Psychological Sciences
PERSONAL GROWTH: THE PROBLEM OF PSYCHOMETRIC CONSIDERATION OF A DIAGNOSTIC CONSTRUCT (BASED ON THE EXAMPLE OF ANALYSIS OF THE METHOD OF P.V. STEPANOV, I.V. KULESHOVA, D.V. GRIGORIEV)
A.Yu. Ovchinnikov, Novosibirsk State Pedagogical University
(Novosibirsk, Russia), e-mail: [email protected]. O.A. Belobrykina, Novosibirsk State Pedagogical University (Novosibirsk, Russia), e-mail: [email protected].
Annotation. The article presents the results of assessing the diagnostic validity of the “Diagnostics of Personal Growth” method proposed by P.V. Stepanov, I.V. Kuleshova, D.V. Grigoriev, aimed at studying attitudes towards various aspects of the internal and external world in adolescence. The semantic content of the methodology and compliance with the requirements for diagnostic tools in the psychological and pedagogical practice of educators are explored.
Key words: psychodiagnostics, personal growth, adolescence, psychometric consistency, methodology.
PERSONAL GROWTH: PROBLEM OF PSYCHOMETRIC SOLVENCY OF DIAGNOSTIC CONSTRUCT (CASE OF ANALYSIS OF P.V.STEPANOV, I.V. KULESHOVA, D.V.GRIGORIEV"S TECHNIQUE)
Abstract. The results of a diagnostic solvency assessment of the technique “Diagnostics of personal growth” offered by P.V.Stepanov, I.V. Kuleshova, D. V. Grigoriev directed on studying of the attitude towards various aspects of the inner and outside world at teenage age are presented in the article. The semantic maintenance of the technique and compliance to requirements imposed to diagnostic tools in psychological-pedagogical practice of educators are under investigation.
Keywords: psychodiagnostics, personal growth, teenage age, psychometric solvency, technique.
In the context of school psychological services, there is a fairly wide range of diagnostic techniques, however, as practice shows, many of them are not standardized with proven reliability and validity. First of all, this concerns projective methods, such as “Non-existent animal”, “Man in the rain”, etc. At the same time, a number of test methods used in secondary schools, including those whose mass use is regulated at the regulatory level, are also of very questionable quality and require serious improvement before they can be used as a reliable psychometric tool.
One of these methods is the questionnaire “Diagnostics of personal growth of schoolchildren.”
kov", developed by P.V. Stepanov, I.V. Kuleshova, D.V. Grigoriev and recommended for practical use in working with students in grades 6-11. This technique contains a number of gross violations that make it difficult to obtain reliable information about the identity of students through it, and also has a high risk of iatrogenic effect in the process of its application. This is precisely the reason for our analytical interest in this questionnaire, which will allow us to determine the advantages and disadvantages, opportunities and limitations that must be taken into account when using the technique in the process of diagnosing schoolchildren.
As sources in which the original version of the designated methodology is presented, textbooks prepared by the authors of the methodology themselves were selected:
1) Stepanov P.V. and others. Diagnostics and monitoring of the process of education at school (M.: APKiPRO, 2003. P. 8-38);
2) Stepanov P.V. How to create a school educational system: a possible option (M.: Pedagogical Society of Russia, 2006. P. 35-42).
Note that both sources are located on the Internet, which means that any teaching worker has access to them, including those who do not have sufficient knowledge of the methodology of psychodiagnostics, and, therefore, the risk of unprofessional use of the methodology and obtaining biased results is significant increases.
The criteria for analyzing the methodology were the requirements for the procedure for developing and standardizing diagnostic tools.
We should start with the fact that the authors give the methodology several different forms - first they designate it as a questionnaire, and then call it a questionnaire (Diagnostics and monitoring..., p. 8; How to create an educational..., p. 35), despite the fact that These are various diagnostic techniques that involve different purposes and methods of processing the received data. Thus, questionnaires, as measuring procedures included in the group of nomothetic methods, require mandatory standardization and the presence of test norms, while questionnaires, although they belong to the category of survey methods (along with conversation, interviews, etc.), are based on an ideographic scheme that presupposes First of all, the descriptive nature of the analysis of the results.
It is important to note that “personal growth” itself cannot be a reliable diagnostic construct, since to date there is no clear operationalization of this concept in the literature. Thus, K. Rogers, who is the author of the term, does not give its exact definition, however, if we generalize his statements, we can formulate the essence of personal growth as follows: personal growth is the process of human development, moving in the direction from a state of disunity with one’s internal experience to a state when potentially any internal experience is recognized as one’s own “I” and a person fully experiences the process of self-actualization. Thus, it remains a mystery what purpose this technique pursues, because not a single standardized questionnaire will reveal the full depth of a person’s internal experience, much less the degree of its integration. The authors of the methodology give the following definition of personal growth: “personal growth should be considered as the development of humanistic value relations of the individual to the world, to people, to himself” (Diagnostics and monitoring., p. 9; How to create an educational..., p. 35). This diagnostic construct is very “blurry”, since, firstly, development is an internal, purely personal process that is difficult to clearly fix, and secondly, what does it mean?
put “humanistic value relations”, not disclosed by the authors. Accordingly, we can conclude that the results of this technique may be questioned precisely because of its low reliability.
The analyzed questionnaire contains 13 scales reflecting the student’s attitude to values, such as: family; Fatherland; Earth; world; work; culture; knowledge; man as such; person as another; man as another; bodily self; soul self; spiritual self. Based on the names of the scales, a number of questions arise, in particular: what do the authors mean by “man as such,” “man as another,” and “man as another,” and what are the substantive differences between these scales? Based on the interpretation proposed by the authors, a special specification between “man as such” (which is designated by the authors as “man as he is in all his manifestations”, the attitude towards which is manifested in the forms of “mercy, the ability to sympathize, compassion, forgiveness”) and “a person as another”, a clear designation of which is not presented by the authors, but they interpret the relationship in this position as “truly altruistic”, manifested in “helping other people, even strangers, without expecting a request from them”, selflessness, readiness to “help the weak , those in need; I’m ready to risk my own well-being for such help.” This formulation is essentially identical to the interpretation of the category “man as such.” It is also noteworthy that the differences between a person as an “other” are reduced in the methodology only to “cultural differences,” while differences can also be due to the uniqueness of age, (psycho)physical, personal, cognitive, social, gender, etc. development, and the specifics of the entire set of differential differences, and cultural ones, including those, are determined by the characteristics of religion, and racial, ethnic (national) affiliation, and adherence to certain traditions, and attitudes, etc. . In addition, the authors do not specify what kind of “culture” is meant - spiritual, social, elite, traditional, mass, political, national, educational, clan or some other? It is the specification of culture that initiates the initial system of values, attitudes, norms, requirements, etc., inherent in each of its types and types, and, therefore, without meaningful content of the conceptual apparatus, it is impossible to adequately formulate the statements included in the questionnaire. As an example, it can be noted that in modern reality both pop culture and criminal culture are widespread, as well as many types of pro-social associations (“greens”, etc.), informal (fans, majors, rockers, goths, emus, punks, etc.) etc.) and asocial subcultures (pro-fascists, neo-Nazis, skinheads, Satanists, gopniks, etc. ) etc., each of which has a specific form, function, orientation, social status, etc. It is obvious that a tolerant attitude towards many types and types of cultures can have very threatening consequences, both for a specific individual and for society as a whole.
It is also informative that when interpreting the level of “situational positive attitude” on the “person as different” scale, the authors indicate: “... This is explained by a lack of understanding of the Other, the inability to see him from the inside, to look at the world from his point of view” (Diagnostics and monitoring., p. 35; How to create an educational one, p. 40). This fact also indicates that the authors do not specify any special meaningful differences between the scales “person as such,” “person as another,” and “person as another,” which means that the diagnostic informativeness of the technique is qualitatively reduced.
The “bodily self” scale is also interpreted very specifically, completely identified by the authors with the category “health”, which, however, is essentially a broader concept, including, in addition to the physical component, also social, emotional, intellectual, etc. It is noteworthy that in the structure physicality M.M. Bakhtin proposed to distinguish between internal and external components: “the internal body - my body as a moment of my self-awareness - is a set of internal organic sensations, needs and desires, united around the inner world.” External components (appearance and external living space), T. S. Levi believes, “are not only perceptible, perceptible, but also visible.” Moreover, the author notes that “in the process of ontogenetic development at the level of individual consciousness, an objective contradiction arises between awareness of one’s own corporeality and the desire for personal integrity.” It is also important that the concepts of “bodily self” and “physical self” are not synonymous, whereas in the analyzed questionnaire all statements on the “attitude to one’s bodily self” scale are formulated primarily in categories of physical characteristics (Sports activities are a necessity for the health of every person; I think that smoking and alcohol help people relax, relieve stress after hard work; the taste of food, in my opinion, is more important than its usefulness, etc.), rather than the relationship to the physical body itself.
