational activity is defined as the average value of expert assessments of self-educational skills and average assessments of students of their own ability to set goals and plan activities. The sum of these assessments makes it possible to judge the level of the student's readiness for selfeducational activity, as well as to correct the underdeveloped components of readiness. The validity of these criteria is confirmed by a statistical study revealing reliable links with the corresponding scales of the standardized questionnaires "General structure of activity" (GSA) E.Yu. Mandrikova and "Style of self-regulation of behavior" (SSB) by V.I. Morosanova.
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