Academic Motivation, Meaning of Life, and Assertiveness in Seventh Grade Students of the Project “Mathematical Vertical”
Background. In Moscow schools there is a programme for vocational guidance for schoolchildren. One of these projects includes specialized classes in the project “Mathematical Vertical” for schoolchildren of grades 7-9. However, at present, studies of various psychological aspects of the influence of education on the personal characteristics of adolescents in special classes providing professional orientation for schoolchildren are not enough.
Objective of the study was to assess school motivation, meaningfulness of life, assertiveness, as well ae to identify differences in these indicators between students in the 7th grade of the “Mathematical Vertical” project and their peers in the regular class, as well as to determine the correlations between the indicators under consideration.
Methods. The questionnaire “Assessment of the level of school motivation” by N.G. Luskanova; the test by D.A. Leontiev to assess the level of meaningful life orientations; the assertiveness test by V. Capponi and T. Novak were used.
Sample. The material was obtained for 50 students of the 7th grade. 28 adolescents (of which 50 % were boys) were students in a “regular” class, 22 subjects were students in a mathematical class (73 % were boys). The average age of adolescents was 13 years.
Results. A low level of educational motivation was revealed among students in both classes. Male teenagers from the advanced mathematics class had a higher level of meaningfulness in life than their peers from the regular class. There were no gender differences in assertiveness test scores, while the number of assertive students was higher in the regular class compared to the maths class. The work also showed direct correlations between the levels of school motivation and meaningfulness of life, between assertiveness and meaningfulness of life.
Conclusion. It seems appropriate to introduce a number of measures in various classes of the school with the purpose of the development of assertiveness, awareness and formation of life meanings and orientations, an active position in relation to one’s own life, which can positively affect the level of school motivation. Keywords: career guidance, motivation, assertiveness, meaningful life orientations, mathematical class, pre-profile training, correlation analysis.
Andrianova, Yu.V., Begunts, A.V. (2023). On the preparation of teachers for the qualification work of the project “Mathematical Vertical”. Matematika v shkole (Mathematics at school), 3, 13–19. (In Russ.).
Capponi V., Novak T. (1994). My own psychologist. St. Petersburg: Peter. (In Russ.).
Chistyakova, N.V. et al. (2021). The problem of school involvement as a way to motivate students in grades 7–9. Zametki uchenogo (Scientist’s Notes), 1 (6), 225–228. (In Russ.).
Chotchaev, A.A. (2018). Manifestations of assertiveness in adolescence. Tendentsii razvitiya nauki i obrazovaniya (Trends in the development of science and education), 2 (38), 70–72. (In Russ.).
Deza, E.I., Popov, A.N. (2021). Issues of training teachers of mathematics for the organization of Olympiads for schoolchildren. Prepodavatel’ XXI vek (Teacher XXI century), 4–1, 171–183. (In Russ.).
Feoktistova, S.V., Belyaev, A.G. (2021). Personal characteristics of adolescents studying in the mathematical class of a secondary general education school (gender aspect). Vestnik Tverskogo Gosudarstvennogo Universiteta. Seriya: Pedagogika I Psikhologiya (Bulletin of Tver State University. Series: Pedagogy and Psychology), 1 (54), 23–31. (In Russ.).
Grzhibovskii, A.M., Ivanov, S.V., Gorbatova, M.A. (2017). Correlation data analysis using Statistica and SPSS software. Nauka I Zdravookhranenie (Science And Health), 1, 7–36. (In Russ.).
Gut, Yu.N., Kabardov, M.K. (2019). Features of the personal temporal perspective at the stage of professional self-determination. Nauchnyi rezul’tat. Pedagogika i psikhologiya obrazovaniya (Scientific result. Pedagogy and educational psychology), 3 (5), 85–97. (In Russ.).
Kadyrova, T.R. (2019). The role and significance of student motivation in the learning process. Znanie (Knowledge), 75 (11–2), 58–62. (In Russ.).
Karzyuk, O.S. (2022). Personal assertiveness as a basis for improving efficiency and improving the quality of life. Upravlenie v sotsial’nykh i ekonomicheskikh sistemakh (Management in social and economic systems), 31, 110–111. (In Russ.).
Kim-Tyan, L.R., Nedosekina, I.S. (2021). “Mathematical Vertical” during the period of general quarantine. Matematika dlya shkol’nikov (Mathematics for schoolchildren), 3, 31–36. (In Russ.).
Koblik E.G. (2003). First time in fifth grade: Program for adaptation of children to secondary school. M.: Genesis.
Kolesnikova, V.V. (2020). Motivation of learning in middle school age. Vestnik KRAUNTs. Gumanitarnye nauki (Bulletin of KRAUNC. Humanitarian sciences), 1 (35), 60–62. (In Russ.).
Konradi, Yu.S. (2022). Gender aspect of educational motivation of children of primary school age. Alleya nauki (Alley of Science), 68 (5), 104–106. (In Russ.).