According to the authors, all scales of the methodology they propose are designed to reflect the subject’s attitude to various aspects of the internal and external world, however, it should be noted that a person’s true attitude to something is expressed in specific actions, deeds, and not in his subjective feeling of his attitude towards anything. Therefore, if, for example, a teenager demonstrates, based on the results of the method, a consistently positive attitude towards the Earth and culture, but in reality throws garbage on the lawn and swears, then this method should be considered untenable. At the same time, the authors did not provide information about the external (obvious) validity of the method (indicating the correspondence (consistency) of psychodiagnostic results with external signs related to the behavior of the subject) in its description. In addition, due to the absence of a scale for determining socially desirable responses in this technique, there is a high degree of risk of obtaining unreliable data, which means that the diagnostic process may, with a high degree of probability, be completely useless.
Despite the authors’ desire to “create a questionnaire in such a way as to avoid possible conformist behavior of schoolchildren, attempts to “guess” the answer, to treat this or that thesis “correctly” and to formulate statements in such a way “so that this or that answer does not look deliberately socially approved” (Diagnostics and monitoring., p. 13), they failed to completely exclude the context of social desirability of answers.
It is impressive, on the one hand, that the authors identify certain shortcomings of the questionnaire and probabilistic risks possible during the diagnostic procedure (for example, “if you offer the questionnaire to the same children more than twice, they may develop an addiction to it, which reduces the reliability of the results.” , “the percentage of sixth-graders who completed their studies in a particular school and a particular class group to the eleventh grade may turn out to be low”). However, a number of the methods they propose to prevent and resolve contradictions do not meet the methodological requirements for the psychodiagnostic procedure, which naturally reduces the reliability of the results. At cha-
In reality, the process of collecting empirical data recommended by the authors clearly indicates gross violations of the testing procedure: “students in grades 6–8 will find it difficult to work with a large amount of information. Therefore, in these classes, we recommend conducting diagnostics over two days, dividing the questionnaire in half accordingly. This way the problem will be solved” (Diagnostics and monitoring., p. 13).
The authors propose “two versions of the diagnostic questionnaire - for students in grades 6-8 and for students in grades 9-11. The structure of these two questionnaires, the methods of processing them and interpreting the results are not fundamentally different from each other - only some of the wording of the questions differs. Each of the questionnaires consists of 91 statements to which adolescents can express their attitude” (Diagnostics and monitoring., p. 13). The answer form and key contain 91 points each, however, in the version for students in grades 6-8, the numbering is incorrect and in fact the questionnaire contains 109 statements. It is obvious that this version of the technique, including the stimulus material and the key, are diagnostically uninformative.
Analysis of statements on the scale of attitude towards “a person as such” made it possible to identify incorrect formulations addressed to teenage respondents: “It will be easier for the country if we get rid of mentally ill people”; “If for the sake of justice it is necessary to kill a person, then this is normal”; “It is better to acquit 10 criminals than to execute one innocent person.” Note that the last of the above statements is a complex philosophical dilemma even for an adult, not to mention teenagers. According to L.F. Obukhova, adolescence is characterized by such features as ambivalence of views, a tendency to unconditionally believe in authorities, increased suggestibility and moral relativism, manifested in an extreme form of dogmatism. From our point of view, the indicated statements read by teenage children can not only actualize thoughts about cruelty, death and murder, which, in combination with the internal experiences of a teenager, can lead to destructive or suicidal behavior, but also exacerbate cruelty, cynicism, intolerance, addiction which is observed in many modern teenagers. In addition, according to child psychiatrists, adolescence, due to the specifics of psychophysiological development, is considered as a period of secondary manifestation of a number of mental illnesses, and the number of children and adolescents with developmental disorders and mental disorders has now reached not only the national, but global level Problems .
In the method under consideration, subjects are asked to subjectively evaluate each statement on a 9-point scale from -4 to +4. According to Charles Osgood, who first developed the differential type of scale and justified its use in psychological research, the 9-point gradation of a trait is overestimated. In his opinion, the use of seven-point scales is more reasonable and quite informative. Agreeing with C. Osgood, we also note that a person’s attention span is on average 7 units, and in adolescence - lower values, which is due to the psychophysiological characteristics of this age period. In this regard, the use of a 9-point gradation of the response scale in a methodology aimed at adolescents contradicts the laws of age-related development, which, firstly, is a gross diagnostic flaw, and secondly, it makes it difficult to obtain reliable results with its help.
Based on the analysis of the psychometric indicators of the technique, we identified the lack of description of the history of the creation of the technique, confirmation of its reliability and validity using statistical methods, designation of the conditions for conducting the test procedure, and, most importantly, the requirements for the user of the technique.
In both sources, the purpose of the methodology is stated as “identifying the level of formation of value relations of students’ personalities, assessing the educational influence of the school and the class teacher on the growth of the individual.” The goal formulated by the authors, in our opinion, raises serious doubts about the validity of this methodology, since with the help of a questionnaire test it is possible to identify, at best, the level of formation of value relations, and even then with serious errors, but it is impossible to determine under whose influence these values were formed - the school, the class teacher, classmates? And even more so, it is almost impossible to determine with a high degree of certainty their influence on the “personal growth” of a child outside of a formative experiment. Tests, notes L.F. Burlachuk, are designed to show what an individual can do at a given moment in time. They cannot tell the specialist why he performs the test the way he does. To answer this question, it is necessary to examine the conditions of its development, motivation and other essential conditions. Likewise, tests cannot tell what a culturally underdeveloped or uneducated child might be capable of if he had grown up in a more favorable environment. Moreover, they cannot compensate for cultural deprivation by excluding its influence from their indicators. In addition to school, a teenager is usually influenced by many factors, such as family upbringing, communication with peers outside of school (as part of a leading activity), the media, fashion trends, etc.
The interpretation of the results of this technique raises a number of questions. For each scale, the authors propose an assessment of the severity of a particular value attitude at four levels, namely: stable-positive, situationally-positive, situationally-negative, stable-negative. At the same time, using the example of the “attitude towards family” scale, one can notice that a situationally positive attitude is identified with the attitude of obligation - “A teenager takes part in family holidays, but without a reminder he will not always remember the birthday of someone close to him,” and situationally negative - with a consumerist attitude towards the family - “He “should” be given money for small expenses and forgive pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience.” Based on the specifics of adolescence, it can be noted that the indicated characteristics of behavior and thinking are characteristic of a significant part of children at this age, which is a consequence of the age-related crisis associated with the restructuring of the body and psyche of a teenager, but in no way indicates his rejection of family values .
Let us dwell on the analysis of the wording of individual statements related to the “attitude towards family” scale:
I like it when our whole family goes to visit, celebrates some holiday, or just gathers around the common table. Most likely, a shy, introverted teenager will answer this question in the negative, but this does not say anything about his attitude towards his family.
I'm proud of my last name. Not every last name can be a reason for pride for a person, especially in adolescence.
Looking at old family photographs is an activity for eccentrics. Many modern teenagers may not see the point in such an activity as turning to family archives and albums with old photographs, since this need, if it arises, is usually at a much older age.
A person does not have to know anything about his ancestors or relatives (in the version for students of grades 6-8; in the formulation for students of grades 9-11: A person does not have to know his ancestry). Knowing your pedigree is not a criterion for a positive attitude towards family values, nor vice versa (for example, in cases where the parents were pupils of an orphanage) - ignorance of your pedigree may well be combined with having a happy family.
Statements related to the “attitude towards a person as such” scale also suffer from a substantive inconsistency of the proposed formulations:
A person who has committed a crime will never be able to become good in the future (in the version for students of grades 6-8; in the formulation for students of grades 9-11: A person who has committed a crime will never be able to change for the better). The formulation is ambiguous even for an adult, since, for example, there are mental disorders that create a predisposition to relapse, for example, antisocial personality disorder. Or the presence of cases of innocently convicted people, from which society is not insured due to the imperfection of the legislative framework, and due to insufficient professionalism and/or responsibility (social, personal, professional, moral, etc.) of individual representatives of law enforcement agencies and government agencies.
Our country will be a better place if we get rid of all the mentally ill people. The formulation of this statement, in our opinion, is incorrect from ethical and psychological positions, since it focuses the teenager’s attention on intolerance towards people with a different type of development. In addition, mentally ill people are not similar in behavioral, mental and other characteristics to the majority of people in society, and, therefore, the statement rather diagnoses an attitude towards “a person as another” and its inclusion in the “person as such” scale is not valid.
