Features of Communicative Competencies, Educational Motivation, and Emotional Attitude to Learning of Primary School Students

The article is aimed at identifying the features of communicative competencies, educational motivation, and emotional attitude to learning of primary school students studying in different didactic systems: the Elkonin — Davydov System of developmental education (DE) and the traditional education (TE). 41 third graders took part in the study, 21 of them enrolled in the Elkonin-Davydov System of developmental education, 20 in the traditional education. The following methods were used: diagnostics of educational motivation and emotional attitude to learning (modification of A.L. Andreeva), L. Mikhelson’s test of communication skills (adaptation by Y.Z. Gilbukh). The results obtained make it possible to say that the most formed communicative competencies of students of the 3rd grades DE are: to establish contact, to be able to make a request to a peer, to respond adequately to the criticism of the interlocutor and to provoking behavior on his part. Third graders studying in the TE system demonstrated an insufficient level of formation of such communicative competencies as asking for help from a peer and a teacher, asking questions. It is noted that a positive attitude to learning is typical for half of third graders studying in the DE system, while, for the same number of students, a reduced motivation to study and, in general, a neutral or negative attitude to learning is typical.

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