Please use this identifier to cite or link to this item: http://hdl.handle.net/10995/101398
Title: Individualized instruction techniques for undergraduate psychology students
Индивидуальные образовательные технологии в подготовке студентов психологов
Authors: Vasileva, I. V.
Chumakov, M. V.
Issue Date: 2020
Publisher: Novosibirsk State Pedagogical University
Citation: Vasileva I. V. Individualized instruction techniques for undergraduate psychology students / I. V. Vasileva, M. V. Chumakov. — DOI 10.15293/2658-6762.2004.04 // Science for Education Today. — 2020. — Vol. 10. — Iss. 4. — P. 61-74.
Abstract: Introduction. The article compares psychological characteristics of education based on individual instruction techniques and on whole-class instruction techniques. Implementation of new educational technologies should be complemented by an analysis of their effectiveness within various areas of training. Psychological characteristics including professional motivation, professional identity, and choosing various forms of professional activities are important prerequisites for the effectiveness of professional training. The purpose of the article is to conduct an empirical analysis of psychological characteristics of whole-class instruction and individualized techniques for students pursuing undergraduate psychology degrees. Materials and Methods. The authors have employed the following research methods: Vaysman's cognitive and professional motives questionnaire (modified by N. A. Bakshaeva, A. A. Verbitsky); N. A. Bakshaeva and A. A. Verbitsky's self-assessment inventory of educational, cognitive and professional motives; U. S. Rodygina's Student Professional Identity Questionnaire; Questionnaire of professional activities attractiveness for psychology students. Mathematical and statistical methods included descriptive statistics and Mann-Whitney U-test. Results. The authors summarized empirical data and revealed the characteristics of professional motivation and professional identity of psychology students, taking into account various educational technologies. The authors analyzed students' preferences for various types of professional activities, as well as relevant types of activities which support professional activities of psychology students. As a result, the authors compared psychological characteristics of training psychology students within the whole-class system and using individualized educational technologies. Conclusions. Within the framework of educational reforms, universities build different models for the organization of educational process. Based on empirical data, it is shown that individualized instruction technologies enhance students' psychological direction of professional motivation and professional identity. © 2020 Science for Education Today.
Keywords: HIGHER EDUCATION
IDENTITY
INDIVIDUAL EDUCATIONAL TRAJECTORIES
PROFESSIONAL MOTIVATION
WHOLE-CLASS INSTRUCTION
URI: http://hdl.handle.net/10995/101398
Access: info:eu-repo/semantics/openAccess
SCOPUS ID: 85092281209
PURE ID: 13944591
f606429a-c0eb-4fcd-ae1e-c2bccce5449b
ISSN: 26586762
DOI: 10.15293/2658-6762.2004.04
Appears in Collections:Научные публикации, проиндексированные в SCOPUS и WoS CC

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