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Appendices

The appendix 1

Technique of studying of motivation of training of trained 5-7 classes.

M.I.Lukjanova, N.V. Kalinin.

The questionnaire

Date ______ F.I. ______________ the Class _______

The dear friend!

Attentively read each neoterminated offer and the offered variants of answers to it.

Choose for the termination of the offer 3 variants from offered answers, the most fair and valid in relation to you. The chosen answers underline.

1. I try to study better, that...

To receive a good mark;

Our class was the best;

To bring it is more than advantage to people;

To receive subsequently it is a lot of money;

Me respected and companions praised;

Me loved and the teacher praised;

I was praised by parents;

To me bought beautiful things;

Me did not punish;

I knew more and was able.

2. I cannot study better, as...

I have more interesting affairs;

It is possible to study badly, and to earn subsequently well;

To me stir houses;

At school me often abuse;

I simply would not like to study;

I can not force to do myself it;

It is difficult to me to acquire a teaching material;

I have not time to work together with all.

3. If I receive a good mark, I most of all like that...

I well know a teaching material;

My companions will be happy with me;

I will be considered as the good pupil;

Mum will be happy;

The teacher will be glad;

To me will buy a beautiful thing;

Me will not punish;

I will not pull a class back.

4. If I receive a bad mark, I most of all do not like that...

I badly know a teaching material;

It has turned out;

I will be considered as the bad pupil;

Companions will laugh over me;

Mum will be upset;

The teacher will be dissatisfied;

I weigh a class I pull back;

I will be punished by houses;

To me will not buy a beautiful thing.

Thanks for answers!

Processing of results

Pupils are offered to choose 3 variants of answers to exclude accident of elections and to receive objective results.

Each variant of answers has certain quantity of points depending on what motive it reflects (tab. 1).

External motive - 0 points.

Game motive - 1 point.

Mark reception - 2 points.

Item motive - 3 points.

Social motive - 4 points.

Educational motive - 5 points.

Table 1

Variants of answers Quantity of points under numbers of offers
1 2 3 4
2 3 5 5
3 3 3 2
4 0 3 3
4 4 3 3
3 1 3 3
3 3 0 3
3 5 0 4
0 3 4 0
0 - - 0
5 - - -

Points are summarised and on estimated tab.

8 the total comes to light

Level of motivation of the doctrine.

Table 2

Motivation levels Score of total level of motivation
I 41 - 48
II 33 - 40
III 25 - 32
IV 15 - 24
V 5-14

Total levels of motivation of schoolboys at the moment of transition of pupils from initial classes in averages are allocated.

I - very high level of motivation of the doctrine;

II - high level of motivation of the doctrine;

III - normal (average) level of motivation of the doctrine;

IV - the lowered level of motivation of the doctrine;

V - low level of motivation of the doctrine.

The qualitative analysis of results of diagnostics is directed on definition of motives prevailing for given age (tab. 3). On all sample of surveyed pupils the quantity of elections by them of each motive is counted up, and then the percentage parity between them is defined.

Revealing of leading motives at pupils of 5 classes

Table 3

Variants of answers The chosen motives under numbers of offers
1 2 3 4
ABOUT P AT AT
P P P ABOUT
WITH IN P P
WITH WITH P P
P AND P P
P P IN P
P AT IN WITH
IN P WITH IN
IN - - IN
AT - - -

Symbols of motives:

At - educational motive; With - social motive; P - item motive;

About - estimated motive; And - game motive; In - external motive.

The conclusion about success and efficiency of educational process is possible in the event that in elections of pupils informative and social motives obviously prevail. Thus, the estimation efyofektivnosti educational process at the given stage of testing is carried out on following group indicators:

- Quantity of pupils with high and very high level of development of the educational motivation, expressed in percentage of the general number of the surveyed;

- Quantity of pupils with an average level of the educational motivation, expressed in percentage of the general number of the surveyed;

- Quantity of pupils with low level of the educational motivation, expressed in percentage of the general number of the surveyed.

Processing of results

Offers 1, 2, 3, entering into the substantial block I diyoagnosticheskoj techniques, reflect such indicator of motivation, as personal sense of the doctrine.

