ABILITIES OF ELEMENTARY SCHOOLCHILDREN AND ADOLESCENTS: STRUCTURAL ANALYSIS
Keywords:
self-assessment, expert assessment, abilities, integrative approach, structural analysis
Abstract
Abstract. Socio-cultural transformation affects the development of personal abilities. The study of their structure with respect to age and expert perception of these abilities remains relevant, as well as the prospects for integrating school resources to support students.
Aim: the paper aims to identify the features of the structure of abilities based on both student self-assessment and expert assessment by the psychological and pedagogical community of the school. Materials and methods: the self-assessment method, as well as the questionnaire for the expert assessment of abilities by teachers and psychologists were used. This methodology was developed with respect to the ideas of Dembo–Rubinstein and A. Loseva and the psychological theory of abilities by V. Shadrikov. Results: creativity as a means for the development of abilities significantly influences their structure in elementary schoolchildren. However, technical and motor skills practically do not affect the structure of abilities. In adolescents, communication skills, leadership, academic success and technical skills influence most the structure of abilities. However, literature and art-related achievements are the least significant in the structure of abilities. In elementary schoolchildren, this system is determined by the integration and synthesis of individual elements. In adolescents, the system requires the balance between synthesis and differentiation of individual elements. Conclusion: psychological and pedagogical monitoring of abilities is essential for their development from the first day at school. This draws the attention of teachers to motivation of students to enhance their self-esteem, identify and develop their abilities.
Downloads
Download data is not yet available.
References
1. Druzhinin V.N. Psikhologiya obshchikh sposobnostei [Psychology of general abilities]. St. Petersburg: Peter Com Publ. 1999:368. (in Russ.).
2. Shadrikov V.D. Sposobnosti i odarennost cheloveka [Human abilities and giftedness]. Moscow: IP RAS Publ. 2019:274. (in Russ.).
3. Volkova E.N., Vasileva S.V. [The study of the subjective factors of psychological well-being of gifted adolescents (psychodiagnostic complex)]. Vestnik Mininskogo universiteta = Vestnik of Minin University. 2019;7(3):13. (in Russ.). DOI: 10.26795/2307-1281-2019-7-3-13
4. Sorokoumova T.P. Problemy izucheniya i vyyavleniya odarennosti [Problems of studying and identifying giftedness]. Psikhologiya sposobnostei i odarennosti [Psychology of abilities and giftedness]. Yaroslavl: RIO YAGPU Publ. 2019:90–93. (in Russ.).
5. Rylskaya E.A. Rol kognitivnykh protsessov v stanovlenii zhiznennogo mira cheloveka s raznymi pokazatelyami zhiznesposobnosti [The role of cognitive processes in the formation of the human life world with different indicators of viability]. Innovatsionnye tekhnologii v farmatsii [Innovative technologies in pharmacy. Collection of scientific papers]. E.G. Privalova (ed.). Irkutsk: Irkutsk State Medical University Publ. 2019:550–555. (in Russ.).
6. Kholodnaya M.A., Trifonova A.V., Volkova N.E., Sipovskaya Ya.I. [Methods of diagnosing conceptual abilities]. Eksperimentalnaya psikhologiya = Experimental psychology. 2019;12(3):105–118. (in Russ.). DOI: 10.17759/exppsy.2019120308
7. Mazilov V.A. Metodologiya psikhologicheskoi nauki: istoriya i sovremennost [Methodology of psychological science: history and modernity]. Yaroslavl: RIO YAGPU Publ. 2017:419. (in Russ.).
8. Shadrikov V.D., Mazilov V.A., Slepko Yu.N. Metodologiya i metody izucheniya sposobnostei i odarennosti [Methodology and methods of studying abilities and giftedness]. Yaroslavl: RIO YAGPU Publ. 2018:159. (in Russ.).
