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Psychological Science and Education
2019. Vol. 24, no. 1, 80–88
doi:10.17759/pse.2019240106
ISSN: 1814-2052 / 2311-7273 (online)

School Transitions: Assessing Metasubjective and Personality-Related Learning Outcomes in Students

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M.V. Ermolaeva, D.V. Lubovsky

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Abstract

The paper describes a diagnostic programme developed within the framework of continuous psychological and educational support of implementation of educational standards. The study involved 390 school students of 4th classes and 226 students of 9th classes who were tested before and after their transition to a new educational level in order to evaluate the dynamics of their learning outcomes (metasubjective as well as personality-related).The tests involved tasks with partial or inconsistent problem situations and A.M. Prikhozhan’s Learning Motivation Survey. The analysis of the data showed that students of 4th and 5th classes perceive their transition from one educational level to another as a challenge of uncertainty, while for most of 10th-class students it is not so. Basing on the study outcomes the authors show that technologies of student personality development play an important role in securing the continuity of psychological and educational support of implementation of the Federal State Education Standards. The role of modern training models for teachers and educational psychologists in solving the task of continuous psychological and educational support is also analysed.

General Information

Keywords: Federal State Educational Standard, continuity of psychological and educational support, students, transition to new educational level

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2019240106

Funding. This work was supported by the State Тask 30.4390.2017/НМ «Scientific and methodological development of technologies of continuous psychological and educational support of implementation of modern federal state educational standards in general education and their practical evaluation».

Acknowledgements. The authors are grateful for assistance in data collection to Klyueva T.N.(Samara) and Usova A.P.(Moscow).

For citation: Ermolaeva M.V., Lubovsky D.V. School Transitions: Assessing Metasubjective and Personality-Related Learning Outcomes in Students. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2019. Vol. 24, no. 1, pp. 80–88. DOI: 10.17759/pse.2019240106. (In Russ., аbstr. in Engl.)

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Information About the Authors

Marina V. Ermolaeva, Doctor of Psychology, Professor, Professor of the UNESCO Department “Cultural and historical psychology of childhood”, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1645-5136, e-mail: mar-erm@mail.ru

Dmitry V. Lubovsky, PhD in Psychology, associate professor, Professor of the UNESCO Department “Cultural and Historical Psychology of Childhood”, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-7392-4667, e-mail: lubovsky@yandex.ru

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