The relationship between students' perspectives of self-directed learning trajectory and their psychological characteristics
https://doi.org/10.18384/2310-7235-2023-1-110-123
Abstract
Aim. Identification of the relationship between students' perspectives of self-directed learning trajectory and their psychological characteristics.
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. 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. The results can be used by psychologists in accompanying the educational process at the university.
About the Authors
D. S. Gnedykh
Saint-Petersburg State University
Russian Federation
Russian Federation
Daria S. Gnedykh – Cand. Sci. (Psychology), Assoc. Prof. of Educational Psychology and Pedagogy Department
Universtetskaya nab., 7–9, St. Petersburg, 199034
Yu. A. Khamaganova
Independent researcher
Russian Federation
Russian Federation
Yuliya A. Khamaganova – Graduate bachelor (Psychology), Saint-Petersburg State University
St. Petersburg
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