Offers 4, 5, 6 are included into the block II and characterise other indicator of motivation - ability to tselepolaganiju.

The block of III questionnaire (the offer 7, 8, 9) specifies in other motives.

Each variant of the answer in offers of the named blocks possesses certain quantity of points depending on what motive proves in the offered answer (tab. 4).

External motive - 0 points. Game motive - 1 point. Mark reception - 2 points. Item motive - 3 points. Social motive - 4 points. Educational motive - 5 points.

Key for indicators I, II, III motivations

Table 4

Numbers predlozheyony and points, to them I correspond shchie Variants of answers pokazatel and motivatsi j
And In G d e 3
1 2 5 4 3 5 0 - I
2 0 0 0 5 3 4 3 4
3 2 5 2 4 5 3 -
4 3 0 2 5 4 4 - II
5 4 5 5 0 3 2 -
6 3 5 5 3 0 1 -
7 1 4 3 3 5 1 3 III
8 3 1 3 3 0 0 2
9 3 1 3 3 0 5 -

To exclude accident of elections and to receive more objective results, pupils are offered to choose two variants of answers.

Points of the chosen variants of answers are summarised. Indicators I, II, III motivations on a score reveal total level of motivation. Under estimated table 5 it is possible to define motivation levels on separate indicators (I, II, III) and total level of motivation of teenagers.

Table 5

The estimated table

Motivation level Motivation indicators Score of total level of motivation
I II III
I 27-29 25-29 20-23 70-81
II 24-26 20-24 16-19 58-69
III 18-23 13-19 10-15 39-57
IV 10-17 6-12 4-9 18-38
V To 9 To 5 To 3 To 17

I - very high level of motivation of the doctrine;

II - high level of motivation of the doctrine;

III - normal (average) level of motivation of the doctrine;

IV - the lowered level of motivation of the doctrine;

V - Low level of motivation of the doctrine.

Besides, motivation levels on the block I show, for the schoolboy the personal sense of training is how much strong. Motivation levels on the block II testify to degree of development at pupils of ability to tselepolaganiju. The analysis of data on each of these indicators of motivation will allow heads of educational institution, to teachers, the school psychologist to draw a conclusion on efficiency of pedagogical work in respect of formation of personal sense of the doctrine and ability to tselepolaganiju, and also to formulate corresponding korrektsionno-developing problems.

As the block of III questionnaire reveals a motivation orientation on informative or social spheres at poelementnom the analysis we have possibility to see on all sample the motives chosen by children more often. For this purpose it is necessary to count up frequency of elections of all motives on all sample of pupils. After that it is necessary to define a percentage parity between all motives that will allow to draw conclusions on prevalence of those or other of them (tab. 6):

Symbols of motives:

At - educational motive; With - social motive; P - item motive;

About - estimated motive; And - game motive; In - external motive.

The substantial block of IV questionnaire (the offer 10, 11, 12) allows to reveal prevalence at the schoolboy of internal or external motivation of training.

Offers 13, 14, 15 are included into V block of a technique and characterise the following indicator of motivation - aspiration of the teenager to achievement of success in study or nedopushchenie failures.

Realisation of the named motives of behaviour of pupils questions of the substantial block of VI questionnaire (allow to define offers 16, 17, 18).

(IV, V, VI), it is offered to estimate the variants of the answers chosen by pupils on three named indicators by means of a polar scale of measurement in points +5 and-5. To answers in which the internal motivation is reflected, the aspiration to achievement of success in study, is charged +5 points. If answers testify to external motivation, about aspiration to nedopushcheniju failures and about passivity of behaviour they are estimated in - 5 points.

The polar scale of measurement allows to reveal prevalence of certain tendencies in indicators IV, V, VI motivations.

Points of the chosen variants of answers are summarised. As pupils choose two variants of answers for the termination of each offer possible scores for each offer will be such: +10; 0;-10.

