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Modern Education
Reference:

Self-efficacy, proactiveness, and resilience in educational process (influence upon the academic interests and students’ achievements)

Erzin Alexander Igorevich

PhD in Psychology

Docent, the department of Clinical Psychology and Psychotherapy, Orenburg State Medical University

460000, Russia, g. Orenburg, ul. Sovetskaya, 6

alexerzini@gmail.com
Другие публикации этого автора
 

 
Epanchintseva Galina Aleksandrovna

Doctor of Psychology

Professor, the department of General Psychology and Psychology of Personality, Orenburg State University

460018, Russia, Orenburg, Prospekt Pobedy 13

k_klinpsilpsit@orgma.ru

DOI:

10.7256/2409-8736.2016.2.15968

Review date:

23-07-2015


Publish date:

03-05-2016


Abstract: The subject of this research is the self-efficacy, proactiveness, and resilience as personality resources, and their role in the educational activity of students. The article presents a brief review of the modern researches of each of the stated psychological constructs within the psychology of education. It is underlined that as a whole, proactiveness, resilience, and self-efficacy, form a psychological basis of self-determination. Their development gains an extensive practical importance for the psychological support of the subjects of educational process, while neglecting this aspect can create a potential threat to the psychological safety of students.  In all, 67 students in the age group of 19-20 have been examined. The type of research is cross-sectional. The results of the research demonstrated that students have a moderate level of development of self-efficacy, proactiveness, and resilience. The general self-efficacy produces a positive effect upon the involvement of the students into the educational process and their disposition towards the scientific research activity. The indexes of academic performance also depend on the academic control and academic self-efficacy. It is determined that separate components of proactiveness (self-reflection, metamotivation) and of resilience (involvement, control) positively affect the academic achievements and interests of the students. The authors developed the empirical models of influence of the aforementioned personality resources upon the academic performance and interests, which can be used for testing the program of psychological-pedagogical intervention based on the examined psychological constructs.


Keywords: educational psychology, positive psychology, self-determination, resilience, proactivity, self-efficacy, personality resources, learning, academic achievement, structural equation modeling
This article written in Russian. You can find full text of article in Russian here .

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