Взаємозв'зок рівня навчальної успішності та часової перспективи студентів немовних спеціальностей

Abstract

Досліджено структурно-змістові характеристики часової перспективи студентської молоді. Встановлено, що у більш успішних респондентів є істотне переважання цілей саморозвитку, більшої кількості планів на майбутнє, які стосуються життя загалом, нижчий рівень обтяженості навчанням і менша кількість прагнень завершити навчання. Доведено, що показники успішності вивчення студентами англійської мови пов’язані з наявністю внутрішньої мотивації її вивчення та відсутністю мотивації уникнення невдачі. The structural-semantic characteristics of temporal perspective of students are examined in the article. It is found that successful respondents are characterized by significant prevalence of self goals, larger number of future plans related to life in general, lower interest in training and fewer ambitions to complete studies. The study used methods of Nutten motivation induction. Students were requested to solve author’s English grammar test. It has been settled that more efficient respondents show the prevalence of self-development goals, more plans for the future which deal with life in general, lower level of studying difficulties in Higher Educational Establishments and fewer efforts to complete the education in Higher Educational Establishments. Significant differences between the indicators of parameters of Nyutten method among the respondents with different semester grades in English have been revealed. It was established that the progress rates of students studying English language are associated with the presence of internal motivation of the study and lack of motivation to avoid failure. The subjects who have passed the grammar test successfully are characterized by the presence of a larger number of statements related to the desire of self-development and self-realization in various spheres of life. They indicate an increasing number of motivational objects associated with the need to rest. At the same time, the respondents who understand the importance and necessity of getting the diploma of higher education indicate bigger number of motivation objects correlating with their fulfillment during the year. Thus, students for whom it is important to obtain a diploma of higher education are more focused on achieving short-term goals. Conversely, respondents who deny the value of higher education diplomas relate their goals to more distant periods.