9. Abellán-Martínez M., Castellanos López M.Á., Delgado-Losada M.L., Yubero R., Paúl N., Unturbe F.M. Executive Control on Memory Test Performance across Life: Test of Memory Strategies. The Spanish Journal of Psychology. 2019;22:E50. DOI: 10.1017/sjp.2019.47
10. Murafa S.V. Mnemonic abilities of primary school children with delayed mental development. Psychology in Russia: state of the art. 2015;3(8):98–111. DOI: 10.11621/pir.2015.0308
11. Namaziandost E., Shatalebi V., Nasri M. The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of language and education. 2019;3(5):83–101. DOI: 10.17323/jle.2019.9809
12. Lauermann F., Meißner A., Steinmayr R. Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology. 2020;2(112):364–383. DOI: 10.1037/edu000037
13. Rodic M., Rimfeld K., Gaysina D., Kovas Yu.V. From rare mutations to normal variation: genetic association study of mathematical, spatial, and general cognitive abilities. Psychology in Russia: state of the art. 2018;4(11):144–165. DOI: 10.11621/pir.2018.0410
14. Xie F., Zhang L., Chen X., Xin Z. Is Spatial Ability Related to Mathematical Ability: a Meta-analysis. Educational Psychology Review. 2020;1(32):113–155. DOI: 10.1007/s10648-019-09496-y
15. Coppola C., Mollo M., Pacelli T. The worlds game: collective language manipulation as a space to develop logical abilities in a primary school classroom. European Journal of Psychology of Education. 2019;4(34):783–799. DOI: 10.1007/s10212-018-0401-1
16. Frick M., Forslund T., Brocki K. Does child verbal ability mediate the relationship between maternal sensitivity and later self‐regulation? A longitudinal study from infancy to 4 years. Scandinavian Journal of Psychology. 2019;2(60):97–105. DOI: 10.1111/sjop.12512
17. Corradi G., Chuquichambi E.G., Barrada J.R., Clemente A., Nadal M. A new conception of visual aesthetic sensitivity. British Journal of Psychology. 2020;111(4):630–658. DOI: 10.1111/bjop.12427
18. Ramon M., Bobak A.K., White D. Super ecognizers: From the lab to the world and back again. British Journal of Psychology. 2019;3(110):461–479. DOI: 10.1111/bjop.12368
19. Efklides A. Gifted students and self-regulated learning: The MASRL model and its implications for SRL. High Ability Studies. 2019;1-2(30):79–102. DOI: 10.1080/13598139.2018.1556069
20. Sternberg R. Teaching and assessing gifted students in STEM disciplines through the augmented theory of successful intelligence. High Ability Studies. 2019;1-2(30):103–126. DOI:10.1080/13598139.2018.1528847
21. Freedberg S., Bondie R., Zusho A., Allison C. Challenging students with high abilities in inclusive math and science classrooms. High Ability Studies. 2019;1-2(30):237–254. DOI: 10.1080/13598139.2019.1568185
22. Lakin J.M., Wai J. Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students. British Journal of Educational Psychology. 2019;4(89). DOI: 10.1111/bjep.12343
23. Mammadov S., Cross T.L., Ward Th. The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation. High Ability Studies. 2018;2(29):111–133. DOI: 10.1080/13598139.2018.1489222
24. Muffato V., Meneghetti C., De Beni R. The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan. British Journal of Psychology. 2020;1(111):70–91. DOI:10.1111/bjop.12384
25. Münchow H., Richter T., Mühlen S., Schmid S. The ability to evaluate arguments in scientific texts: Measurement, cognitive processes, nomological network, and relevance for academic success at the university. British Journal of Educational Psychology. 2019;3(89):501–523. DOI: 10.1111/bjep.12298
26. Tao T., Jiannong S. Enriched education promotes the attentional performance of intellectually gifted children. High Ability Studies. 2018;1(29):23–35. DOI: 10.1080/13598139.2017.1423043
27. Wang L. Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement. Educational Psychology Review. 2020;1(32):1–15. DOI: 10.1007/s10648-019-09487-z
28. Flouri E., Moulton V., Ploubidis G.B. The role of intelligence in decision‐making in early adolescence. British Journal of Developmental Psychology. 2019;3(37):101–111. DOI: 10.1111/bjdp.12261
29. Kätlin A., René M. Intelligence as a predictor of social mobility in Estonia. Scandinavian Journal of Psychology. 2019;3(60): 195–202. DOI: 10.1111/sjop.12528
30. Mazilov V.A., Bugaichuk T.V. [The problem of the relationship between motivation and abilities of the subject of activity]. Vestnik Vyatskogo gosudarstvennogo universiteta = Herald of Vyatka State University. 2020;2(136):107–114. (in Russ.). DOI: 10.25730/VSU.7606.20.029
31. Karpov A.V. Metasistemnaya organizatsiya urovnevykh struktur psikhiki [Metasystem organization of level structures of the psyche]. Moscow: IP RAS Publ. 2004:504. (in Russ.).
