Study of Aspects Facilitating «Lifelong Learning» Competence Development in High School Students

Abstract

The “lifelong learning” competence is considered in the article as an integrated ability of an individual, incorporating knowledge, skills and habits that students acquire during schooling, as well as certain qualities that ensure their readiness for further learning, socialization and personal growth. Success-oriented motivation and success in learning are determined as the essential prerequisites for the “lifelong learning” competence development in high school learners. The article presents the results of an empirical study of the correlation between success-oriented motivation, high school students’ academic self-regulation and their success in learning. The experimental assessment was carried out in two different types of institutions of secondary education (the general secondary school, the lyceum). To carry out the diagnostic assessment of 9th grade students (n = 134, age 13–15 years) the adaptation of the method of motivating students to achieve success, the method of «Academic self-regulation» and the technique of hubristic motivation diagnostic assessment were used. It has been determined that high level indicators of internalization and exteriorization are more evident in lyceum students, confirming their desire for self-development, self-improvement and self-education. The existence of direct correlation between the external regulation of learning activity and the motivation oriented to preventing failure, and between the internal motivation and success-oriented motivation has been proved.The peculiarities of the success-oriented motivation and academic self-regulation of high school students of different types of schools (general secondary school, lyceum) have been specified. The study has confirmed that the motives of the internal success-oriented motivation of high school students have a greater impact on their achievements in learning than the motives of external motivation and are more valuable for “lifelong learning” competence development.

Ortaöğretim Öğrencilerinin Anahtar Yetkinlikler Becerilerinin İncelenmesi

“…Similarly, Güzel (2017) also reported that students' lifelong learning levels were at moderate levels. Matvieieva et al (2019) found that the lifelong learning levels of secondary school students were at a moderate level. Also, Pesen and Epçeçen (2017) stated that the lifelong learning levels of secondary school students were at moderate levels.…”

Level of Self-Educational Competence of Cadets of Higher Educational Institutions with Specific Training Environment

“…Generalization of the researches (Prontenko, et al, 2019;Zhukevych, et al, 2019) and conclusions of a number of scientists (Barko et al, 2020a;Ball, 2014;Kubaienko et al, 2021;Matvieieva et al, 2019;Raven, 2002); allows to make systematic descriptions of the future law enforcement officers' self-educational competence formedness.…”

“…At the same time, the problem of formation and development of self-educational skills and abilities i. e. components of selfeducational competence has repeatedly attracted attention of scientists. The works by Ball (2014), Matvieieva, Ovcharenko, Korchagina, Kuznetsova, & Grineva (2019), Torkos & Egerau (2020) and others are of great importance for methodological understanding of the aforementioned issue; they identify the features of self-education as a purposeful independent human activities in choosing topics, time and means of work to obtain knowledge and substantiate the optimal methods of organizing self-education. Study of the problem of self-education and self-educational competence within the system of professional training is an important area of research at present.…”

Experimental Research of the Sense-Value Regulation of Future Teachers in Academic and Professional Activity

“…At this age, the system of value orientations becomes conscious and sustainable. There is little research into the value and sense sphere of future educators (Halian et al, 2020a;Ivanchuk et al, 2020;Kalenchuk, 2019;Matvieieva et al, 2019;Miliaieva, 2013). The values of young people (in general) were studied (Leontyev, 2003).…”