Table 6

Key for indicators IV, V, VI motivations

Numbers predloyozheny and points, to it sootvetstyovujushchie Variants of answers Motivation indicators
And In g d e
10 +5 -5 -5 -5 +5 +5 IV
11 -5 +5 -5 +5 -5 +5
12 +5 -5 +5 -5 +5 -5
13 -5 +5 -5 +5 -5 -5 V
14 +5 -5 +5 -5 -5 +5
15 -5 +5 -5 +5 -5 +5
16 +5 -5 -5 +5. -5 +5 VI
17 +5 -5 +5 -5 +5 -5
18 -5 +5 -5 +5 -5 +5

On each indicator of motivation (that is in each of substantial blocks - IV, V, VI) possible scores will be that: +30; +20; +10; 0;-10;-20;-30. Hence, if the pupil types on each of the given indicators: +30; +20 points it is possible to draw a conclusion on obvious prevalence at it internal motives over external (an indicator IV), about aspiration presence to success in educational activity (an indicator V) and realisations of educational motives in behaviour (an indicator VI); + 10; 0;-10 points external and internal motives are expressed approximately equally, is present as aspiration to success, and nedopushchenie failures at educational activity; educational motives are realised in behaviour seldom enough;-20; -30 points it is necessary to speak about obvious prevalence of external motives over internal, about aspiration to nedopushcheniju failures in educational actions and its prevalence over aspiration to achievement of successes, about absence of behavioural activity at realisation of educational motives.

Thus, the estimation of efficiency of educational process at the given stage of testing is carried out on following group indicators:

- Quantity of pupils with high and very high level of development of the educational motivation, expressed in percentage of the general number of the surveyed;

- Quantity of pupils with an average level of the educational motivation, expressed in percentage of the general number of the surveyed;

- Quantity of pupils with low level of the educational motivation, expressed in percentage of total of the surveyed.

It is possible to speak about successes of activity of educational institution in the event that at a choice of motives pupils informative and social motives obviously prevail. Besides, poelementnyj the qualitative analysis of the basic components (indicators) of educational motivation is carried out on the basis of calculation of following indicators:

- The quantity of the pupils having very high and high levels of understanding of personal sense of training, and also quantity of pupils at which the understanding of personal sense is absent (is defined the percentage parity between them);

-Quantity of pupils with very high and high levels tselepolaganija, and also quantity of schoolboys with low level tselepolaganija (the percentage parity between them is defined);

- Quantity of pupils with obvious prevalence of internal motivation of the doctrine, and also quantity of pupils with prevalence of external motives of the doctrine (the percentage parity between them is defined);

- Quantity of schoolboys with strongly pronounced aspiration to achievement of successes in the doctrine and quantity of schoolboys at which the aspiration to nedopushcheniju failures in educational process (is defined the percentage parity between them) prevails;

- Quantity of the teenagers actively realising educational motives in own behaviour, and quantity of pupils at which is absent
Activity in realisation of educational motives (the percentage parity between them is defined).

The appendix 2 Technique of diagnostics of personal growth

P.V.Stepanov, D.V.Grigoriev, I.V.Kuleshov

The questionnaire for pupils 5 - 8 classes

Before you some different statements. Please, read them and think - you agree with these statements or not. If it agree, put a positive estimation (+ 1, +2, +3 или+4) in the special form near to number of this statement. If you do not agree with any statement put in the form a negative estimation (-1,-2,-3, or - 4).

«+4" - it is doubtless, yes (very strong consent);

«+3" - yes, it is final (the strong consent);

«+2» - in general, yes (the average consent);

«+1" - is faster yes, than is not present (the weak consent);

"About" - yes, is not present;

«-1» - is not present more likely, than yes (weak disagreement);

«-2" - in general, is not present (average disagreement);

«-3" - is not present, it is final (strong disagreement);

«-4» - is not present, it is absolutely incorrect (very strong disagreement). Try to be fair. Here there can not be "correct" And "wrong" estimations. It is important only that they expressed only your personal opinion. Thanks you in advance!

The form for answers

1 14 27 40 53 66 79
2 15 28 41 54 67 80
3 16 29 42 55 68 81

4 17 30 43 56 69 82
5 18 31 44 57 70 83
6 19 32 45 58 71 84
7 20 33 46 59 72 85
8 21 34 47 60 73 86
9 22 35 48 61 74 87
10 23 36 49 62 75 88
11 24 37 50 63 76 89
12 25 38 51 64 77 90
13 26 39 52 65 78 91

Surname, name (You can specify at will)

1. It is pleasant to me, when all our family goes on a visit, celebrates any holiday or simply gathers behind a table d'hote.