I feel bad when the people around me are upset about something (in the version for 6-8 grades; in the formulation for students in 9-11 grades: I can’t feel good when the people around me are depressed about something). As a rule, such a feeling is characteristic of people with a high level of empathy, which means that either teenagers with emotive and sensitive character accentuations, or those who are focused on socially approved responses will respond positively to it (although it is not a fact that they will actually have empathy ability). In addition, according to K. Rogers, empathy is conscious empathy with the current emotional state of another person without losing the sense of the external origin of this experience. “An important characteristic of the processes of empathy, which distinguishes it from other types of understanding (identification, role-taking, decentering, etc.), is the weak development of the reflexive side, the isolation of direct emotional experience. It has been established that the empathic ability of individuals increases, as a rule, with increasing life experience." Category "relative"
tion" in the most general form is considered as "the mutual arrangement of objects and their properties", "an individually integral system of subjective-evaluative, consciously selective judgments and sensations in connection with something." Relationships are characterized by infinite variety - they can be spatial, temporal, cause-and-effect, external, internal, social, industrial, educational, interpersonal, intrapersonal, etc. In the context of attitudes towards people, the concept of “attitude” is considered as the most general program of behavior and a state of readiness for it, expressed through actions, reactions, expressive movements, words. From the above definitions it is obvious that a generalized attitude towards a person and the level of empathy are different phenomena.
All homeless people and beggars must be caught and forced to work (in the version for 6-8 grades; in the formulation for students in grades 9-11: All homeless people must be caught and forced to work). A positive answer to this question within the framework of the methodology implies a negative attitude towards a certain category of people who, due to various life circumstances, find themselves without a specific place of residence (for example, as shown in the film “Homeless Woman” with T. Dogileva in the leading role). However, agreeing with this statement, a teenager may think that he is saving the homeless by applying coercive measures to them, since due to his age he does not understand all the circumstances of the situation and the reasons why the person found himself without housing and work. For example, quite often a long life without a roof over your head is, as a rule, the choice of the person himself, even if unconscious. In addition, the modern labor market and social services are not always ready to guarantee a job to an applicant without permanent registration. In fact, this question belongs to the category of social dilemmas that not only society and the state cannot fully comprehend and resolve, and even more so a teenager is not capable of this.
An analysis of statements related to the scale of “treating a person as another” indicates that some of them also suffer from incorrectness from a socio-psychological point of view:
It is stupid to take risks for the benefit of another person (in the version for 9-11 grades; in the formulation for students of 6-8 grades: It is stupid to take risks for the sake of another person). The statement is completely lacking in specifics. If by “other” we mean a close person and a stranger (acquaintance or stranger), then the teenager’s answers can be completely different.
I feel sorry for helpless people and want to help them. Firstly, this statement in terms of content is practically no different from the statements of the “attitude towards a person as such” scale. Secondly, the formulation, again, involves identifying empathy to a greater extent, rather than value orientations and attitude specifications.
I experience strong positive emotions when I give someone a gift (in the version for grades 9-11; in the formulation for students in grades 6-8: I like to give gifts to my friends, relatives, and acquaintances). A person’s motives for giving gifts can be very different, including for the purpose of obtaining approval from others, while neither this statement nor the methodology as a whole can determine the degree of sincerity of feelings and actions taken.
I can sacrifice my well-being for the sake of helping a stranger (in the version for 9-11 grades; in the formulation for students in 6-8 grades: I will help another person, even if I am very busy). In our opinion, in modern social reality, a rather small number of respondents will answer positively to this question (provided that the person is not inclined to present himself in a predominantly favorable light), which cannot directly indicate their negative attitude towards another person. Obviously, a person must have quite pronounced altruism or a sense of guilt so that he is ready to help strangers to the detriment of himself.
The statements “I am ready to help an elderly person only for a reward” (the wording is identical in both versions) and “It is human nature to never do anything without regard for one’s own benefit” (in the version for grades 9-11; in the wording for students 6-8 class: A person will never do anything if it is not profitable for him) they diagnose, mainly, a person’s commercialism, and not his attitude towards another person.
Statements related to the scale of “attitude towards a person as different” (as a representative of a different culture) are also characterized by semantic inconsistency:
Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views (in the version for 9-11 grades; in the formulation for students of 6-8 grades: Even the strangest people with the most unusual hobbies should have the right to defend yourself and your views). It is no secret that in modern reality there are a large number of hobbies that are socially unacceptable and even dangerous for society, such as, for example, neo-fascism, pedophilia or drug use and many others. Whether there is then a need for such people to have the right to defend their views is a big question.
Judging against “ours” at international competitions is often unfair, because no one likes Russians (the wording is identical in both versions). This statement diagnoses, rather, the level of patriotism or sports fanaticism of a schoolchild than the attitude towards other nationalities.
A true religion can only be one single religion (in the version for grades 9-11). This statement reveals rather religious fanaticism, which relates, to a greater extent, to the category of feelings rather than relationships.
Note that the wording of individual statements related to the scale of “a student’s relationship to his inner world, his spiritual self” does not correspond to its name: Most of my peers prefer to communicate with beautiful people; I have a hard time meeting new people; I feel awkward in unfamiliar company - these statements relate more to the peculiarities of communication, but not to the specifics of a teenager’s experiences.
In general, the analysis of the methodology, presented in its original version in a number of manuals by the authors-developers, allows us to formulate a number of generalized conclusions about the quality and diagnostic information content of the proposed questionnaire:
1. The name of the technique does not correspond to the purpose and the diagnostic construct being measured.
2. The methodology contains a fairly large number of scales, some of which are not specified terminologically and are aimed at identifying those that are very “vague” in interpretation
3. A significant number of statements in the stimulus material do not correspond to the scales they are aimed at diagnosing.
4. The questionnaire uses a 9-point gradation for answer selection, which makes it much more difficult to complete the technique, especially for adolescent subjects, for whom it is intended to work.
5. There is no description of the history of the creation of the method and designation of the requirements for the specialist performing the diagnostic procedure; statistical confirmation of its reliability and validity is not provided.
All the identified shortcomings in the structure and content of the questionnaire “Diagnostics of Personal Growth of Schoolchildren” proposed by P.V. Stepanov, I.V. Kuleshova and D.V. Grigoriev, indicate that the operationalization and verification of the construct “personal growth” in this measuring instrument are not objectified, since they were carried out with many methodological and methodological violations.
It is important to note that responsibility for the choice of methodology and the results of psychological diagnostics, whatever they may be, lies with those who use it. According to the ideas of L.F. Chuprov, “attribution of responsibility for the quality of request fulfillment lies entirely with the psychologist himself. Here the ethical principles that regulate the activities of a specialist come into play, the main one of which for both medical and psychological practice is “Do no harm!” . Only in this case will the adequate implementation of ethical requirements, the qualified use of diagnostic tools in educational practice, the risk of making an iatrogenic diagnosis be reduced, and the preservation of the professional dignity of a specialist.
To summarize, we note that the proposed diagnostic procedure requires careful conceptual and psychometric refinement, and in the form in which it is presented in the sources under consideration, cannot be recommended for practical use by specialists of educational institutions, neither as a monitoring method, nor as an independent diagnostic procedure for working with adolescent students.
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30. Koshenova M.I. Results of questioning “Behavior of school-aged children concerning health” in the city of Novosibirsk in the context of interregional research // Science today: from theory to practice: Proceedings of the 7th International Academic Conference “Innovation in Psychology, Pedagogy & Medicine” , Mui ne (Vietnam), 27 April - 7 May, 2016. Editors: prof. Evgeniya V. Markova, prof. Marina G. Chukhrova, prof. Mirjana Milankov. Saint-Louis, Missouri, USA: Science and Innovation Center Publishing House, 2016. P. 50-51.
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Alexey Yuryevich Ovchinnikov, 4th year student of the Faculty of Psychology, Novosibirsk State Pedagogical University (Novosibirsk, Russia).
Olga Alfonsasovna Belobrykina, Candidate of Psychological Sciences, Associate Professor, Professor of the Department of Social Psychology and Victimology, Faculty of Psychology, Novosibirsk State Pedagogical University (Novosibirsk, Russia).
Humanistic values Objects of attitude Value attitude (signs of personal growth) Anti-value attitude (signs of personal regression) Family Respect for family traditions, pride in one’s family Ignoring responsibility for the continuation of life Fatherland Citizenship, patriotism Philistinism, dependency Earth Love of nature, careful attitude to its riches Consumer attitude Peace Peacemaking, pacifismMilitarism Labor Hard work, creativity Laziness Culture Intelligence Lack of culture, rudeness and vandalism Knowledge Curiosity Ignorance
Other people (same as myself) Humanity, mercy Cruelty Other people (not like me) Tolerance Nationalism, racism I am bodily Caring for my health, the desire to lead a healthy lifestyle Addiction to bad habits and the gradual destruction of the body I am spiritual Self-acceptance and mental health Inferiority complex I am spiritual Freedom, including independence, self-determination, self-realization of a person Transformation of the individual into a “social pawn”
Types of relationships: 1. Situational relationships (variability and determination by a specific life situation). 2. Stable relationships (conscious, reflected relationships are fixed in position). 3.Unshakable relationships (constancy, characteristic of fanatics or ascetics).
