ИССЛЕДОВАНИЕ СПОСОБНОСТЕЙ МЛАДШИХ ШКОЛЬНИКОВ И ПОДРОСТКОВ: СТРУКТУРНЫЙ АНАЛИЗ
Ключевые слова:
способности, самооценка способностей, экспертная оценка способностей, интегративный подход, структурный анализ
Аннотация
Аннотация. Социокультурная трансформация общества влияет на механизмы развития способностей личности. Актуальным является изучение особенностей структурной организации способностей у обучающихся с учетом их возрастных особенностей, а также особенностей восприятия способностей обучающихся педагогами и психологами. Результаты исследования позволят оценить возможность интеграции ресурсов школы для поддержки способностей обучающихся. Цель: выявление специфических характеристик структурной организации способностей с точки зрения их самооценки обучающимися и экспертной оценки психолого-педагогического сообщества школы. Материалы и методы: авторами статьи применялась разработанная и апробированная методика «Самооценка способностей» и разработанная методика экспертной оценки способностей для педагогов, психологов. Методики разработаны на основе идей, заложенных в исследованиях самооценки Дембо – Рубинштейн, а также в работах А.А. Лосевой. Концептуальной основой методики является психологическая теория способностей В.Д. Шадрикова. Результаты: творчество как сфера развития способностей максимально влияет на степень организованности структуры способностей у младших школьников, но при этом такие сферы, как техническая и двигательная, практически не влияют на структуру способностей. У подростков общение и лидерство, а также сферы академических достижений и техники максимально влияют на степень организованности структуры способностей, но литературная сфера и сфера художественных достижений в структуре способностей представлены минимально. Организованность изучаемой системы у младших школьников детерминируется преимущественно за счет интеграции отдельных элементов, их синтезированности. А организованность системы у подростков – за счет баланса синтеза и дифференциации отдельных элементов. Заключение: важно проводить психолого-педагогический мониторинг способностей, системно подходить к их развитию, начиная с первых дней пребывания ребенка в школе, обращать внимание педагогов на возможности и мотивационный потенциал учеников, формировать веру в их способности, реализовывать интегративный подход к выявлению и развитию способностей.
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19. Efklides A. Gifted students and self-regulated learning: The MASRL model and its implications for SRL // High Ability Studies. 2019. № 1-2(30). P. 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). Р. 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). P. 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). Р. 111–133. DOI: 10.1080/13598139.2018.1489222
24. Muffato V., Meneghetti C., De Beni R. The role of visuospatial abilities in environment learning from maps and navigation over the adult lifespan // British Journal of Psychology. 2020. № 1(111). Р. 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). Р. 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). Р. 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). Р. 1–15. DOI: 10.1007/s10648-019-09487-z
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Опубликован
2021-12-31
Как цитировать
Мазилов, В., & Бугайчук, Т. (2021). ИССЛЕДОВАНИЕ СПОСОБНОСТЕЙ МЛАДШИХ ШКОЛЬНИКОВ И ПОДРОСТКОВ: СТРУКТУРНЫЙ АНАЛИЗ. Психология. Психофизиология, 14(4), 14-23. https://doi.org/10.14529/jpps210402
Выпуск
Раздел
Общая психология, психология личности, история психологии
Copyright (c) 2021 Психология. Психофизиология
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