2. Those who criticise an event in the country, cannot be considered as the present patriots.

3. Vagrant dogs should be destroyed, because they can be dangerous.

4. Any quarrels can be settled, not resorting to fights.

5. I am capable to perform different work with pleasure.

6. That adults name past cultural values, actually often appears old stuff.

7. Even if to me something is not clear at a lesson, I will not begin to set specifying questions to the teacher - after all it not too important.

8. The person who has committed a crime, in the future never can become good.

9. Silly to risk for the sake of other person.

10. Even the strangest people with the most unusual hobbies
Should have the right to protect itself and the sights.

11. Sports employment - necessity for health of each person.

12. The majority of my contemporaries prefers to communicate with beautiful people.

13. I aspire to solve the problems independently, own forces.

14. When I will become adults a smog to live happily and, not creating own family.

15. To me has carried, that I live in Russia.

16. Behind a New Year tree it is better to descend in wood because there it is possible to choose the most fluffy.

17. The people opposing wars, probably, it is simple cowards.

18. One losers are engaged in physical work.

19. Appearance - an indicator of respect not only for, but also to associates.

20. I like to learn values of words unfamiliar to me.

21. Our country becomes better, if we get rid of all mentally sick people.

22. It is a pity to me of helpless people and it would be desirable them to help. 23. There are such people which have not deserved that them treated kindly.

24. I think, that smoking and alcohol help people to relax, remove stress after a tough job.

25. I am often dissatisfied with how I live.

26. I am not afraid to make an error when I choose something in the life.

27. It is good, when the person does not have family and children - so he feels more free.

28. When I will grow, I will try to protect the Native land from enemies.

29. To hold animals in mobile menageries - it is brutal.

30. Films-insurgents with shooting and blood help children to become
Courageous and courageous.

31. Work of the yard keeper is not less important, than any other work.

32. Obscene expressions in dialogue - a sign of lack of culture.

33. Study - employment for abstruse "botanikov".

34. If for the sake of justice it is necessary to kill the person it it is normal.

35. I like to give gifts to the friends, the relatives familiar.

36. The majority of crimes in our city is made by the people who have arrived to us from other places.

37. I consider, that from one dose of drugs it is impossible to become the addict.

38. I very strongly worry any failures, even the smallest.

39. I am ready to argue with the teacher if I consider, that it is not right.

40. I am proud of the surname.

41. Day of the Victory (on May, 9th) - a holiday not for everything, but only for veterans and older persons.

42. Trade in the animals brought in the Red book, a quite good way to earn money.

43. It is possible to concern prisoners of war severely, after all they our enemies.

44. I would like to earn additionally at leisure if it does not stir to study.

45. If the child sharply interrupts conversation of adults, in it there is nothing terrible - the child too has the right to express.

46. The person cannot know all, therefore I do not worry concerning that I do not know many important things.

47. It is better to release on freedom of 10 criminals, than to execute one innocent person.

48. People who beg, most likely, are lazy and false.

49. Refereeing concerning "ours" at the international competitions often unfairly because nobody loves Russians.

50. All known, glorified people try to support the good physical form.

51. It is heavy to me to get acquainted with new people, I often thus hesitate and am confused.

52. I wish to know, what for and for the sake of what I live.

53. To consider old family photos - employment for odd fellows.

54. It is not pleasant to me, when our hymn it is executed it is boring and it is necessary to rise all time.

55. To clean another's dust on tourist parking - silly employment.

56. To concede in dispute - means to show the weakness.

57. Good study is too the important and serious work.

58. On entrance walls it is possible to draw and write everything, that will take in head.

59. I like to be dug in encyclopaedias, magazines, dictionaries: there it is possible to find a lot of the interesting.

60. I badly feel myself, when people surrounding me are upset by something.

61. I will help other person even if it is very occupied.

62. It is unfair to put people with dark colour of a skin ruyokovoditeljami over white people.

63. I love outdoor games, playing sports or fishing, than sitting at the computer or the TV more.

64. I awkwardly feel myself in the unfamiliar company.

65. My acts depend not on me, and from other people is more often.

66. It is not obligatory to person to know something about the ancestors or relatives.

67. Happens, that I test strong excitement, feeling of pride when I hear songs about the Native land.

68. There is nothing terrible if after washing of hands you have not closed behind yourself the crane in a school dining room, after all in our country the greatest stocks of water in the world.