Diagnostics of personal growth Questionnaire for students in grades 9 - 11 You will be asked a number of statements. Please read them and determine how much you agree or disagree with them. You can evaluate the degree of your agreement or disagreement in points (from “+4” to “–4”): “+4” - undoubtedly yes (very strong agreement); “+3” - yes, of course (strong agreement); “+2” - in general, yes (average agreement); “+1” - more likely yes than no (weak agreement); “0” - neither yes nor no; “–1” - rather no than yes (weak disagreement); “–2” - in general, no (average disagreement); “–3” - no, of course (strong disagreement); “–4” - no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no “right” or “wrong” assessments here. It is only important that they reflect your personal opinion. You can enter your ratings on a special form next to the serial number of the questionnaire approval. Thank you!
Answer form Last name, first name (you can specify if desired)_________________
So, you have expressed your attitude to all 70 statements that were proposed to you above. What do you think has influenced this attitude most of all: your family (parents, brothers and sisters, grandparents)? your school (teachers that are significant to you, school friends, classmates, lessons and club activities, hikes, camps, expeditions, etc.)? are your activities in clubs, circles and sections outside of school? your street (yard company, street friends, etc.)? books, magazines, TV, Internet? something else (please specify)? Rank the points listed above according to the degree of their influence - what would you put in first place, what in second, in third, etc.
Principles of the diagnostic questionnaire: - the statements contained in the questionnaire should encourage the teenager to demonstrate his attitude towards the world, towards other people, towards himself; - the wording of statements should be clear to schoolchildren and be perceived unambiguously by them; - the text of the questionnaire should be compiled in such a way as to avoid possible conformist behavior of schoolchildren, attempts to “guess” the answer, or “correctly” relate to this or that thesis. To do this, teenagers must be given the right to fill out the questionnaire anonymously; - the abstracts of the questionnaire must be formulated so that one or another answer does not appear obviously socially approved in the eyes of the student.
Principles of diagnostics: Conducted in conditions of stability Trust in the person conducting the diagnostic Possibility of choosing anonymity Limited time to answer (30 min.) Flip-flop questions Diagnostic indicator is not the result only of the activities of the class teacher Cannot be carried out frequently (twice a year)
What to do with the diagnostic results? Process and systematize Table 8. The nature of schoolchildren’s attitudes towards other people: persistently negative0% of schoolchildren situational-negative35% of schoolchildren situational-positive58% of schoolchildren persistently positive7% of schoolchildren
What do the diagnostic results indicate? The results of at least two surveys will give an idea of the dynamics of personal growth, the success of the activities you are implementing. An idea of the most problematic aspects of schoolchildren’s upbringing (analysis - goal - planning) The scale of a particular problem (% ratio) The last question can give an idea of the impact of the school on personal development of schoolchildren.
Methodology for studying the level of development of a children's team “What kind of team is ours” (A.N. Lutoshkin) A figurative description of the stages of development of the team. 1st stage. “Sand placer” 2nd stage. “Soft clay” 3rd stage. “Flickering Beacon” 4th stage. “Scarlet Sail” 5th stage. “Burning torch” Processing of received data. Based on the schoolchildren’s answers, the teacher can determine on a five-point scale (corresponding to the five stages of team development) the degree of their satisfaction with their class team, find out how schoolchildren evaluate its cohesion, unity in achieving socially significant goals.
Sociometric study of interpersonal relationships in a children's team Questionnaire The questionnaire that we invite you to fill out will help improve relationships between schoolchildren in your team, make it friendlier and more united. Please answer the following questions: there are only three. 1.Imagine that your class is setting off on an independent and difficult journey. Who would you like to see as your group commander? If your class had to participate in a school Olympiad in academic subjects, who would you like to see as the captain of this team? Who from your class would you invite to your party, birthday, or just to visit? After each question, write three names of those of your classmates who match your choice. Be sure to sign your form. Thank you!
Processing of the obtained results Who is chosen Who is chosen A.....B.....C.....D.....D.....E.....F....Z. .... A X1,1,11,1 11 B,1,1X11,11 C,1X1,1,1 1 D,11,1,1X111,1 D,1,11,1X11 E,11,1, 1 Х1 F,1,1 1,1Х З,1,1 Х Total number of elections (rating)
Interpretation of the results obtained The resulting ratings will show you in the most general form the picture of interpersonal relationships in the team. Analyzing them, we can conclude that there are: leaders - authoritative schoolchildren who have noticeably higher ratings (in our case, these are schoolchildren B and D); ordinary team members who generally maintain good relations with the majority of team members - they have average ratings (in our case, these are schoolchildren A, E and F); loners, that is, those who maintain good relationships with a very narrow circle of their classmates or only with each other - they have low ratings (in our case, these are schoolchildren B, D and Z); outcasts, that is, those who are not accepted in the team - they, as a rule, have a zero rating or a rating of 1-2 points. If you analyze the mutual choices of team members and identify coincidences in each other’s choices by certain schoolchildren, you can get an idea of friendly relations and personal mutual sympathies in the team. For example, in our case, such a conclusion can be drawn about schoolchildren A and B, B and D, C and D - they always named each other’s last names in answers to all the questions asked of them.
Expert assessment of the use of the educational potential of joint activities of schoolchildren and teachers Recommendations: sources of information (observation of the activities of teachers, interviews, analysis of plans or programs for organizing the educational process); what is the educational aspect of the activities carried out. Are they really educational or are they aimed only at teaching something, doing work, winning, filling leisure time, etc.? The tendency is to reduce the educational process mainly to classroom hours. the degree of participation and independence of schoolchildren in planning, preparing, conducting and analyzing certain matters (children’s self-government).
Other subjects of monitoring the educational process 3. Professional position of the teacher 4. Organizational conditions ensuring the effectiveness of the educational process: Material and technical equipment Staffing with qualified personnel Subject-aesthetic environment Activities of children's associations and self-government bodies Software for the educational process
Goals and objectives: show the capabilities of Excel in the work of a class teacher.
Methodological development consists of Excel software shells with developments:
- programs for calculating UUD,
- programs for calculations using methods for diagnosing personal growth (P.V. Stepanov)
Program for calculating UUD (program 1)
The proposed program is intended for teachers working under the Federal State Educational Standard.
Twice a year, each teacher fills out an observation card ( Annex 1) to the method of E.M. Alexandrovskaya and St. Grombach (modified by Eskina E.S., Bolbot T.L.) (Annex 1) according to 4 criteria:
- Criteria for the effectiveness of educational activities
- Mastering moral and ethical standards and school standards of behavior
- Successful social contacts
- Emotional well-being.
To quickly implement this methodology and obtain data on the dynamics of students’ achievements over the past academic year, it is appropriate to use this program.
Currently it is presented for 20 students in a class, but it can be used for a smaller number of students - you need to enter your number in the yellow “number of students” field. For each student there are two values: a white field for data from the 1st half of the year, and a gray field for the 2nd half of the year. In the yellow cells, automatic calculation occurs according to the criteria and for the class as a whole. At the end is the average calculation for the class. And at the bottom of the table in the green field for a specific student. The last line (blue) indicates the level of this student - you will easily see the changes
To complete the calculations, the program will construct a comparative diagram of average values for the class for the first and second half of the year
Program for automatic processing of student questionnairesaccording to the method of diagnosing personal growth
(authors I.V. Kuleshova, P.V. Stepanov, D.V. Grigoriev) ( program 2, appendix 2)
Schoolchildren's answers are distributed across 13 scales: they correspond to 13 lines in the answer form filled out by the respondent. The results are obtained by adding the scores on each scale. Counting is done by both adding and subtracting numerical values from the student's answer sheet.
This program makes processing this technique simple and does not require much time.
Each student's answers are written in a column on a gray field. Below, in multi-colored stripes, points are calculated according to one or another criterion for each student. Even lower in the green field, the program displays a characteristic value for each student for each criterion. On the right in the lilac field is general data for the class.
Just carefully enter your children's answers - and the program will do the rest.
“Questionnaire “Personal Growth” (methodology of D.V. Grigoriev, I.V. Kuleshova, P.V. Stepanova) Purpose: To identify the nature of the teenager’s relationship with people, nature, the Motherland, work, etc. Progress. ..."
Questionnaire “Personal growth”
(method of Grigorieva D.V., Kuleshova I.V., Stepanova P.V.)