32. Vygotsky L.S. Problema obucheniya i umstvennogo razvitiya v shkolnom vozraste [The problem of learning and mental development at school age]. Pedagogicheskaya psikhologiya [Pedagogical psychology]. Moscow: Pedagogika Publ. 1991:374–390. (in Russ.).
33. Skvortsov I.A., Ermolenko N.A. Razvitie nervnoi sistemy u detei v norme i patologii [Development of the nervous system in children in norm and pathology]. Moscow: MEDpress-inform Publ. 2003:368. (in Russ.).
2. Shadrikov V.D. Sposobnosti i odarennost cheloveka [Human abilities and giftedness]. Moscow: IP RAS Publ. 2019:274. (in Russ.).
3. Volkova E.N., Vasileva S.V. [The study of the subjective factors of psychological well-being of gifted adolescents (psychodiagnostic complex)]. Vestnik Mininskogo universiteta = Vestnik of Minin University. 2019;7(3):13. (in Russ.). DOI: 10.26795/2307-1281-2019-7-3-13
4. Sorokoumova T.P. Problemy izucheniya i vyyavleniya odarennosti [Problems of studying and identifying giftedness]. Psikhologiya sposobnostei i odarennosti [Psychology of abilities and giftedness]. Yaroslavl: RIO YAGPU Publ. 2019:90–93. (in Russ.).
5. Rylskaya E.A. Rol kognitivnykh protsessov v stanovlenii zhiznennogo mira cheloveka s raznymi pokazatelyami zhiznesposobnosti [The role of cognitive processes in the formation of the human life world with different indicators of viability]. Innovatsionnye tekhnologii v farmatsii [Innovative technologies in pharmacy. Collection of scientific papers]. E.G. Privalova (ed.). Irkutsk: Irkutsk State Medical University Publ. 2019:550–555. (in Russ.).
6. Kholodnaya M.A., Trifonova A.V., Volkova N.E., Sipovskaya Ya.I. [Methods of diagnosing conceptual abilities]. Eksperimentalnaya psikhologiya = Experimental psychology. 2019;12(3):105–118. (in Russ.). DOI: 10.17759/exppsy.2019120308
7. Mazilov V.A. Metodologiya psikhologicheskoi nauki: istoriya i sovremennost [Methodology of psychological science: history and modernity]. Yaroslavl: RIO YAGPU Publ. 2017:419. (in Russ.).
8. Shadrikov V.D., Mazilov V.A., Slepko Yu.N. Metodologiya i metody izucheniya sposobnostei i odarennosti [Methodology and methods of studying abilities and giftedness]. Yaroslavl: RIO YAGPU Publ. 2018:159. (in Russ.).
9. Abellán-Martínez M., Castellanos López M.Á., Delgado-Losada M.L., Yubero R., Paúl N., Unturbe F.M. Executive Control on Memory Test Performance across Life: Test of Memory Strategies. The Spanish Journal of Psychology. 2019;22:E50. DOI: 10.1017/sjp.2019.47
10. Murafa S.V. Mnemonic abilities of primary school children with delayed mental development. Psychology in Russia: state of the art. 2015;3(8):98–111. DOI: 10.11621/pir.2015.0308
11. Namaziandost E., Shatalebi V., Nasri M. The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of language and education. 2019;3(5):83–101. DOI: 10.17323/jle.2019.9809
12. Lauermann F., Meißner A., Steinmayr R. Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology. 2020;2(112):364–383. DOI: 10.1037/edu000037
13. Rodic M., Rimfeld K., Gaysina D., Kovas Yu.V. From rare mutations to normal variation: genetic association study of mathematical, spatial, and general cognitive abilities. Psychology in Russia: state of the art. 2018;4(11):144–165. DOI: 10.11621/pir.2018.0410
14. Xie F., Zhang L., Chen X., Xin Z. Is Spatial Ability Related to Mathematical Ability: a Meta-analysis. Educational Psychology Review. 2020;1(32):113–155. DOI: 10.1007/s10648-019-09496-y
15. Coppola C., Mollo M., Pacelli T. The worlds game: collective language manipulation as a space to develop logical abilities in a primary school classroom. European Journal of Psychology of Education. 2019;4(34):783–799. DOI: 10.1007/s10212-018-0401-1
16. Frick M., Forslund T., Brocki K. Does child verbal ability mediate the relationship between maternal sensitivity and later self‐regulation? A longitudinal study from infancy to 4 years. Scandinavian Journal of Psychology. 2019;2(60):97–105. DOI: 10.1111/sjop.12512