69. Strong military power including Russia, other countries should respect and be afraid.

70. subbotnik on clearing of territory of the house or school - useless employment.

71. If the adult person uses foul language, in it there is nothing bad - after all it already adult.

72. I think, as without reception of good knowledge to a smog in the future to be arranged for quite good work.

73. Tortures and mockeries are not deserved even otjavlennye by criminals, after all they too people.

74. I am ready to help the elderly person only for compensation.

75. It is necessary to forbid entrance to our country to refugees from Asia and Africa as their inflow increases a crime rate.

76. I think, that health today not the most important thing for the person.

77. I do not long and I do not grieve, when I remain in loneliness.

78. I agree with opinion of the majority more often.

79. I am am afflicted with that I do not do for the parents of everything that could.

80. I would like to go to other countries, but to live I want in the country.

81. I consider, that it is necessary to feed up homeless animal and wintering birds.

82. It seems to me, that at our country it is too much weapon and it is bad - its quantity could be reduced.

83. If it is necessary, I can do even that work which is not pleasant to me.

84. I can offend the person if it something is not pleasant to me.

85. The TV is necessary for entertainment and rest instead of to learn from it something new - on it there is a school.

86. All vagabonds and beggars are necessary for catching and force
To force to work.

87. The person never and will do nothing, if to it it is not favourable.

88. People of other race or a nationality can be normal people, but in friends I would prefer them not to take.

89. Taste of a foodstuff is more important, than their utility.

90. It seems to me, that in me more bad, than good.

91. When I arrive badly, I am am tormented by conscience.

Processing of results

Answers of schoolboys are distributed on 13 scales: to them there correspond 13 lines in the form filled with the respondent for answers. Results turn out by addition of points on each scale.

1. To a family its estimations of statements №№ 1, 14, 27, 40, 53, 66, 79 show character of relations of the schoolboy. Thus in answers to questions №№ 1, 40, 79 sign does not vary. In answers to questions №№ 14, 27, 53, 66 sign varies on the opposite.

2. To fatherland its estimations of statements №№ 2, 15, 28, 41, 54, 67, 80 show character of relations of the schoolboy. Thus in answers to questions №№ 15, 28, 67, 80 sign does not vary. In answers to questions №№ 2, 41, 54 sign varies on the opposite.

3. To the Earth its estimations of statements №№ 3, 16, 29, 42, 55, 68, 81 show character of relations of the schoolboy. Thus in answers to questions №№ 29, 81 sign does not vary. In answers to questions №№ 3, 16, 42, 55, 68 sign varies on the opposite.

4. To the world its estimations of statements №№ 4, 17, 30, 43, 56, 69, 82 show character of relations of the schoolboy. Thus in answers to questions №№ 4, 82 sign does not vary. In answers to questions №№ 17, 30, 43, 56, 69 sign varies on the opposite.

5. To work its estimations of statements №№ 5, 18, 31, 44, 57, 70, 83 show character of relations of the schoolboy. Thus in answers to questions №№

5, 31, 44, 57, 83 sign does not vary. In answers to questions №№ 18, 70 sign varies on the opposite.

6. To culture its estimations of statements №№ 6, 19, 32, 45, 58, 71, 84 show character of relations of the schoolboy. Thus in answers to questions №№

19, 32 sign does not vary. In answers to questions №№ 6, 45, 58, 71, 84 sign varies on the opposite.

7. To knowledge its estimations of statements №№ 7, 20, 33, 46, 59, 72, 85 show character of relations of the schoolboy. Thus in answers to questions №№

20, 59 sign does not vary. In answers to questions №№ 7, 33, 46, 72, 85 sign varies on the opposite.