Goal: To identify the nature of the teenager’s relationship with people, nature, the Motherland, work and
Progress. The teacher addresses the students with the words: “You will
A number of statements have been proposed. Please read them and determine to what extent you
agree or disagree with them. The degree of agreement or disagreement can be assessed in
points (from “+4” to “-4”);
“+4” – undoubtedly yes (very strong agreement);
“+3” – yes, of course (strong agreement);
“+2” – in general, yes (average agreement);
“+1” – more likely yes than no (weak agreement);
“0” – neither yes nor no;
“-1” – more likely no than yes (weak disagreement);
“-2” – in general, no (average disagreement);
“-З” – no, of course (strong disagreement);
“-4” – no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no “right” or “wrong” assessments here. The only important thing is that they reflect your opinion. You can enter your ratings on a special form next to the serial number of the questionnaire approval. Thank you!"
1. I like it when our whole family goes to visit, celebrates some holiday, or just gathers around the common table.
2. Those who criticize what is happening in the country cannot be considered true patriots.
3. Stray dogs must be destroyed, as they can be dangerous.
4. Any conflict can be resolved without resorting to force.
5. I am able to do a variety of jobs with joy.
6. What many call the cultural values of the past, in reality often turns out to be primitive old junk.
7. You should not ask the teacher questions during class: they distract from the main thing.
8. A person who has committed a crime can never change for the better.
9. It is foolish to take risks for the benefit of another person.
10. Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.
11. Sports activities are a vital necessity for every person.
12. Most of my peers prefer to communicate with beautiful people.
13. I strive to solve my problems independently, on my own.
14. I can live happily without creating my own family.
15. I owe a lot to my country.
16. It’s better to go to the forest to get a Christmas tree, because there you can choose the fluffiest one.
17. People who oppose war are actually cowardly.
18. Physical labor is for losers.
19. Appearance is an indicator of respect not only for yourself, but also for others.
20. I strive to find out the meaning of words I don’t know.
31. The country will feel better if we get rid of mentally ill people.
22. I feel sorry for helpless people and want to help them.
23. There are nations and peoples who do not deserve to be treated well.
24. I believe that smoking or alcohol can help me relax and relieve tension.
25. I often feel disappointed with life.
26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.
37. Without family and children, a person feels freer.
28. I am ready to defend my Motherland in case of serious danger.
29. Keeping animals in mobile menageries is inhumane.
30. Action films with shooting and blood instill courage.
31. A housewife can also be a creative person.
32. Obscene expressions in communication are a sign of lack of culture.
33. Studying is an activity for “nerds.”
34. If for the sake of justice it is necessary to kill a person, then this is normal.
35. I experience strong positive emotions when I give someone a gift.
36. Most crimes in our city are committed by visitors.
37. One dose of drugs will not make me a drug addict.
38. I feel very strongly about any, even minor, failures.
39. I am ready to argue with the teacher if I think he is wrong.
40. I am proud of my last name.
42. Importing rare exotic animals from abroad is a normal way to make money.
43. Prisoners of war should not be subject to human rights.
44. I would like to work part-time in my free time if it does not interfere with my studies.
45. What communication would be without a bottle of Klinsky!
46. A person cannot know everything, so I am not worried about my ignorance of some important things.
47. It is better to acquit 10 criminals than to execute one innocent person.
48. People who beg for alms are most likely deceitful and lazy.
49. Judging “ours” is often unfair, because no one likes Russians.
50. All successful people in life try to maintain good physical shape.
51. It’s hard for me to meet new people.
52. It is important for me to find the meaning of my own life.
53. Looking at old family photographs is an activity for eccentrics.
54. Once abroad, I will try not to be perceived as a Russian.
55. Cleaning up other people's trash at tourist sites is a stupid thing to do.
56. Making concessions means showing weakness.
57. Good study is also serious work.
58. Vandalism is one of the forms of youth protest.
59. I like to delve into encyclopedias, magazines, and dictionaries: you can find a lot of interesting things there.
60. I cannot feel good when people around me are depressed about something.
61. I can sacrifice my well-being to help a stranger.
62. It is unfair to place dark-skinned people in leadership over white people.
63. I prefer active recreation to sitting in front of the TV or computer.
64. I feel awkward in unfamiliar company.
65. My actions often depend on external circumstances.
66. A person does not need to know his ancestry.
67. It happens that I experience great excitement when I hear songs about my Motherland.
68. If you take into account all the pros and cons, storing nuclear waste will bring more financial benefits than environmental harm.
69. We are a strong military power, and that is why we should be respected.
70. Cleaning up the territory of a house or school is a relic of the past.
71. I can’t imagine Russian speech without swearing.
72. I think that even without acquiring good knowledge I will be able to make a good career in the future.
73. Even notorious criminals do not deserve torture and abuse, because they are people too.
74. I am ready to help an elderly person only for a reward.
75. The authorities should prohibit refugees from economically backward countries from entering our country, since their influx increases the crime rate.
76. I think that health is not the most important thing in life today.
77. Temporary loneliness does not depress me.
78. I most often follow the opinion of the majority.
79. It upsets me that I don’t do everything I could for my parents.
80.I would like to travel to other countries, but I prefer to live in my own.
81. I believe that wearing natural fur coats is immoral.
83. It seems to me that there are too many weapons in our country.
84. I can force myself to do work that I don’t like.
85. I can be rude to a person if I don’t like him in some way.
85. Television, first of all, should be a means of entertainment and relaxation, and only secondarily, a source of information about events in the country and the world.
86. All homeless people must be caught and forced to work.
87. It is human nature to never do anything without regard for one’s own benefit.
88. There can only be one true religion.
89. The taste of food, in my opinion, is more important than its usefulness.
90. Deep down, I know that I rate myself low.
91. When I do wrong, my conscience torments me.
Answer form Processing of results Teenagers' answers are distributed across 13 scales: they correspond to 13 lines in the answer form filled out by the respondent. The results are obtained by adding the scores on each scale.
1. The nature of the teenager’s relationship with his family is shown by his assessments of statements Nos. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions Nos. 1, 40, 79 the sign does not change. In the answers to questions No. 14, 27, 53, 6b, the sign changes to the opposite.
2. The nature of the teenager’s relationship to the Fatherland is shown by his assessments of statements Nos. 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions No. 15, 28, 67, 80 the sign does not change. In the answers to questions No. 2, 41, 54, the sign changes to the opposite.
3. The nature of the teenager’s relationship with the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions No. 29, 81 the sign does not change. In answers to questions No. 3, 16, 15, 68, the sign changes to the opposite.
4. The nature of the teenager’s relationship to the world is shown by his assessments of statements Nos. 4, 17, 30, 43, 56, 69, 82. At the same time, in the answers to questions Nos. 4, 82 the sign does not change. In the answers to questions No. 1, 7, 30, 43, 69, the sign changes to the opposite.
5. The nature of a teenager’s attitude towards work is shown by his assessments of statements Nos. 5, 18, 31, 44, 57, 70, 83. At the same time, in answers to questions Nos. 5, 31, 44, 57, 83 the sign does not change. In the answers to questions No. 18, 70, the sign changes to the opposite.
6. The nature of a teenager’s relationship with culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32 the sign does not change.
In the answers to questions No. 6, 58, 71, 84, the sign changes to the opposite.
7. The nature of a teenager’s relationship to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in answers to questions Nos. 20, 59 the sign does not change.
In answers to questions No. 7, 33, 72, 85, the sign changes to the opposite.
8. The nature of the teenager’s relationship with a person as such is shown by the assessments of statements Nos. 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions Nos. 47, 60, 73 the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.
9. The nature of the teenager’s relationship with a person as an Other is shown by the assessments of statements Nos. 9, 22, 35, 48, 61, 74, 87. At the same time, in the answers to questions Nos. 22, 35, 61, the sign does not change. In the answers to questions No. 9, 48, 74, 87, the sign changes to the opposite.
10. The nature of a teenager’s relationship with a person as an Other, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. At the same time, in the answer to question No. 10 the sign does not change. In answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign changes to the opposite.
11. The nature of the teenager’s relationship to his bodily self is shown by his assessments of statements Nos. 11, 24. 37, 50, 63, 76, 89. At the same time, in answers to questions No. 11, 50, 63 the sign does not change, In answers to questions No. 24, 37, 76, 89 the sign changes to the opposite.
12. The nature of the teenager’s relationship to his inner world, his spiritual self is shown by his assessments of statements Nos. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In the answers to questions Nos. 12,25,38,51,64,90, the sign changes to the opposite.
13. The nature of the teenager’s relationship to his spiritual self is shown by his assessments of statements Nos. 13, 26, 39, 52, 65, 78. 91. At the same time, in the answers to questions Nos. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions No. 65, 78, the sign changes to the opposite.
