Вплив самооцінки на успішність навчання в молодшому шкільному віці
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2013
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Анотація
Самооцінка є важливим чинником успішності, оскільки відображає впевненість людини у своїх професійних і особистих силах, її самоповагу й адекватність до подій. Самооцінка безпосередньо залежить від характеру оцінок, які дають дорослі дитині та її успіхам у різних видах діяльності. У молодших школярів зустрічаються самооцінки різних типів: адекватні, завищені й занижені. У навчально-виховному процесі в дитини формується установка на оцінку своїх можливостей – один з основних компонентів самооцінки. У навчальній діяльності школяра самооцінка відіграє велику роль. У молодшому шкільному віці провідною є навчальна діяльність; саме від рівня сформованості самооцінки у вирішальній мірі залежить успішність, успіхи в навчанні.
Self-conception is an important factor of success, because it reflects a person's confidence in his professional and personal abilities, his self-respect and adequacy to the surrounding scenery. Self-conception is very important in learning activity of the pupils. Learning activity is a leading activity in the early school age; academic performance and success in studying depend on the level of self-conception formedness. One of the main factors, which influences the process of pupils’ purposeful getting knowledge, is self-conception. It is closely connected with the level of pretension of the man – the level of goals’ difficulty, which he sets. Self-conception is formed on the base of evaluation of people, of the own activity’s results and also on the base of correlation between representation of real and ideal «I». Self-conception of the pupil has a great meaning for the academic progress. There are different kinds of pupils’ self-conception: adequate, overestimated and underestimated. Adequate self-conception is the base for child’s formation of self-confidence and confidence in the opportunities, for the development of usefulness and competence. Non-adequate self-conception (overestimated and underestimated) prevents the disclosure and realization of opportunities and child’s abilities, brings the innate conflicts, violation of communication and is the indicator of dysfunctional development of child’s personality. Non-adequate self-conception has bad influence on the process and the result of learning activity. Self-conception depends on the character of evaluation giving to child and his success by adults in different kinds of activity. The facility on the evaluation of child’s opportunities is one of the main components of self-conception which is formed during the educational process. The analysis of psychological and pedagogical literature shows that amalgamation of the notions «success of education» and «academic progress» takes place. However, such notions are not equal at all. The notion of success of education is more informative. The education will be successful if it lets to achieve the norms which are determined by the goals and objectives of education, to achieve definite and specified result. And if the result is achieved the most rationale method with the minimum time outlay and resources.
Self-conception is an important factor of success, because it reflects a person's confidence in his professional and personal abilities, his self-respect and adequacy to the surrounding scenery. Self-conception is very important in learning activity of the pupils. Learning activity is a leading activity in the early school age; academic performance and success in studying depend on the level of self-conception formedness. One of the main factors, which influences the process of pupils’ purposeful getting knowledge, is self-conception. It is closely connected with the level of pretension of the man – the level of goals’ difficulty, which he sets. Self-conception is formed on the base of evaluation of people, of the own activity’s results and also on the base of correlation between representation of real and ideal «I». Self-conception of the pupil has a great meaning for the academic progress. There are different kinds of pupils’ self-conception: adequate, overestimated and underestimated. Adequate self-conception is the base for child’s formation of self-confidence and confidence in the opportunities, for the development of usefulness and competence. Non-adequate self-conception (overestimated and underestimated) prevents the disclosure and realization of opportunities and child’s abilities, brings the innate conflicts, violation of communication and is the indicator of dysfunctional development of child’s personality. Non-adequate self-conception has bad influence on the process and the result of learning activity. Self-conception depends on the character of evaluation giving to child and his success by adults in different kinds of activity. The facility on the evaluation of child’s opportunities is one of the main components of self-conception which is formed during the educational process. The analysis of psychological and pedagogical literature shows that amalgamation of the notions «success of education» and «academic progress» takes place. However, such notions are not equal at all. The notion of success of education is more informative. The education will be successful if it lets to achieve the norms which are determined by the goals and objectives of education, to achieve definite and specified result. And if the result is achieved the most rationale method with the minimum time outlay and resources.
Опис
Ключові слова
мотивація, неуспішність, самосвідомість, самооцінка, навчальна діяльність, успіх, успішність навчання, успішність, motivation, poor academic performance, self-consciousness, self-conception, learning activities, success, success in learning, academic performance
Бібліографічний опис
Дмитренко, Л. І. Вплив самооцінки на успішність навчання в молодшому шкільному віці [Текст] / Л. І. Дмитренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №5 (31). – С. 135–142.