8. Character of relations of the schoolboy to the person as that accepts its estimations of statements №№ 8, 21, 34, 47, 60, 73, 86. Thus in answers to questions №№ 47, 60, 73 sign does not vary. In answers to questions №№ 8, 21, 34, 86 sign varies on the opposite.

9. Character of relations of the schoolboy to the person as Another accepts its estimations of statements №№ 9, 22, 35, 48, 61, 74, 87. Thus in answers to questions №№ 22, 35, 61 sign does not vary. In answers to questions №№ 9, 48, 74, 87 sign varies on the opposite.

10. Character of relations of the schoolboy to the person as to Other as to the representative of other nationality, other belief, other culture show its estimations of statements №№ 10, 23, 36, 49, 62, 75, 88. Thus in the answer to a question №10 sign does not vary. In answers to questions №№ 23, 36, 49, 62, 75, 88 sign varies on the opposite.

11. To corporal I its estimations of statements №№ 11, 24, 37, 50, 63, 76, 89 show character of relations of the schoolboy. Thus in answers to questions №№ 11, 50, 63 sign does not vary. In answers to questions №№ 24, 37, 76, 89 sign varies on the opposite.

12. To private world, sincere I its estimations of statements №№ 12, 25, 38, 51 show character of relations of the schoolboy,

64, 77, 90. Thus in the answer to a question № 77 sign does not vary. In answers to questions №№ 12, 25, 38, 51, 64, 90 sign varies on the opposite.

13. To spiritual I its estimations of statements №№ 13, 26, 39, 52, 65, 78, 91 show character of relations of the schoolboy. Thus in answers to questions №№ 13, 26, 39, 52, 91 sign does not vary. In answers to questions №№

65, 78 sign varies on the opposite.

Interpretation of results

7. The relation of the teenager to knowledge

From +15 to +28 points (the is steady-positive relation) - before you - the inquisitive person who has a steady aspiration to knowledge of the new. The teenager can be inconvenient"to the teacher as asks at a lesson much, doubts, apparently, obvious things. He considers, that success of professional growth, career directly is connected with depth of knowledge, and aspires to their reception. (High level).

From +1 to +14 points (the is situational-positive relation) - the teenager can study not bad, but under the initiative hardly will be long dug in books to find value not clear to it of the term or the fact. In its consciousness of knowledge and the future career are, of course, connected, but not to put for this purpose so much efforts! (Average level).

From-1 to-14 points (situationally-uncooperative altitude) - the teenager never will ask the adult if to it something is not clear. Frankly does not understand, how on the TV it is possible to look popular scientific programs. Knowledge has for it purely utilitarian character (has learnt, has answered - means, has not acquired troubles). (Average level).

From-15 to-28 points (steadily-uncooperative altitude) - it is obvious, the requirement for noegenesis at the teenager practically is absent. He frankly despises those who studies, considers them "botanikami" - the people, living as a defective life. He is assured, that level and its quality
Formations will not render any influence on its further life. (Low level).

The appendix 3 Definition of level obuchennosti on V.P.Simonov

V.P.Simonov's technique allows to reveal actual degree obuchennosti trained (level of really acquired knowledge, skills).

obuchennosti pupils on the mathematician (SOU) we counted an average level under the formula:

SOU =

1∙n1 +0,64∙n2 + 0,36∙n3 + 0,24∙n4∑Wi

■ 100 %,

Where n1, n2, n3, n.  - number of the pupils who have received marks «5», «4», «3», «2» accordingly; ∑ Wi - total of pupils in a class.

The appendix 4

The test for a reflexion. A technique of diagnostics of a level of development of reflexivity, Karpova A.V.'s questionnaire

The instruction. You should give answers to some statements of a questionnaire. In the form of answers opposite to question number put down, please, the figure corresponding to a variant of your answer: 1 - it is absolutely incorrect; 2 - it is incorrect; 3 - it is incorrect more likely; 4 - I do not know; 5 - it is true more likely; 6 - it is true; 7 - quite right. Do not reflect long over answers. Remember that correct or wrong answers in this case cannot be.

Stimulnyj a material.