Analysis of the results The description offered to your attention of the levels of development of a child’s attitude towards a particular value gives an approximate, typified picture of what lies behind the teenager’s answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection.
In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of responses across the four levels. Make the overall picture multifaceted and note particularly outstanding results.
In case of individual diagnosis, be extremely attentive to the teenager’s answers. When carrying out factor analysis, pay attention to which of his answers “fall out” from his own individual “norm”. Perhaps this is where the point of his personal growth (or regression) is.
In both variants of diagnostics, even if there is a negative trend, try to emphasize all the existing positive aspects.
If you need to make survey results public, please be extremely tactful. Remember: You don't judge, you reflect!
1. The teenager’s attitude towards the family From +5 to +28 points (stable positive attitude) – the value of family is highly significant for the teenager. He values family foundations, remembers various little things that are pleasant to someone in the family. Family holidays always take place with his participation and assistance in preparation. In the future he wants to create a happy family.
From +1 to +4 points (situational positive attitude) – family is of a certain value for a teenager, but the very fact of having a family and family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder he will not always remember the birthday of someone close to him. Takes parents' care for granted. He assumes that the family he will create in the future will be different from the one in which he lives now.
From -1 to -14 points (situational-negative attitude) – a teenager’s attitude towards family is, as a rule, consumerist. He “should” be given money for small expenses and forgiven for his pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. He himself most likely believes that he owes nothing to anyone.
From -15 to -28 points (stable negative attitude) – the family does not represent any value for the child. This attitude is manifested in a feeling of shame for one’s last name, a conscious rejection of the norms of behavior accepted in the family, and ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.
2. The teenager’s attitude towards the Fatherland From +15 to +28 points (stable positive attitude) – the teenager has fully developed feelings of citizenship and patriotism. For him, the Motherland is not an abstract category, but a specific country where he is going to live, of which he is proud.
He feels his personal responsibility for the fate of the country. Moreover, such feelings are not caused by the situation, not by the fashion for patriotism, but are deeply personal and experienced.
From +1 to +14 points (situational positive attitude) - the teenager experiences the feeling of the Motherland as a feeling of a home, a tree. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He stands up when the anthem plays, rather not out of spiritual impulse, but because it is customary. If necessary, the teenager will not refuse to help veterans, although he himself may not offer power.
From -1 to -14 points (situational negative attitude) – the teenager tries not to openly show his attitude towards the country. He is basically indifferent to talk about her “wretchedness.” He can speak “correctly” on the topic of citizenship and patriotism, but depending on the situation, place emphasis differently. A teenager knows how to guess at what point what is “patriotic” and what is not. It seems to him that what is happening to the country and to himself has little in common.
From -15 to -28 points (sustainably negative) – it can be assumed that the teenager is distinguished by a philistine attitude towards his country. For him, his homeland is simply a place where he lives, and which can easily be changed to any other. All successes are his own successes, and the country is to blame for failures (“but is it possible in this country...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which one can receive dividends.
3. The teenager’s attitude towards the Earth (nature) From +15 to +28 points (sustainable positive attitude) – the teenager has a fully developed environmental consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clear forests and clean water bodies, finding these activities fascinating and important for himself personally. And he will certainly pick up and feed an abandoned puppy, and will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of the need to feel the harmony of the world in which he lives).
From +1 to +14 points (situational positive attitude) - the teenager cares about animals, flowers, but mainly about those that belong directly to him.
He perceives environmental problems as objectively important, but at the same time beyond his personal control. He will not litter in the forest if others do not do so. He will take part in the cleanup event with the group, but if there is an opportunity to refuse, he will most likely take advantage of it.
From -1 to -14 points (situational negative attitude) – a teenager’s own opinion about environmental problems depends on the situation. He prefers not to pay attention to such little things as the garbage he threw, the trash can that was set on fire.
Breaking branches in the forest, chasing cats and dogs in the yard, he doesn’t think about what he’s doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to his eyes and causing disgust.
From -15 to -28 points (sustained negative attitude) – the teenager perceives nature as a commodity of consumption. A teenager’s attitude towards the forest, animals, and bodies of water is dictated by the need for his own comfort, and if possible, then for his own benefit. He is capable of causing pain to an animal for simple fun. He ridicules those who show respect and love for “our smaller brothers.”
4. The teenager’s attitude towards the world From +15 to +28 points (stable positive attitude) – the teenager has a clearly expressed pacifist position. He believes that only weak people and the state resort to violence. He has an emphatically negative attitude towards manifestations of brute force. I am sure that it is always possible to resolve a conflict without infringing on the rights of other people. Not afraid to make concessions.
From +1 to +14 points (situational positive attitude) - the teenager generally shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in the complex modern world one must always be prepared for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions because he does not want to appear weak in the eyes of others.
From -1 to -14 points (situational negative attitude) - the teenager is confident that peace can be maintained mainly by force, threats, and ultimatums. He views war as one of the natural ways of resolving conflicts. In his opinion, the strong are those who are feared. Believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play a “supporting” role.
From 4 -15 to -28 points (stable negative attitude) - it can be assumed that for the teenager there is no alternative - negotiations or a military operation.
War can be a value for him - with its help it is possible to solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of power, and everyone who tries to resist this is “weak” for him. Most likely, this applies to both local (group, courtyard, educational institution) and large conflicts, where nothing depends on it yet.
5. A teenager’s attitude towards work From +1 to +28 points (stable positive attitude) – a teenager is distinguished by hard work in everything: from cleaning the classroom to reading a difficult book. He enjoys complex, time-consuming, even tedious work. He does not consider it shameful to help his parents with the housework; he can offer to do something himself.
Whether he works part-time somewhere or not yet - in any case, the teenager is not ashamed of it.
From +1 to +14 points (situational positive attitude) - most likely, only prestigious work evokes the respect of a teenager. Although, if everyone around you is busy with something not prestigious (for example, cleaning the area during a cleanup day), then they may participate “for the company.” He will also help with household chores, but he will be annoyed that it takes so much time.
From -1 to -14 points (situational negative attitude) – the teenager, if possible, will shift part of his work to someone else. If he finds out that one of his classmates is working after class, he will most likely react like this: “Don’t you have anything to do?!” In his view, “dirty” work is the lot of second-class people or those who have not managed to get a job in life. He himself will certainly never take it up.
From -15 to -28 points (stable negative attitude) – more or less difficult work causes disgust in the teenager. He comes up with a lot of reasons why he shouldn’t take it on. A teenager will gladly take advantage of the fruits of someone else’s labor, passing them off as his own if possible. For him there is no connection between hard work and well-being in life.
6. The teenager’s attitude towards culture From +15 to +28 points (stable positive attitude) – cultural forms of behavior are, of course, personally significant for the teenager and are actively implemented by him in everyday life. He is alien to rudeness and “decorating” his speech with obscene phrases; he is attentive and tactful towards other people. He understands the need to preserve the cultural heritage that we inherited from the past, and categorically does not accept vandalism.
From +1 to +14 points (situational positive attitude) - the teenager recognizes the objective value of cultural forms of behavior, but is not always guided by them in his daily life. He would probably like to look like a “cultured person”, but is not ready to put daily effort into this. He finds justification for occasional manifestations of rudeness on his part (“I’m only rude in response”), sloppiness (“well, let them greet you based on their clothes, but they see you off based on their intelligence”), obscene language (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.
From -1 to -14 points (situational negative attitude) - cultural forms of behavior are considered by a teenager as something dogmatic, coming from the adult world, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being who he is. The word “culture” probably associates him with the TV channel “Culture” and evokes insurmountable boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn vandals of his peers.
From -15 to -28 points (stable negative attitude) - “culture” in all its forms causes rejection in the teenager and is considered as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite.
Tactfulness seems to him a manifestation of weakness, rudeness and obscene language - strength, "sipping beer" to the accompaniment of swearing - the best pastime.
Monuments of the past are perceived by him, most likely, as ordinary old junk, so he is not at all against “throwing them off the ship of modernity.”
7. A teenager’s attitude towards knowledge From +15 to +28 points (sustainable positive attitude) – before you is an inquisitive person who has a strong desire to learn new things.
A teenager may be “inconvenient” for the teacher because he asks a lot during class and doubts seemingly obvious things. He believes that the success of professional growth and career is directly related to the depth of knowledge, and strives to obtain it.
From +1 to +14 points (situational positive attitude) - a teenager can study well, but on his own initiative he is unlikely to delve into books to find the meaning of a term or fact that he does not understand. In his mind, knowledge and a future career are, of course, connected, but he shouldn’t put so much effort into it!
