Fomina,Tatyana G.
Ph.D in Psychology
Moscow, Russia
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Russian adaptation and validation of the “multidimensional school engagement scale”Lomonosov Psychology Journal, 2020, 3. p. 194-213read more2471
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Relevance. Research in the field of educational psychology is impossible without reliable and effective psycho-diagnostics methods for assessing students' motivational, emotional, cognitive, and behavioral characteristics.
Objective. The article describes results of adaptation and validation of the Russian version of “Multidimensional School Engagement Scale” (Wang et al., 2019). School engagement is seen as the sustainable, purposeful, active participation of students in their school life manifested at the behavioral, emotional, cognitive, and social levels.
Methods. A psychometric assessment of the method was carried out on a sample of the 6–11 grade students of Russian secondary schools (N = 687). In the process of adapting the questionnaire for Russian-speaking students, a direct and reverse translation of the questions was carried out and the factor structure of the questionnaire was investigated using confirmatory factor analysis, factor validity of the model invariance depending on gender, scales’ internal consistency and external validity was also checked.
Results. The results of confirmatory factor analysis showed that original bi-factor structure of the questionnaire was preserved identifying two global factors: engagement and disengagement (χ2 (563) = 1252.66; p = 0.00; CFI = 0.938; GFI = .907; RMSEA = 0.042). The scales of the questionnaire have a sufficiently high reliability according to the internal consistency of their points (Alpha Cronbach from 0.63 to 0.90). The number of questions included in the Russian version corresponds to the original version of the questionnaire.
Conclusions. The study results confirmed the relevancy of considering engagement a multidimensional construct including an assessment of behavioral, emotional, cognitive, and social aspects. The questionnaire can be used on the samples of students in grades 5 to 11. The article contains the text of the questionnaire, instructions and key.
Keywords: school engagement; motivation; confirmatory factor analysis; validityDOI: 10.11621/vsp.2020.03.09
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The program of development a conscious self-regulation as a means of improving the reliability of learning activities of students in the exam situation: experimental verification of its effectivenessLomonosov Psychology Journal, 2015, 4. p. 55-65read more6162
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The article contains an overview of the program developed by the authors for improving reliability of students’ performance in the exam situation by means of conscious self-regulation. It also provides the results of the program’s efficiency experimental verification on the sample of 57 students (17-18 years) of the 11th grade of a Moscow Secondary School. The multiscale questionnaire “Learning Activity Self-Regulation Style” (SSUD-M, Morosanova) and Russian adaptation of Test Anxiety Inventory (TAI, Spilberger) were used for diagnostics. The obtained data analysis revealed statistically significant changes in the regulatory parameters and anxiety indicators in the experimental and control groups (29 and 28 pers. accordingly). Experimental group demonstrated increased value of regulatory parameters of modelling, evaluation, flexibility, reliability, responsibility, and general level of self-regulation as well as decreased values of disquiet and general anxiety levels. Comparing the academic grades, primary and final state exam marks showed, that experimental group demonstrated higher reliability of educational actions than control group. The effectiveness of the practical application of program for developing conscious self-regulation as a means of improving the reliability of educational actions in exam situations considered to be experimentally proved.
Keywords: ArrayDOI: 10.11621/vsp.2015.04.55
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Personal and regulatory predictors of academic success and reliability of actions of students in exam situationLomonosov Psychology Journal, 2014, 4. p. 4-17read more7037
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The primary purpose of this study was to examine the role of conscious self-regulation in reliability of actions of students in exam situation. Participants were 231 16—18 year old students. The results showed that reliability of regulation (stability of the basic regulatory characteristics in a stressful situation) is the basis of the reliability of action of students with different level of academic success. The study describes the characteristics of the reliability of learning actions of students. We compared personal and regulatory characteristics of high school students with different level of reliability of actions and academic success. We found that students with the highest score on the exam have a low level of anxiety and a high level of conscious self-regulation (especially regulatory reliability). The results of research suggest that individual system of self-regulation plays a significant role in reliability of actions of students in exam situation and provides new information about how we can ensure reliability of actions of students in exam situation.
Keywords: Array
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