1. Having read the good book, I always then long think of it; it would be desirable it to discuss with somebody.

2. When me suddenly it is unexpected about something will ask, I can answer the first, that has come to mind.

3. Before to lift the receiver phone, to call on business, I usually mentally plan forthcoming conversation.

4. Having made any miss, I long then cannot distract from thoughts on it.

5. When I reflect over something or I talk to other person, to me happens interestingly suddenly to recollect, that has served as the beginning of a chain of thoughts.

6. Starting the difficult task, I try not to think of forthcoming difficulties.

7. The main thing for me - to present an ultimate goal of the activity, and details are of secondary importance.

8. Happens, that I cannot understand, why someone is dissatisfied with me.

9. I often put myself to the place of other person.

10. For me it is important to imagine a course of forthcoming work in details.

11. It would be difficult to me to write the serious letter if I have not made in advance the plan.

12. I prefer to operate, instead of to reflect over the reasons of the failures.

13. I easily enough make the decision concerning expensive purchase.

14. As a rule, something having conceived, I scroll in a head the plans, specifying details, considering all variants.

15. I worry about the future.

16. I think, that in set of situations it is necessary to operate quickly, being guided by the first thought which has come to mind.

17. At times I make rash decisions.

18. Having finished conversation, I, happen, I continue to conduct it mentally, resulting all new and new arguments in protection of the point of view.

19. If there is a conflict, that, reflecting over that who in it is guilty, I first of all begin with myself.

20. Before to make the decision, I always try to consider and weigh all carefully.

21. I have conflicts of that I at times cannot foresee, what behaviour is expected from me by associates.

22. Happens, that, considering conversation to other person, I as though cape lenno carry on with it dialogue.

23. I try not to think of what thoughts and feelings cause my words and acts in other people.

24. Before to rebuke other person, I will necessarily think, in what words it is better for making, that him not to offend.

25. Solving a difficult problem, I think over it even then when I am engaged in another matters.

26. If I quarrel with someone, in most cases I do not consider myself guilty.

27. Seldom happens so, that I regret about the told.

Processing of results. From these 27 statements 15 are straight lines (numbers of questions: 1,3,4, 5,9,10,11,14, 15, 18, 19,20,22,24,25). The others 12 - converses that it is necessary to consider at processing of results when for reception of a total point the figures corresponding to answers of examinees are summarised in direct questions, and in the return - the values, replaced that turn out at inversion of a scale of answers. I.e. 1=7, 2=6, 3=5, 4=4, 5=3, 6=2, 7=1.

Key to the test-questionnaire of reflexivity of A.V.Karpova. Transfer of test points in walls.

Walls 0 1 2 3 4 5 6 7 8 9 10
The test 80 and 81 - 101 - 108 - 114 - 123 - 131 - 140 - 148 - 157 - 172 and
Points More low 100 107 113 122 130 139 147 156 171 Above

At interpretation of results it is expedient to start with differentiation of the received results on three basic categories. The results of a technique equal or big, than 7 stenov, testify about

Advanced reflexivity. Results in a range from 4 to 7 stenov - indicators of an average level of reflexivity. Indicators, smaller 4 stenov - the certificate of low level

Reflexivity developments. Interpretation and decoding.

The technique is based on a theoretical material which concretises the general treatment of reflexivity, and also a number of other essential features of the given property.

These representations can be summarised in following positions:

1. Reflexivity as mental property represents one of the basic sides of that integrativnoj a mental reality which corresponds with a reflexion as a whole. Two other it modusami are a reflexion in its remedial status and reflektirovanie as a special mental condition. These three modusa are closely interconnected and vzaimodeterminirujut each other, forming at level of their synthesis the qualitative definiteness designated by concept a reflexion. Owing to it, the given technique is guided not only is direct on reflexivity as mental property, but also and oposredstvovanno considers its displays in two others noted modusah. From here follows, that those behavioural and introspective indicators in which it is concretised theoretical konstrukt, and also questions of a technique, consider also reflexivity as mental property, and a reflexion as process, and reflektirovanie as a condition.