From -1 to -14 points (situational negative attitude) - a teenager will never ask an adult if he doesn’t understand something. He frankly doesn’t understand how you can watch popular science programs on TV. Knowledge is of a purely utilitarian nature for him (learned it, answered it, which means he didn’t get into trouble).
From -15 to -28 points (stable negative attitude) - obviously, the teenager has practically no need to acquire knowledge. He openly despises those who study, considers them “nerds” - people living unfulfilling lives. He is confident that the level and quality of education will not have any impact on his future life.
8. The teenager’s attitude towards a person as such From +15 to +28 points (stable positive attitude) – the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the “tears of the innocent.” “The forest is being cut down, the chips are flying” - this is unacceptable for our hero. He is merciful, capable of empathy, compassion, and forgiveness.
From +1 to +14 points (situational positive attitude) – the value of a person may be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down, certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. The teenager allows the death penalty for the most serious crimes. When the triumph of justice and “mercy for the fallen” are on different scales, he will most likely choose the first.
From -1 to -14 points (situational negative attitude) - most likely, the teenager is inclined to divide people into normal and abnormal. He treats the former quite respectfully, maybe even mercifully towards them; he considers the latter “subhuman” and would like to encounter them as little as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle “the forest is cut down, the chips fly” is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chipper” - rather, a “collector” or “binder of firewood.”
From -15 to -28 points (stable negative attitude) – a person as a value is most likely an empty phrase for a teenager. He is prone to displays of cruelty towards other people and is contemptuous of any acts of mercy. "Weaklings"
and “abnormal” ones, in his opinion, worsen our lives, slow down the growth of well-being, and therefore should be completely isolated from society. Surely he believes that justice, order, stability are worth eliminating the mentally ill and homeless. The most dangerous thing is that he can move from words to actions.
9. The teenager’s attitude towards a person as an Other From +15 to +28 points (stable positive attitude) – the teenager is a genuine altruist. He is always ready to help other people, even strangers, without waiting for a request from them. He is selfless in his actions for the benefit of others. Always ready to help the weak and those in need. For the sake of such help, I am ready to risk my own well-being. Likes to give gifts “just because.”
From +1 to +14 points (situational positive attitude) - the teenager is not averse to helping those in need, but prefers to do it when asked. He is careful in his actions for the benefit of others, trying not to put his own well-being at risk. He does not trust the sincerity of those asking for alms, and if they are near him, he tries to pretend that he does not notice them. He feels pleasure when giving gifts, but at the same time, deep down, he expects a gift in return.
If this doesn't happen, he gets upset.
From -1 to -14 points (situational negative attitude) - the teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems wasteful to him; he prefers to do everything for his own benefit, skillfully disguising it. He is confident that every good deed should be adequately rewarded, therefore, before doing something good, he does not hesitate to find out “what will happen to him for it.”
From -15 to -28 points (persistently negative attitude) - the teenager is focused exclusively on himself, sincerely believes himself to be the “center of the universe.” Not just doing, but even thinking about others is not part of his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurdity, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. All beggars for him are lazy and liars. Much more than giving, he likes to receive gifts, preferably expensive and useful ones.
10. The teenager’s attitude towards a person as an Other From +15 to +28 points (stable positive attitude) - the teenager recognizes the rights of people to a way of life different from his own and the free expression of his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is receptive to any manifestations of cultural discrimination.
He strives for understanding, insight into the essence of other cultures, and is able to avoid cultural prejudices and stereotypes in their assessment. There is also a palpable desire to consider other cultures not from one’s own “bell tower,” but through the prism of the values and priorities of these cultures themselves.
From +1 to +14 points (situational positive attitude) - the teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of sociocultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses types in relation to representatives of certain cultures . He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. He finds it difficult to imagine what problems cultural minorities, migrants or refugees might face. This is explained by a lack of understanding of the Other, an inability to see him from the inside, to look at the world from his point of view.
From -1 to -14 points (situational negative attitude) - the teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. The teenager tries to justify such dissonance between the declared humanistic principles and the real manifestation of intolerance by reference to public opinion (“everyone thinks so”), immoral behavior allegedly characteristic of representatives of these groups (“they are all like this”), personal unsuccessful experience of interacting with them (“I I have met such people and I am sure that..."). This position is based on cultural centrism, xenophobia, and the presumption of the guilt of another. Denying such blatant manifestations of intolerance as fascism, genocide, segregation, a person can easily label people of other cultures as “unworthy of respect,” “dangerous.”
From –15 to -28 points (persistently negative attitude) – the teenager consciously refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviance and does not want to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is demonstratively hostile and contemptuous of such people, eager to “cleanse” the space of his own life from them. The teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.
11. A teenager’s attitude towards his bodily self From +15 to +28 points (stable positive attitude) – for a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and associates his future successes in life with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, and drugs and will try to prevent this from happening to others.
From +1 to +14 points (situational positive attitude) – the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not place it too highly. Health for him is a natural state, a self-evident “thing”, and not something that requires special effort. Addiction to bad habits is an excusable weakness, and not a manifestation of lack of will. Perhaps deep down he believes that he can achieve success in life without paying close attention to his physical form.
From –1 to –14 points (situational negative attitude) – the value of health is low in the minds of a teenager. He considers thoughts and conversations about health and a healthy lifestyle a waste of time, the lot of pensioners. He wants to look good, sporty, in the eyes of others, but he is frankly too lazy to do anything for this. Bad habits do not seem so harmful to him; on the contrary, they have a certain pleasantness and charm. He will probably smile approvingly when he hears the phrase “he who does not smoke or drink will die healthy.”
From -15 to -28 points (persistently negative attitude) – one’s own health, much less the health of others, does not represent any significant value for a teenager. He either “doesn’t give a damn” about his physical condition, or he hates everything that is connected with his physical life (the latter case is real given the teenager’s low self-acceptance). He despises those who care about their health.
He considers his bad habits to be absolutely natural and, perhaps, even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical education and sports.
12. The teenager’s attitude towards his spiritual self From +15 to +28 points (stable positive attitude) – the teenager accepts himself as he is. He believes in his strengths and capabilities, treats himself honestly, and is sincere in expressing his feelings. Feels comfortable even in unfamiliar company.
He is not afraid of loneliness; moments of solitude are important and fruitful for him. He endures personal troubles and is not afraid to appear funny.
From +1 to +14 points (situational positive attitude) – while accepting himself as a whole, a teenager may still feel embarrassed about some of his characteristics. He thinks of himself as a person who is likable to others, but a certain worm of doubt and uncertainty undermines him. He would like, now and in the future, to guarantee himself from getting into ridiculous positions and situations. He is somewhat burdened by a solitary position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).
From -1 to -14 points (situational negative attitude) - a teenager accepts himself as he is only in certain moments of everyday life. He always wants to “jump out” of his “skin” and immediately find himself handsome, rich and famous. His idols, as a rule, are just like that. Deep down, he hopes that he will be attractive to others, but he is sure that they first of all see his shortcomings. Loneliness is both painful and saving for him. In the company of his peers, he prefers to be on the sidelines.
From -15 to -28 points (persistently negative attitude) - the teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.) He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Finding himself alone, he begins to engage in “masochistic soul-searching” and “self-criticism.”
His own inferiority is his obsession. He experiences an acute sense of guilt for existing at all, which in the future may turn into a painful desire to dominate others.
13. The teenager’s attitude towards his spiritual self From +15 to +26 points (stable positive attitude) – the teenager views himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live “according to his conscience.”
From +1 to +14 points (situational positive attitude) - the teenager feels the opportunity to be the master of his own life, but believes this to be real only in the case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he approaches it with caution: the possibility of error and responsibility make him wary. He recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.
From –1 to –14 points (situational negative attitude) – the teenager is more impressed by the role of a follower than by the author and manager of his own life. He is looking for a company of people whose spiritual strength could “cover up” his indecision and self-doubt. Tries to avoid choice as much as possible; under noticeable external pressure, he is ready to give up personal freedom in favor of a feeling of peace and spiritual comfort. He is inclined to explain his failures by an unfavorable combination of circumstances.
The pangs of conscience weigh on him, so he prefers not to think about his conscience.
From -15 to -28 points (stable negative attitude) - the teenager feels like a “pawn” in the elements of life around him, a hostage to powerful and beyond his control external forces. He is afraid and avoids any free action.
He seeks the protection of the powers that be and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want choice. He believes in the strength and infallibility of the majority, for this saves him from personal responsibility for
outstanding achievements (or has internal prerequisites for such achievements) in that and... "meeting of the pedagogical council "16" April 2012 Prot..." L.V. VASILCHENKO2 St. Petersburg Academy of Postgraduate Pedagogical Education Zaporozhye Regional Institute of Postgraduate Education ..."
