Psychological Resources and Information Technology Facilities of a Teacher to Involve Students in the Educational Process

41

Abstract

The growing interest of the educational community in the phenomenon of “involvement” is a direct evidence of the relevance of the student — centered approach. The modern educational process is represented not by a passive student, but by the active co — creation of a teacher and a student, and the level of involvement is an indicator of the degree of activity of the student. The question arises: with what psychological resources and means can a teacher achieve deep involvement of students in the educational process. Objective: to identify psychological resources and information technology facilities of the teacher and indicators of students’ involvement in the educational process. It was revealed that the majority of students (more than 70%) characterized by a low level of engagement, inertia, passivity, alienation, inaction, which are formed and consolidated as a result of constant school failures. The psychological conditions and factors contributing to and hindering the actualization of the complex “engagement and involvement” as a resource for personal and professional development of teachers and students are identified. The developed programs and trainings integrated into the educational process of the school have given a positive result and are recommended for use in schools.

General Information

Keywords: psychological resources, information technology resources, involvement, educational process, teacher, student

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2024210209

Funding. the work was carried out in accordance with the scientific theme of the State assignment of the Ministry of Education and Science of the Russian Federation “Resource-predictive determination of personal and professional development of students and teachers as subjects of continuing education: psychological foundations, technologies, efficiency factors” (FNRE-2024-0017).

Received: 21.05.2024

Accepted:

For citation: Mitin G.V., Anisimova O.A. Psychological Resources and Information Technology Facilities of a Teacher to Involve Students in the Educational Process [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Practical Psychology of Education, 2024. Vol. 21, no. 2, pp. 69–77. DOI: 10.17759/bppe.2024210209. (In Russ., аbstr. in Engl.)

References

  1. Biktimirova N.A. Formirovanie emotsional’noi vovlechennosti cherez udovletvorenie sotsial’nykh potrebnostei [Formation of emotional involvement through the satisfaction of social needs] [Elektronnyi resurs]. Biznes. Obrazovanie. Pravo = Business. Education. Law, 2021, no. 2 (55), pp. 353–357. doi:10.25683/VOLBI.2021.55.211 (In Russ.).
  2. Pavlova E.V. (Ed.). Vovlechennost’ studencheskoi molodezhi v prostranstvo zhizneosushchestvleniya: problema kontseptualizatsii fenomena v novykh sotsiokul’turnykh usloviyakh: Monografiya. Cheboksary: Sreda, 2023. 296 p. (In Russ.).
  3. Degtyarev V.A., Bashlykov T.V. Problema vovlechennosti studentov v uchebnuyu deyatel’nost’ v Lipetskom filiale Finuniversiteta [The Problem of Student Involvement in Learning Process in the Lipetsk Branch of the Financial University] [Elektronnyi resurs]. Gumanitarnye issledovaniya Tsentral’noi Rossii = Humanities Researches of the Central Russia, 2021, no. 2 (19), pp. 88–97. doi:10.24412/2541-9056-2021-2-88-97 (In Russ.).
  4. Mitin G.V., Mitina L.M., Vostokova Yu.I. Professional’nye deformatsii pedagogov i deviatsii, uchashchikhsya v period global’nogo krizisa: psikhologicheskaya diagnostika, profilaktika, korrektsiya [Professional Deformations of Teachers and Deviations of Students During the Global Crisis: Psychological Diagnosis, Prevention, Correction] [Elektronnyi resurs]. Psikhologiya i parvo = Psychology and Law, 2023. Vol. 13, no. 2, pp. 183–205. doi:10.17759/psylaw.2023130214 (In Russ.).
  5. Mitina L.M. Uchitel’ budushchego: resursno-prognosticheskaya determinatsiya lichnostno-professional’nogo razvitiya [Teacher of the Future: Resource-Prognostic Determination of Personal and Professional Development] [Elektronnyi resurs]. Mir psikhologii = The World of Psychology, 2023, no. 2, pp. 9–21. doi:10.51944/20738528_2023_2_9 (In Russ.).
  6. Mitina L.M., Mitin G.V., Anisimova O.A. Professional’noe zdorov’e pedagoga: Uchebnoe posobie. 2nd ed. Moscow: Yurait, 2020. 79 p. (In Russ.).
  7. Fomina T.G., Potanina A.M., Morosanova V.I. Vzaimosvyaz’ shkol’noi vovlechennosti i samoregulyatsii uchebnoi deyatel’nosti: sostoyanie problemy i perspektivy issledovanii v Rossii i za rubezhom [The relationship between school engagement and conscious self-regulation of learning activity: the current state of the problem and research perspectives in Russia and abroad] [Elektronnyi resurs]. Vestnik Rossiiskogo universiteta druzhby narodov. Seriya: Psikhologiya i pedagogika = RUDN Journal of Psychology and Pedagogics, 2020. Vol. 17, no. 3, pp. 390–411. doi:10.22363/2313-1683-2020-17-3-390-411 (In Russ.).
  8. Frolova I.I. Upravlenie vovlechennost’yu personala v protsess nepreryvnogo sovershenstvovaniya: Monografiya. Kursk: Universitetskaya kniga, 2020. 111 p. (In Russ.).
  9. Harter J.K., Schmidt F.L., Hayes, T.L. Business-Unit-Level Relationship between Employee Satisfaction, Employee Engagement, and Business Outcomes: A Meta-Analysis. Journal of Applied Psychology, 2002. Vol. 87, no. 2, pp. 268–279. doi:10.1037/0021-9010.87.2.268.
  10. Kahn W.A. Psychological Conditions of Personal Engagement and Disengagement at Work. The Academy of Management Journal, 1990. Vol. 33, no. 4, pp. 692–724. doi:10.5465/256287
  11. Kahu E.R. Framing Student Engagement in Higher Education. Studies in Higher Education, 2013. Vol. 38, no. 5, pp. 758–773. doi:10.1080/03075079.2011.598505
  12. Maslach C., Schaufeli W.B., Leiter M.P. Job burnout. Annual Review of Psychology, 2001. Vol. 52, pp. 397–422. doi:10.1146/annurev.psych.52.1.397
  13. Saks A.M. Antecedents and Consequences of Employee Engagement. Journal of Managerial Psychology, 2006. Vol. 21, no. 7, pp. 600–619. doi:10.1108/02683940610690169
  14. Schaufeli W., Bakker A. UWES. Utrecht Work Engagement Scale. Preliminary Manual. Version 1.1, December 2004. 60 p. [Elektronnyi resurs]. Wilmar Schaufeli. URL: https://www.wilmarschaufeli.nl/publications/Schaufeli/Test%20Manuals/Test_manual_UWES_English.pdf (Accessed 11.03.2024).
  15. Stefansson K.K., Gestsdottir S., Birgisdottir F., Lerner R.M. School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 2018. Vol. 64, pp. 23–33. doi:10.1016/j.adolescence.2018.01.005
  16. Wang M.T., Degol J.L. School Climate: a review of the construct, measurement, and impact on student outcomes. Education Psychology Review, 2016. Vol. 28, pp. 315–352. doi:10.1007/s10648-015-9319-1

Information About the Authors

Georgiy V. Mitin, Candidate of Science (Psychology), Chief Researcher, Laboratory of Developmental Ecopsychology and Psychodidactics, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-3124-0352, e-mail: mitingv76@gmail.com

Oksana A. Anisimova, Candidate of Science (Psychology), Researcher, Laboratory of Developmental Ecopsychology and Psychodidactics, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2500-4783

Metrics

Views

Total: 169
Previous month: 32
Current month: 1

Downloads

Total: 41
Previous month: 6
Current month: 0