psymgouПсихологические наукиPsychological Sciences3033-64303033-6414Federal State University of Education10.18384/2310-7235-2023-1-110-123psymgou-1169Research ArticleПЕДАГОГИЧЕСКАЯ ПСИХОЛОГИЯ, ПСИХОДИАГНОСТИКА ЦИФРОВЫХ ОБРАЗОВАТЕЛЬНЫХ СРЕДPEDAGOGICAL PSYCHOLOGY, PSYCHO-DIAGNOSTICS OF DIGITAL EDUCATIONAL ENVIRONMENTSВзаимосвязь представлений студентов о траектории самообразования с их психологическими особенностямиThe relationship between students' perspectives of self-directed learning trajectory and their psychological characteristicshttps://orcid.org/0000-0003-4955-4779ГнедыхД. С.GnedykhD. S.

Гнедых Дарья Сергеевна – кандидат психологических наук, доцент кафедры психологии образования и педагогики

199034, г. Санкт-Петербург, Университетская наб., д. 7–9

Daria S. Gnedykh – Cand. Sci. (Psychology), Assoc. Prof. of Educational Psychology and Pedagogy Department

Universtetskaya nab., 7–9, St. Petersburg, 199034

daria-gn@yandex.ruХамагановаЮ. А.KhamaganovaYu. A.

Хамаганова Юлия Анатольевна – выпускник факультета психологии

Санкт-Петербург

Yuliya A. Khamaganova – Graduate bachelor (Psychology), Saint-Petersburg State University

St. Petersburg

yuliyahama@mail.ruСанкт-Петербургский государственный университетРоссияSaint-Petersburg State UniversityRussian FederationНезависимый исследовательРоссияIndependent researcherRussian Federation20232002202301110123Copyright © Гнедых Д.С., Хамаганова Ю.А., 20232023Гнедых Д.С., Хамаганова Ю.А.Gnedykh D.S., Khamaganova Y.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.psymgou.ru/jour/article/view/1169Цель

Цель. Выявление взаимосвязи представлений студентов о траектории самообразования с их психологическими особенностями.

Процедура и методы

Процедура и методы. В исследовании приняли участие 67 студентов 1 и 4 курсов бакалавриата. Методы исследования и анализа данных: опросник «Стиль саморегуляции поведения – ССП-98» (В. И. Моросанова), тест-опросник самоотношения (В. В. Столин, С. Р. Пантелеев), методика на диагностику самооценки способности к самообразованию и саморазвитию личности, анкета «Представление студентов о траектории самообразования» (Д. С. Гнедых, Ю. А. Хамаганова); корреляционный анализ.

Результаты

Результаты. Полнота сформированности представлений о траектории самообразования у студентов 1 курса связана со способностью к саморегуляции, 4 курса – с различными сторонами самоотношения, независимо от года обучения – с верой в себя, стремлением к самопознанию и самооценкой способности к самообразованию и саморазвитию.

Теоретическая и/или практическая значимость. Результаты могут быть использованы психологами в ходе сопровождения образовательного процесса в вузе.1

Aim

Aim. Identification of the relationship between students' perspectives of self-directed learning trajectory and their psychological characteristics.

Methodology

Methodology. The sample included 67 first- and final-year undergraduate students. Research methods and data analysis were the following: «Self-regulation profile questionnaire – SRPQM» (V. I. Morosanova), «Self-attitude test questionnaire» (V. V. Stolin, S. R. Panteleev), psychodiagnostic technique for self-assessment of the ability to self-education and self-development, questionnaire «Students’ perspectives of self-directed learning trajectory» (D. S. Gnedykh, Yu. A. Khamaganova); correlation analysis.

Results

Results. The completeness of perspectives of self-directed learning trajectory among 1st-year students correlates with the ability to self-regulation, among 4th-year students – with selfattitude, and regardless of the year of study – with self-belief, the desire for self-knowledge, and self-assessment of the ability to self-education and self-development.

Research implications

Research implications. The results can be used by psychologists in accompanying the educational process at the university.

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The authors declare that there are no conflicts of interest present.