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Personal growth is self-discovery and realization. This is moving forward, towards your destiny. This is constant self-improvement and personal development. These are daily victories over yourself, over your fears and other negative emotions. Personal growth is the path to happiness and success.
Monitoring and assessing the level of students’ mastery of educational content is an integral part of the educational process. When checking and assessing students' learning activities, “feedback” is provided; the teacher receives information about the state of this learning activity. Experience in creative activities is also assessed. However, using only this approach, the teacher cannot always fully assess the level of students’ competencies and their personal potential. A rating system of assessment comes to the rescue, which is carried out according to four indicators: study and creative achievements; responsibility and initiative in educational work. But she is also unable to show the abilities and possibilities that often lie dormant in the student. In the conditions of the educational process of our gymnasium No. 73 “Lomonosov Gymnasium”, primary school teachers turned to such a relevant form of assessing personal results as a portfolio. This form of student assessment helps not only to complement traditional assessment, but also to become a stimulus for the child’s personal development. As you know, there are two types of achievement motivation - motivation to achieve success and motivation to avoid failure. Each student has one or another type of motivation. A portfolio of achievements allows you to adjust your attitude towards your achievements and set your child up for motivation for success, because records and presents only the best results of his activities.
Any work children do is a lot of work, and students know well the price of its result in the form of portfolio documents.
Filling out a portfolio has not become an end in itself for the children; with its help, children become more self-confident and receive support from their classmates.
Personal growth is a kind of going beyond what has already been achieved. Personal growth is the development of a person’s value attitude towards those objects of reality that are recognized as valuable within the framework of the civilization with which the person identifies himself. Tasks for the teacher:
1.Create optimal conditions.
2. Stimulate logical mechanisms, intuition, insight.
3.Build independence.
4.Be emotionally flexible.
We especially note that when assessing the results through the category of personal growth, we emphasize the importance for the education of the positive dynamics of personality development (that is, the development of the child’s value-based attitude towards people, his homeland, work, etc.), and not its compliance with any standard, standard, norm (to be a humanist, patriot, creator, etc.). This approach allows us to evaluate the efforts of even a poorly raised child to become a little better, without classifying him as an “abnormal” or “deviant” child.
By identifying the positive in a student and relying on it, relying on trust, the teacher, as it were, anticipates the process of formation and elevation of the individual. Education based on the positive is most fully and consistently revealed in the formula of A. S. Makarenko: a person must be approached with an optimistic hypothesis, even with some risk of making a mistake.
One of the main tasks of teaching and upbringing in primary school as part of the implementation of the new educational standard is to identify and develop the child’s individual creative abilities:
— creating a situation of success for each student, increasing self-esteem and confidence in their own capabilities;
— maximum disclosure of the individual abilities of each child;
— development of students’ cognitive interests and formation of readiness for independent learning;
— formation of an attitude towards creative activity and creative activity skills, development of motivation for further creative growth;
— formation of positive moral and moral qualities of the individual;
— acquiring reflection skills, developing the ability to analyze one’s own interests, inclinations, needs and correlate them with available opportunities (“I am real”, “I am ideal”);
— formation of life ideals, stimulation of the desire for self-improvement.
The undoubted value of a portfolio is that it helps to increase the student’s self-esteem, maximize the individual capabilities of each child, and develop motivation for further creative growth. Therefore, it is extremely important to learn for yourself and explain to your child that compiling a portfolio is not a race for diplomas and all kinds of certificates! What is important is the process of participation in educational activities or creative work, and not its result.
Goals of portfolio formation:
The portfolio is introduced with the aim of objectively recording the individual achievements of schoolchildren. A portfolio is a collection of a student's work and results that demonstrates his or her efforts, progress, and achievements in various areas.
Individual cumulative assessment (portfolio) - a set of documents, assessment of subject, meta-subject and personal results, individual achievements, which is the basis for determining the educational rating of a primary school graduate.
The main direction of the new educational standards is the formation of universal educational activities, both subject and meta-subject.
For the successful formation of UUD for elementary school students, it is necessary to monitor, make the necessary adjustments, and plan further work to develop students’ actions. For this purpose, primary school teachers at gymnasium No. 73 “Lomonosov Gymnasium” collect materials such as:
1) monitoring the formation of the UUD of the class as a whole;
2) student observation cards, which have the following pages:
· survey of parents;
· study of the developmental features of a preschooler;
· his readiness to study at school;
· diagnosis of the child’s primary adaptation at school;
· diagnostics of the formation of the UUD.
We will dwell in more detail on the diagnosis of personal LUDs.
Personal UUDs provide value-semantic orientation for students:
Knowledge of moral standards;
The ability to correlate actions and events with accepted ethical standards;
The ability to highlight the moral aspect of behavior.
Main characteristics of personal development of primary school students:
1) self-determination
2) meaning formation
3) moral and ethical orientation
For diagnosis, the primary school teachers of our gymnasium selected the following methods and techniques:
Questioning,
Observation method.
Let us consider in more detail the specifics of the survey methodology.
Goal: to identify the development of the student’s internal position and his motivation for learning.
Evaluated UUDs:
Actions aimed at determining your attitude towards school
Actions that establish the meaning of the teaching
Assessment method: individual conversation.
Based on the criteria, we evaluate the level of formation of self-determination and meaning formation.
Evaluation criteria:
1. A positive attitude towards school, a sense of the need to study.
2. Showing special interest in the new school content of assignments.
3. Preference for classroom lessons to individual lessons at home, a social way of assessing knowledge (marks)
Grading levels:
0. Negative attitude towards school.
1. A positive attitude towards school, but also maintaining a preschool orientation.
2. The emergence of an orientation towards the meaningful aspects of school reality.
3. A combination of orientation towards social and personal aspects of school life.
The diagnostic results are entered into a general table for the class and separately into the development chart of each student. The next diagnosis is at the end of the school year (see Appendix No. 1-4).
During the year, a lot of intermediate work is being done to form the UUD.
Meeting the requirements of the Federal State Educational Standard, each teacher plans the results of the formation of the UUD, analyzes the results and draws up a work plan for the next year.
Naturally, when conducting this or that survey, some difficulties may arise. Our teachers also met with them:
1. The diagnostic results were not always accurate and objective, because they are influenced by many factors: the child’s mood, well-being, his desire to cooperate at the moment, the purely individual characteristics of each.
2. It can be very difficult for one teacher to conduct an individual conversation with each of 30 students, within the time frame of the lesson.
Now let’s move on to the observation method, as the most accessible and widespread method of studying students in teaching practice.
Goal: identifying the personal characteristics of children in the process of educational activities.
Evaluated UUDs:
· internal position of the student;
· development of cooperation skills with adults and peers;
· awareness of human responsibility for general well-being;
· development of ethical feelings as regulators of moral behavior;
· orientation in the moral content and meaning of both one’s own actions and the actions of those around them;
· empathy as understanding the feelings of other people and empathizing with them.
Evaluation method: observation according to a given observation chart (see Appendix No. 5, 6, 10).
Evaluation criteria:
1. Attitude to school and motivation to study.
2. Assessment of one’s own activities and level of cooperation with adults and peers.
3. Attitude to a common cause, way of communication in a team.
4. Moral and aesthetic attitude towards one’s work and the activities of others.
Grading levels:
1. Negative attitude towards school, towards the results of the common cause, etc.
2. Mainly indifferent attitude, but sometimes shows interest in the common cause.
3. In half of the cases he shows interest in the common cause, a positive attitude towards school, in half - a negative attitude, without interest in the common cause.
4. Mostly positive attitude towards school, towards the common cause, only sometimes a negative attitude appears.
5. In all cases, only a positive attitude towards school, interest in the common cause.
The results of the observation are entered into the observation card, the results are summarized three times during the school year: in November, February and May. Then, based on the results of assessing personal AUDs obtained during questioning, observation, and self-assessment, the level of formation of personal AUDs is summed up.
The advantages of observation include:
· It is possible to judge many details of the “living” pedagogical process in their dynamics.
· Allows you to record events and manifestations directly at the moment of their occurrence.
· We receive factual information, not the opinions of others.
The disadvantages of this method are:
· The presence of elements of subjectivity in the analysis and assessment of facts on the part of the observer.
· Inaccessibility of certain aspects of activity - motives, emotional state.
· Monitoring a small number of children to obtain high-quality results.
Therefore, in order to fill in the data that cannot be obtained during observation, we supplemented them with a diagnosis of learning motivation and a diagnosis of the student’s self-esteem after completing the work (see Appendix No. 7,8,9).
Thus, through observation in the process of teaching and educational activities and the parallel use of questionnaires of parents and students, we obtain a picture of each child’s personal LUD that is as close to reality as possible.
We bring to your attention a system for assessing personal UUDs, which were described in detail above, presented sequentially in a number of applications No. 1-10.