For citation:
Баранов А. А., Malakhova O. N., Zhuchenko O. A. Self-assessment of academic achievements in the examination situation and personality traits of students of the youth age period. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2023, vol. 12, iss. 2, pp. 102-113. DOI: 10.18500/2304-9790-2023-12-2-102-113, EDN: YYKFFU
Self-assessment of academic achievements in the examination situation and personality traits of students of the youth age period
The study presents the results of the correlation between students’ predictive competence and their personal characteristics. The relevance and novelty of the research results are attributed to the specifi cation of the problematic issue connected with predictive competence. The latter is determined through the students’ subjective characteristics which are associated with self-assessment of academic achievements in the examination situation. The developed predictive competence is one of the acmeological invariants of professionalism and a resource that increases stress resistance. The aim of the research is to study the correlation between personality traits of students of the youth age period and the adequacy of their self-assessment of the academic achievements in a stressful examination situation. The study hypothesizes that personal characteristics of students determine the adequacy level of their self-assessment of the academic results and reduce the level of examination stress. The sample of the study comprises 287 fi rst- and second-year students of the youth age period, majoring in natural sciences and socio-economic educational areas and specialties of Udmurt State Agrarian University (Izhevsk) (their average age is 18.5; 45% are girls, 55% are boys). The methods (tools) of the research are as follows: in order to fi x the components of self-assessment of academic achievements and the level of mental tension of young people in the examination situation, the authors used the Dembo – Rubinstein technique (in the original modifi cation); to determine the features of predictive skills, the “Anticipatory Consistency Test” developed by V. D. Mendelevich (ACT) was used; to measure the manifestations of anxiety as a personal quality that aff ects the stress level during examinations, the “The Taylor Manifest Anxiety Scale” was applied (adapted by T. A. Nemchin, V. G. Noskaridze), to measure the level of the control locus the “Rotter’s Locus of Control Scale” (adapted by E. F. Bazhin, E. A. Golynkina, A. M. Etkind) was used. The study results. Positive correlation between the locus of control and personal anxiety and negative correlation between the predictive competence and situational tension are characteristic of students with an adequate self-assessment of academic achievements. Developed predictive competence reduces the exam stress. The conclusion. Adequate self-assessment of academic achievements in a stressful situation contributes to the management of one’s own activities and to a better manifestation of competencies while performing intellectual tests. The obtained results are used to improve the personality-oriented program for the development of adequate self-assessment of academic achievements which serves as a stress resistance resource of students of the youth age period.
- Даниленко О. И., Горбунов И. А. Антиципационная состоятельность как личностный ресурс студентов // Вопросы психологии. 2018. № 3. С. 33–43.
- Pahl S. A. Proactive Coping: Determinants, Mediators, and Outcomes. Austin : The University of Texas at Austin, 2012. 186 p. URL: https://bit.ly/3Y3A2hf (дата обращения: 28. 08.22).
- Šimić N., Manenica I. Exam experience and some reactions to exam stress // Human Physiology. 2012. Vol. 38, iss. 1. P. 67–72. https://doi.org/10.1134/S0362119712010161
- Слободчиков В. И., Исаев В. И. Психология развития человека. Развитие субъективной реальности в онтогенезе: учеб. пособие. М. : Изд-во ПСТГУ, 2013. 395 с.
- Захарова А. В. Генезис самооценки: автореф. дис. ... д-ра психол. наук. М., 1989. 44 с.
- Zimmerman B. J., Schunk D. H. Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. Dordrecht : Springer Science & Business Media, 2012. 212 p.
- Galustyan O. V. Some methodological aspects of the evaluation of students’ educational achievements at university // International Journal of Cognitive Research in Science, Engineering and Education. 2017. Vol. 5, iss. 1. P. 43–48. https://doi.org/10.5937/IJCRSEE1701043G
- McMillan J. H., Hearn J. Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement // Educational Horizons. 2008. Vol. 87, iss. 1. P. 40‒49. URL: https://bit.ly/3WialIn (дата обращения: 28.08.22).
- Hulleman C. S., Durik A. M., Schweigert S. A., Harackiewicz J. M. Task values, achievement goals, and interest: An integrative analysis // Journal of Educational Psychology. 2008. Vol. 100, iss. 2. P. 398–416. https://doi.org/10.1037/0022-0663.100.2.398
- Регуш Л. А. Психология прогнозирования: успехи в познании будущего. СПб. : Речь, 2003. 351 с.
- Barron K. E., Harackiewicz J. M. Achievement goals and optimal motivation: Testing multiple goal models // Journal of Personality and Social Psychology. 2001. Vol. 80, iss. 5. P. 706–722. https://doi.org/10.1037/0022-3514.80.5.706
- Saribeyli F. R. Theoretical and practical aspects of selfassessment // The Education and Science Journal. 2018. Vol. 20, iss. 6. Р. 183–194. https://doi.org/10.17853/1994- 5639-2018-6-183-194
- Andrade H., Du Y. Student responses to criteria-referenced self-Assessment // Assessment and Evaluation in Higher Education. 2007. Vol. 32, iss. 2. Р. 159–181. https://doi.org/10.1080/02602930600801928
- Nie Y., Lau S., Liau A. K. Role of academic self-effi cacy in moderating the relation between task importance and test anxiety // Learning and Individual Differences. 2011. Vol. 21, iss. 6. P. 736–741. DOI: https://doi.org/10.1016/j. lindif.2011.09.005
- Щербатых Ю. В. Экзаменационный стресс: диагностика, течение и коррекция. Воронеж : Студия ИАН, 2000. 167 с.