17. Corradi G., Chuquichambi E.G., Barrada J.R., Clemente A., Nadal M. A new conception of visual aesthetic sensitivity. British Journal of Psychology. 2020;111(4):630–658. DOI: 10.1111/bjop.12427
18. Ramon M., Bobak A.K., White D. Super ecognizers: From the lab to the world and back again. British Journal of Psychology. 2019;3(110):461–479. DOI: 10.1111/bjop.12368
19. Efklides A. Gifted students and self-regulated learning: The MASRL model and its implications for SRL. High Ability Studies. 2019;1-2(30):79–102. DOI: 10.1080/13598139.2018.1556069
20. Sternberg R. Teaching and assessing gifted students in STEM disciplines through the augmented theory of successful intelligence. High Ability Studies. 2019;1-2(30):103–126. DOI:10.1080/13598139.2018.1528847
21. Freedberg S., Bondie R., Zusho A., Allison C. Challenging students with high abilities in inclusive math and science classrooms. High Ability Studies. 2019;1-2(30):237–254. DOI: 10.1080/13598139.2019.1568185
22. Lakin J.M., Wai J. Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students. British Journal of Educational Psychology. 2019;4(89). DOI: 10.1111/bjep.12343
23. Mammadov S., Cross T.L., Ward Th. The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation. High Ability Studies. 2018;2(29):111–133. DOI: 10.1080/13598139.2018.1489222
24. Muffato V., Meneghetti C., De Beni R. The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan. British Journal of Psychology. 2020;1(111):70–91. DOI:10.1111/bjop.12384
25. Münchow H., Richter T., Mühlen S., Schmid S. The ability to evaluate arguments in scientific texts: Measurement, cognitive processes, nomological network, and relevance for academic success at the university. British Journal of Educational Psychology. 2019;3(89):501–523. DOI: 10.1111/bjep.12298
26. Tao T., Jiannong S. Enriched education promotes the attentional performance of intellectually gifted children. High Ability Studies. 2018;1(29):23–35. DOI: 10.1080/13598139.2017.1423043
27. Wang L. Mediation Relationships Among Gender, Spatial Ability, Math Anxiety, and Math Achievement. Educational Psychology Review. 2020;1(32):1–15. DOI: 10.1007/s10648-019-09487-z
28. Flouri E., Moulton V., Ploubidis G.B. The role of intelligence in decision‐making in early adolescence. British Journal of Developmental Psychology. 2019;3(37):101–111. DOI: 10.1111/bjdp.12261
29. Kätlin A., René M. Intelligence as a predictor of social mobility in Estonia. Scandinavian Journal of Psychology. 2019;3(60): 195–202. DOI: 10.1111/sjop.12528
30. Mazilov V.A., Bugaichuk T.V. [The problem of the relationship between motivation and abilities of the subject of activity]. Vestnik Vyatskogo gosudarstvennogo universiteta = Herald of Vyatka State University. 2020;2(136):107–114. (in Russ.). DOI: 10.25730/VSU.7606.20.029
31. Karpov A.V. Metasistemnaya organizatsiya urovnevykh struktur psikhiki [Metasystem organization of level structures of the psyche]. Moscow: IP RAS Publ. 2004:504. (in Russ.).
32. Vygotsky L.S. Problema obucheniya i umstvennogo razvitiya v shkolnom vozraste [The problem of learning and mental development at school age]. Pedagogicheskaya psikhologiya [Pedagogical psychology]. Moscow: Pedagogika Publ. 1991:374–390. (in Russ.).
33. Skvortsov I.A., Ermolenko N.A. Razvitie nervnoi sistemy u detei v norme i patologii [Development of the nervous system in children in norm and pathology]. Moscow: MEDpress-inform Publ. 2003:368. (in Russ.).
References on translit
-
Published
2021-12-31
How to Cite
Mazilov, V., & Bugaichuk, T. (2021). ABILITIES OF ELEMENTARY SCHOOLCHILDREN AND ADOLESCENTS: STRUCTURAL ANALYSIS. Psychology. Psychophysiology, 14(4), 14-23. https://doi.org/10.14529/jpps210402
Issue
Section
Methodological and theoretical issues of psychology
Copyright (c) 2021 Psychology. Psychophysiology
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
