Goal-setting in the contemporary educational environment; 11th International Technology, Education and Development Conference (INTED2017), 6-8 March, 2017, Valencia, Spain
| Parent link: | 11th International Technology, Education and Development Conference (INTED2017), 6-8 March, 2017, Valencia, Spain.— 2017.— [P. 2044-2049] |
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| Tác giả của công ty: | |
| Tác giả khác: | , , , , , |
| Tóm tắt: | Title screen Education is currently a social institution, which prepares a person for life. In Russia, educational reformation correlates with European educational trends. The existential aspects of human life are considered as a basis for any reformation challenges. The educational strategy of a society takes into account an exponentially increasing flow of research focused on goal-setting and a competency and competence in the changing socio-cultural, professional and educational activities. We conducted a study to explore the role of competencies and attitudes in shaping the goal-setting of a personality in the process of training. The object of the study was first-year students (45 pers.) of Novokuznetsk Branch-Institute of Kemerovo State University (NBI KemSU) enrolled in technical and humanitarian majors, aged 17-19 years; fourth year bachelor’s degree program students in technical and humanities majors (41 pers.), aged 20-22 years, as well as faculty (43 pers.), aged 25-55 years. The results of our study in a group of faculty have shown that the ability of the individual to goal-setting, according to the respondents’ answers, is influenced by: the need for originality (63%), the expansion of the sphere of influence of the individual’s activity (62.5%), previous experience (63.1%), motivational component of the individual's activity (50.7%), emotional and volitional characteristics (50.1%), and others. Goal-setting is described by respondents as a positive attitude to the activity itself (70.5%), to its assets (54.8%), to objective results (71.2%) mature professional consciousness (69.4%), and established professional attitudes (69.8%). The results show that the formation of competencies and attitude in the educational process is an important part of goal-setting. Режим доступа: по договору с организацией-держателем ресурса |
| Ngôn ngữ: | Tiếng Anh |
| Được phát hành: |
2017
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| Những chủ đề: | |
| Truy cập trực tuyến: | http://dx.doi.org/10.21125/inted.2017.0610 |
| Định dạng: | Điện tử Chương của sách |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=653964 |
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| 200 | 1 | |a Goal-setting in the contemporary educational environment |f T. V. Konyukhova [et al.] | |
| 203 | |a Text |c electronic | ||
| 300 | |a Title screen | ||
| 330 | |a Education is currently a social institution, which prepares a person for life. In Russia, educational reformation correlates with European educational trends. The existential aspects of human life are considered as a basis for any reformation challenges. The educational strategy of a society takes into account an exponentially increasing flow of research focused on goal-setting and a competency and competence in the changing socio-cultural, professional and educational activities. We conducted a study to explore the role of competencies and attitudes in shaping the goal-setting of a personality in the process of training. The object of the study was first-year students (45 pers.) of Novokuznetsk Branch-Institute of Kemerovo State University (NBI KemSU) enrolled in technical and humanitarian majors, aged 17-19 years; fourth year bachelor’s degree program students in technical and humanities majors (41 pers.), aged 20-22 years, as well as faculty (43 pers.), aged 25-55 years. The results of our study in a group of faculty have shown that the ability of the individual to goal-setting, according to the respondents’ answers, is influenced by: the need for originality (63%), the expansion of the sphere of influence of the individual’s activity (62.5%), previous experience (63.1%), motivational component of the individual's activity (50.7%), emotional and volitional characteristics (50.1%), and others. Goal-setting is described by respondents as a positive attitude to the activity itself (70.5%), to its assets (54.8%), to objective results (71.2%) mature professional consciousness (69.4%), and established professional attitudes (69.8%). The results show that the formation of competencies and attitude in the educational process is an important part of goal-setting. | ||
| 333 | |a Режим доступа: по договору с организацией-держателем ресурса | ||
| 463 | 1 | |t 11th International Technology, Education and Development Conference (INTED2017), 6-8 March, 2017, Valencia, Spain |o proceedings |v [P. 2044-2049] |d 2017 | |
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