Can We Improve Learning Outcomes of Schoolchildren from the Poorest Families by Investing into Their Non-Cognitive Skills? Causal Analysis Using Propensity Score Matching

Avanesian, Garen; Borovskaya, M. A.; Ryzhova, Viсtoria; Kirik, Vladimir; Egorova, Valeria P.; Bermous, Alexander

doi:10.17323/1814-9545-2022-1-13-53

Cited by 6 publications

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“…As we all know, workforce training has to comply with federal educational standards for colleges which, in their turn, might be insensitive to current production conditions in industries, innovations, results and plans to modernize businesses. The issues of psychological preparedness for work in the context of innovation are not considered at all, although researchers, reflecting the lack of preparation of young people for study and work in modern conditions, write about the need to develop non-cognitive competences [19] and career adaptation skills as a condition for meeting the changing needs of the economy [20].…”

Section: Literature Reviewmentioning

confidence: 99%

Attitude to Labor among Learners of Industrial Colleges in Russia, China and Iran

et al. 2022

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Introduction. A contradiction which we are able to observe over a few recent decades between necessity to participate in innovative processes and their natural stressogenic character has underlined the importance of developing programs for proactive organizational socialization which will be capable of building up successful behavior competences in VUCA environment in Industry 4.0. When self-actualization in labor is being devalued, attitude to labor is now considered as a key competence. Purpose: to reveal features of attitude to labor as a basis of professional socialization of learners studying at industrial colleges in countries which are now entering the new technological reality with a different degree of success: Russia, China and Iran. Materials and Methods. The analysis draws on the data obtained with WorkBAT method developed by J. Spence and A. Robbins, and their correlation with the values of organizational cultures which are characteristic of industrial colleges. The data on organizational cultures were obtained with OCAI method developed by C. Cameron and R. Quinn. Results. Russian students do not feel the changed nature of labor, their attitude to it is substituted by a wish to strengthen clan-based and loosen hierarchical components of the organizational cultures. Iranian students have a negative attitude to labor in a real hierarchical environment and a positive attitude to it in an innovative market environment, which suggests that they would be engaged and emotionally satisfied. Chinese students, having experienced specific organizational cultures of innovative companies in real life, have a positive attitude to labor in a hierarchical environment of stability and certainty. Discussion and Conclusion. The findings contribute to the development of scientific understanding of the role of value-based work readiness in the turbulent environment of a modern enterprise and the psychological mechanisms of proactive organizational socialization, taking into account socio-cultural country specificity.

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Section: Literature Reviewmentioning

confidence: 99%

Attitude to Labor among Learners of Industrial Colleges in Russia, China and Iran

et al. 2022

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Psychometric assessment of the Persian translation of the School Counselor Noncognitive Skills Scale using Iranian high-school students

Dastbaz,

Lanz,

Confalonieri

et al. 2024

Journal of Psychologists and Counsellors in Schools

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Assessing students’ perceptions of the services provided by school counselors is crucial in promoting these services. However, there is no reliable scale for this assessment in the Persian language to date. Thus, this study aimed to translate and validate the School Counselor Noncognitive Skills Scale (SCNSS) among Iranian high school students. The English version of the SCNSS was translated into Persian, and its content and face validity were confirmed through cognitive interviews and expert evaluations. Using a convenience sampling method, data were collected from 308 high school students across three educational districts in Sanandaj, Iran. Confirmatory factor analysis supported the three-factor structure of the SCNSS, demonstrating good model fit. Measurement invariance analysis indicated consistency across genders. The internal consistency of the scale was high, with Cronbach’s alpha coefficients exceeding .86 for all subscales. Convergent validity was established through significant correlations with the School Belonging Scale (SBS). Additionally, a positive correlation was found between the number of counseling sessions attended and students’ perceptions of their counselors’ noncognitive skills. These findings suggest that the Persian version of the SCNSS is a valid and reliable tool for assessing the impact of school counselors on the development of noncognitive skills among Iranian students.

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Osobennosti podgotovki v inzhenernykh vuzakh v svete Poslaniia Prezidenta RF Federal'nomu sobraniiu 2023 g.

Solovev

2024

Modern Science and Education: Choosing the Future

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Аннотация: в статье освещается тема подготовки в инженерных вузах. Автор размышляет о качестве образования, системе оценивания знаний ЕГЭ. В работе акцентируется внимание на необходимости повышения качества инженерного и IT-образования, что отражено в выступлениях Президента РФ В.В. Путина. Ключевые слова: инженерные вузы, особенности подготовки инженерных вузов, образование. Введение Болонская декларация была подписана в 1999 году. Ее разработчики вдохновлялись идеей создания Европейского пространства высшего образования и преодоления препятствий для свободного передвижения студентов и преподавателей между странами. Россия присоединилась к Болонской декларации в 2003 году, но за прошедшие годы, как отмечают работники вузов, для нашей страны принцип «свободного перемещения» был реализован в крайне малом объеме. В связи с разрывом большого числа связей с многими зарубежными странами, в настоящее время совсем пропала актуальность этой стороны участия России в Болонской декларации. Положения Болонской декларации ежегодно обновлялись и дополнялись [1]. Перечислим только три из них, которые были законодательно закреплены в РФ: -принятие системы, базирующейся в основном на трех уровнях обучения; -«компетентностный» подход к оценке результатов обучения; Центр научного сотрудничества «Интерактив плюс» 2 https://interactive-plus.ru Содержимое доступно по лицензии Creative Commons Attribution 4.0 license (CC-BY 4.0) -введение системы кредитных единиц. Переход на трехуровневую систему высшего образования бурно обсуждался в научной печати и медиа-пространстве [2]. Противники бакалавриата, опираясь на многолетний опыт подготовки инженеров в России, считали, что для качественной подготовки четырех лет недостаточно. Победили аргументы о необходимости соответствия европейским принципам, которые, в том числе,

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Can We Improve Learning Outcomes of Schoolchildren from the Poorest Families by Investing into Their Non-Cognitive Skills? Causal Analysis Using Propensity Score Matching

Cited by 6 publications

References 0 publications

Attitude to Labor among Learners of Industrial Colleges in Russia, China and Iran

Attitude to Labor among Learners of Industrial Colleges in Russia, China and Iran

Psychometric assessment of the Persian translation of the School Counselor Noncognitive Skills Scale using Iranian high-school students

Osobennosti podgotovki v inzhenernykh vuzakh v svete Poslaniia Prezidenta RF Federal'nomu sobraniiu 2023 g.

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