Korosteleva, N.A. (2023). Features of educational motivation of children of primary school age. Nauka i praktika v obrazovanii: elektronnyi nauchnyi zhurnal (Science and practice in education: electronic scientific journal), 2 (4), 52–68. (In Russ.).
Korytchenkova, N.I., Budnitskaya, N.K. (2021). Peculiarities of assertive behavior and self-realization of students’ personality. Sovremennye naukoemkie tekhnologii (Modern high technology), 9, 199–203. (In Russ.).
Lebedeva, I.V. (2013). Motivational and value-semantic determinants of personality assertiveness. Sovremennye issledovaniya social’nyh problem (elektronnyj nauchnyj zhurnal) (Modern research on social problems (electronic scientific journal)), 4, 6. (In Russ.).
Leont’ev D.A. (2000). Test of life-meaning orientations (LMO). 2nd ed. M.: Smysl. (In Russ.).
Leont’ev, D.A. (2003). Psychology of meaning: nature, structure and dynamics of meaning reality. M.: Smysl. (In Russ.).
Markina, N.V. (2023). Personal resources of academic success of students in specialized classes. Psikhologiya. Psikhofiziologiya (Psychology. Psychophysiology), 1 (16), 29–40. (In Russ.).
Mar’yanenko, D.A. (2018). Sovereignty of the psychological space and assertiveness of the personality in adolescence. Nauchno-prakticheskii elektronnyi zhurnal Alleya Nauki (Scientific and practical electronic journal Alley of Science), 21 (5), 624–627. (In Russ.). Mathematical vertical: site. Мoscow, 2023. (Retrieved from https://profil.mos.ru/matvertical/o-proekte.html) (retrieved on 10.10.2023). (In Russ.).
Ortabaeva, I.V., Sadykova, E.R. (2022). Features of the formation of motivation in children of primary school age using modern technologies in mathematics lessons. Izvestiya instituta pedagogiki i psikhologii obrazovaniya (News of the Institute of Pedagogy and Psychology of Education), 3, 75–83. (In Russ.).
Samsonova, V.S., Markova, A.Ch., Nenakhova, E.V. (2022). Evaluation of school motivation. Epomen: meditsinskie nauki (Epoten: Medical Sciences), 6, 88–94. (In Russ.).
Sheinov, V.P. (2019). Assertiveness, exposure to manipulation and emotional intelligence of individuals. Sistemnaya psikhologiya i sotsiologiya (Systems psychology and sociology), 31 (3), 38–45. (In Russ.).
Sheinov, V.P. (2018). Relationships between assertiveness and psychological and socio-psychological characteristics of a person. Vestnik RUDN. Seriya: Psikhologiya i pedagogika (Bulletin of RUDN University. Series: Psychology and Pedagogy), 2 (15), 147–161. (In Russ.).
Shestirekova, N.G. (2021). A model for the formation of assertiveness of older adolescents in the institution of additional education for children and youth Izvestiya Baltiiskoi gosudarstvennoi akademii rybopromyslovogo flota: psikhologo-pedagogicheskie nauki (News of the Baltic State Academy of Fishing Fleet: psychological and pedagogical sciences), 57 (3), 239–244. (In Russ.).
Sokolovskaya, I.E., Skobletskaya, E.V. (2021). Psychological features of behavior in conflict situations of adolescents with different levels of assertiveness. Enigma (Enigma), 33, 132–138. (In Russ.).
Stepanova, L.N. (2021). Psychological features of student personality development as a predictor of their pre-adaptation to the professional future. Psikhologiya. Psikhofiziologiya (Psychology. Psychophysiology), 2 (14), 55–65. (In Russ.).
Symanyuk, E.E., Pecherkina, A.A., Zakrevskaya, O.V. (2019). Peculiarities of professional self-determination of older adolescent students. Perspektivy nauki i obrazovaniya (Prospects for science and education), 6 (42), 192–202. (In Russ.).
Tregub, P.N. (2020). Specificity of manifestation of assertiveness in adolescence. Modern Science (Modern Science), 12–3, 162–163. (In Russ.).
Troshikhina, E.G., Navdushevich, G.V. (2021). Assertiveness as a coping strategy and personal characteristics in adolescence and youth. Vestnik Kostromskogo gosudarstvennogo universiteta. Seriya: Pedagogika. Psikhologiya. Sotsiokinetika (Bulletin of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics), 4 (27), 221–227. (In Russ.).
Trusova, A.S., Korepanova, E.V. (2018). Assertiveness as a way of protection from psychological destructive influence (on the problem of psychological safety of the educational environment). Nauka i Obrazovanie (Science and Education), 3–4 (1), 30. (In Russ.).
Vartanova, I.I. (2020). Specificity of school motivation of high school students of different sex. Lichnost’ v prostranstve i vremeni (Personality in space and time), 9, 41–47. (In Russ.).
Keywords: career guidance; motivation; assertiveness; meaningful life orientations; mathematical class; pre-profile training; correlation analysis
Available online since: 21.11.2023
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)