- Vanstone D. M., Hicks R. E. Transitioning to university: Coping styles as mediators between adaptive-maladaptive perfectionism and test anxiety // Personality and Individual Differences. 2019. Vol. 141. P. 68–75. https://doi.org/10.1016/j.paid.2018.12.026
- Абитов И. Р. Антиципационная состоятельность в структуре совладающего поведения (в норме и при психосоматических и невротических расстройствах): автореф. дис. … канд. психол. наук. Казань, 2007. 158 с.
- Ничипоренко Н. П. Локус контроля и метакогнитивная осознанность как генерализованные характеристики субъекта совладающего поведения // Бехтерев и современная психология личности / отв. ред. Л. М. Попов. Казань : НОУ ДПО «Центр социальногуманитарного образования», 2020. С. 12–14.
- Skinner E. A., Sexton E. A. The development of academic coping in children and youth: A comprehensive review and critique // Developmental Review. 2019. Vol. 53. Article number 100870. https://doi.org/10.1016/j.dr.2019.100870
- Zeidner M., Matthews G., Roberts R. D. What We Know About Emotional Intelligence: How It Affects Learning, Work, Relationships, and Our Mental Health. Cambridge : MIT Press, 2012. 441 p.
- Okwuduba E. N., Nwosu K. Ch., Okigbo E. Ch., Samuel N. N., Achugbu Ch. Impact of intrapersonal and interpersonal emotional intelligence and selfdirected learning and academic performance among pre-university science students // Heliyon. 2021. Vol. 7, iss. 3. Article number E06611. https://doi.org/10.1016/j.heliyon.2021.e06611
- Carmeli A., Yitzhak-Halevy M., Weisberg J. The relationship between emotional intelligence and psychological wellbeing // Journal of Managerial Psychology. 2009. Vol. 24, iss. 1. P. 66–78. https://doi.org/10.1108/02683940910922546
- Zhang P., Li C.-Z., Zhao Y.-N., Xing F.-M., Chen C.-X., Tian X.-F., Tang Q.-Q. The mediating role of emotional intelligence between negative life events and psychological distress among nursing students: A crosssectional study // Nurse Education Today. 2016. Vol. 44. P. 121–126. https://doi.org/10.1016/j. nedt.2016.05.025
- Лебедева С. Е. Взаимосвязь антиципационных способностей и социально-психологической компетентности студентов: автореф. дис. ... канд. психол. наук. Сургут, 2008. 177 с.
- Abbas A., Eliyana A., Ekowati D., Saud M., Raza A., Wardani R. Data set on coping strategies in the digital age: The role of psychological well-being and social capital among university students in Java Timor, Surabaya, Indonesia // Data in Brief. 2020. Vol. 30. Article number 105583. https://doi.org/10.1016/j.dib.2020.105583
- Толстошеина Н. В. Антиципация как одно из условий прогнозирования, выбора и регуляции будущей деятельности // Гаудеамус. 2002. № 2. С. 41–46.
- ИшмуратоваЮ. А., ПотанинаА. М., ЦыгановИ. Ю., Моросанова В. И. Некогнитивные предикторы академических достижений в различные периоды обучения // Вестник Московского государственного областного университета. Серия: Психологические науки. 2019. № 3. С. 25–40. https://doi.org/10.18384/2310-7235-2019-3-25-40
- Сумина Н. Е., Ничипоренко Н. П. Взаимосвязь антиципационной состоятельности с личностными свойствами // Российский психологическийжурнал. 2007. Т. 4, № 4. С. 22–29.
- Ломов Б. Ф., Сурков Е. Н. Антиципация в структуре деятельности. М. : Наука, 1980. 279 с.
- Менделевич В. Д. Антиципационные механизмы неврозогенеза. М. : Городец, 2018. 446 с.
- Анохин П. К. Очерки пофизиологиифункциональных систем. М. : Медицина, 1975. 447 с.
- Фейгенберг И. М. Вероятностное прогнозирование в деятельности человека и поведении животных. М. : Ньюдиамед, 2008. 190 с.
- Aspinwall L. G., Taylor S. E. A stitch in time: Selfregulation and proactive coping // Psychological Bulletin. 1997. Vol. 121, iss. 3. P. 417–436. https://doi. org/10.1037/0033-2909.121.3.417
- Ничипоренко Н. П. Прогностическая компетентность в системе личностных свойств // Вопросы психологии. 2007. № 2. С. 123–130.
- Potard C. Self-Esteem Inventory (Coopersmith) // Encyclopedia of Personality and Individual Differences / eds. V. Zeigler-Hill, T. K. Shackelford. Springer Cham, 2017. P. 1–3. https://doi.org/10.1007/978-3-319-28099-8_81-1
- Баева И. А. Психологическая безопасность образовательной среды: Теоретические основы и технологии создания: автореф. дис. … д-ра психол. наук. СПб., 2002. 386 с.
- Жученко О. А. Связь самооценки академических достижений и прогностической компетентности будущих профессионалов в экзаменационной ситуации // Современная наука: актуальные проблемы теории и практики. Серия: Познание. 2020. № 8. С. 44–48. https://doi.org/10.37882/2500-3682.2020.08.06
- Рогов Е. И. Настольная книга практического психолога: в 2 ч. Ч. 1. Система работыпсихолога с детьмиразного возраста: практ. пособие. М. : Юрайт, 2016. 413 с.
- Грецов А. Г., Азбель А. А. Психологические тесты для старшеклассников и студентов. СПб. : Питер, 2012. 210 с.