2. Along with it as shows the analysis of literary data, diagnostics of property of reflexivity should consider necessarily and differentiation of its displays by other important criterion, the basis - about its orientation. According to it, as is known, allocate two types of a reflexion which are conditionally designated as "intra and interpsihicheskaja" a reflexion. The first corresponds with reflexivity as ability to self-perception of the maintenance of own mentality and its analysis, the second with ability to understanding of mentality of other people including along with
Reflexivity as ability to rise to the place of another as well mechanisms of a projection, identification, empathy. Hence, the general property of reflexivity includes both specified types, and the level of development of the given property is derivative of them simultaneously.

3. The maintenance theoretical konstrukta, and also a spectrum of behavioural displays of indicators of property defined by it

Reflexivity assumes also necessity of the account of three main kinds of the reflexion allocated by a so-called "time" principle: a situational (actual), retrospective and perspective reflexion. The situational reflexion provides direct self-checking of behaviour of the person in an actual situation, judgement of its elements, the event analysis, ability of the subject to correlation of the actions with a situation and their coordination according to changing conditions and own condition.

Behavioural displays and characteristics of this kind of a reflexion are, in particular, time of considering the subject of the current activity; that, how much often he resorts to the event analysis; degree razvernutosti decision-making processes; propensity to introspection in concrete vital situations.

The retrospective reflexion is shown in propensity to the analysis of activity already executed in the past and

The come true events. In this case reflexion subjects - preconditions, motives and the event reasons; the maintenance of last behaviour, and also its productive parametres and, in particular, the committed errors. This reflexion is expressed, in

Particulars, in how often and how much long the subject analyzes and estimates the occurred events, whether it is inclined in general to analyze the past and in it.

The perspective reflexion corresponds: with analysis function predstojashch to it activity, behaviour; planning as that; forecasting of probable outcomes, etc.

Its basic behavioural characteristics: carefulness of planning of details of the behaviour, frequency of the reference to the future events, orientation to the future.

According to the author of a technique, degree of reliability of the test-questionnaire developed by it which reflects accuracy and stability of its results, corresponded to psychodiagnostic requirements. Results of check of a technique on validnost also confirm its necessary from the point of view of requirements of the psychometrics degree.

The appendix 5

Technique of definition of reliability of coincidence and distinctions for the experimental data measured in a serial scale (D.A.Novikov)

Let's consider a case when the serial scale with L various points is used. The number of its members who have typed this or that point will be the group characteristic. For experimental group the vector of points is n = (n1, n2..., nL), where nk - number of members of the experimental group which have received k th point, k = 1, 2..., L. For control group the vector of points is m = (m1, m2..., mL), where mk - number of members of the control group which have received k th point, k = 1, 2., L. For a numerical example considered by us (L = 3 - "low", "average" or "high" level of knowledge) data are resulted in table 7. For the data measured in a serial scale, use of criterion of the uniformity which empirical value is calculated under the following formula is expedient:

(n_ m) 2

(N M ni + m

L

= N ■ M AT

Lemp

i=1

Critical values for a significance value 0,05 are resulted in table 7.

Table 7

Critical values of criterion/2dlja a significance value and = 0, 5

L-1 1 2 3 4 5 6 7 8 9
Zo, 05 3,84 5,99 7,82 9,49 11,07 12,59 14,07 15,52 16,92

The algorithm of definition of reliability of coincidence and distinctions for the experimental data measured in a serial scale, consists in the following:

1. To calculate for compared vyborok/2emp - empirical value of criterion/2po to the formula (1).

2. To compare this value to the critical value ∕20,05 taken from table 7: if/2emp ≤ ∕20,05 to draw a conclusion: "characteristics compared vyborok coincide with a significance value 0,05" if/2emp ≥ Z2o, os, to draw a conclusion "reliability of distinctions of characteristics compared vyborok makes 95 %". Hence, it is possible to draw a conclusion, that the effect of changes is caused by application of an experimental technique of training.

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A source: Beljaeva Ekaterina Aleksandrovna. the EDUCATIONAL TASK AS PEDAGOGICAL MEANS of ACHIEVEMENT of PERSONAL RESULTS of TRAINING At the BASIC SCHOOL. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Vladimir - 2019. 2019

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