Agapov Valery S.
Dr. Sci. (Psychology)
Professor at the Department of Legal Psychology of the Educational and Scientific Complex of the Psychology of Performance, V.Ya. Kikot’ Moscow University of the Ministry of Internal Affairs of the Russian Federation, Professor at the Department of General Psychology and Occupational Psychology, Russian New University.
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.Keywords: career guidance; motivation; assertiveness; meaningful life orientations; mathematical class; pre-profile training; correlation analysisDOI: 10.11621/LPJ-23-45