Perspectives of Science and Education最新文献

{"title":"Vocational educational ecosystem of an industrial enterprise: concept, features, experience","authors":"M. Flek, E. Ugnich","doi":"10.32744/pse.2024.3.43","DOIUrl":"https://doi.org/10.32744/pse.2024.3.43","url":null,"abstract":"Introduction. In modern conditions of rapid scientific and technological development, the training of highly qualified personnel is one of the most important tasks for most countries of the world. In this regard, it is of interest to study productive forms of interaction between education and the real sector of the economy. The aim of this research is to study the content of the vocational educational, to identify its features and development prospects. Methodology and methods. Systematic and comparative analysis was used to study the characteristics and significance of the vocational education ecosystem. In order to assess the influence of the vocational educational ecosystem on the formation of human capital of the enterprise that initiated its creation, two groups of its employees (30 people each) who received vocational education in educational organizations of the vocational-educational ecosystem and in other organizations were interviewed. In order to assess the impact of the vocational educational ecosystem on the development of human capital, a survey was conducted of 95 enterprise employees with higher education and experience from 3 to 25 years. The method of group assessments, questionnaires, and the Mann-Whitney U-test are applied Results. Analysis of the literature made it possible to identify the educational ecosystem as a special socio-economic ecosystem that has systemic characteristics, but has its own characteristics, expressed in the specificity of the goal, the presence of a special composition of key stakeholders and non-hierarchical connections between them. Using the example of the vocational educational ecosystem of a large machinebuilding enterprise in the Rostov region (Russian Federation), its specificity and importance for the enterprise are shown. A survey of industrial enterprise workers who received education in educational organizations of the vocational educational ecosystem and other educational organizations showed that the average period of professional adaptation for the first group was about 4.9 months, and for the second group – 9.9. Similarly, satisfaction with the practical skills acquired during the training process differs between the two groups of respondents. To assess the period of professional adaptation U = 75 at p < 0.01, to assess satisfaction with practical skills U = 264 at p < 0.01. 71.6% of surveyed enterprise employees at the second stage noted that over the past year they received new professional knowledge from employees of the academic sector. Conclusion. The key advantage of the vocational educational ecosystem is the pronounced practice-oriented orientation of training and the reduction of the period of professional adaptation of graduates, as well as the availability of opportunities for interaction between enterprise employees and representatives of universities or scientific organizations to resolve professional issues.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141704937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of cognitive capacities in 6-7 year-old children through problem situations in mathematics","authors":"L. N. Vakhrusheva, Svetlana V. Savinova, E. A. Krokhina","doi":"10.32744/pse.2024.3.27","DOIUrl":"https://doi.org/10.32744/pse.2024.3.27","url":null,"abstract":"Problem and objective. The relevance of the study is determined by the need for the development of cognitive capacities in the senior preschool age since they form a basis for general giftedness. However, there is no generally accepted point of view in the scientific and pedagogical community as to understanding the essence of children’s cognitive capacities and defining their structure. One of the means to develop these abilities is represented by problem situations which, in the process of their solution, have a positive effect on cognitive capacities. The purpose of the study: modelling the component structure of cognitive capacities and their practical development in children of senior preschool age using problem situations. Materials and methods. A system analysis of scientific sources was carried out; a pedagogical experiment was carried out covering 48 children of the Municipal state-run preschool educational institution “Kindergarten No. 72” of Kirov; a set of variable problem situations in mathematics aimed at the development of cognitive capacities in children aged 6-7 was developed and tested. The Wilcoxon rank sum test was used in the processing of the results. Results. The component structure of senior preschool children’s cognitive capacities was developed which includes cognitive processes as well as the forms and properties of intellection. Problem situations of four types are used for the development of cognitive capacities: a problem question, an entertaining question, an entertaining task and a joke task. Their use contributes to the effective development of all structural components of cognitive capacities: a statistically significant shift was recorded in the experimental group at a significance level of p<0.01, while it was absent in the control group. Conclusion. The author’s concept of children’s cognitive capacities is formulated; a model of cognitive capacities component structure in senior preschool children was developed; preschool children’s specific skills for each substantive component of cognitive capacities were identified; the expediency of using problem situations in mathematics for the development of intellection processes as one of the components of senior preschool children’s cognitive capacities was experimentally proved.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"15 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141698037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A prominent Russian public figure of the XIX century N.V. Shelgunov and his pedagogical views. To the 200th anniversary of his birth","authors":"V. B. Pomelov","doi":"10.32744/pse.2024.3.35","DOIUrl":"https://doi.org/10.32744/pse.2024.3.35","url":null,"abstract":"Annotation. The relevance of the research lies in the characterization of the pedagogical ideas of the prominent Russian pedagogical figure, progressive publicist of the second half of the XIX century N.V. Shelgunov (1824-1891), which are currently of theoretical and practical interest to workers in the field of education in connection with the reform of this most important sphere of the spiritual life of society. The purpose of the study is to analyze the content of Shelgunov's pedagogical views; critical assessments expressed by him in relation to a number of works by figures of Russian education of his time (I.I. Paulson, L.N. Tolstoy, V.I. Vodovozov, etc.) are given. An assessment of Shelgunov's contribution to Russian pedagogical thought is shown. The article was prepared in connection with the 200th anniversary of his birth. Materials and methods. The author uses methods of analysis of scientific and pedagogical literature and the biographical method, as well as historical and axiological (value) methodological approaches. During the work on the material, a number of sources of Russian and foreign researchers, as well as N.V. Shelgunov himself, were used. Results. N.V. Shelgunov entered Russian history as a prominent social democratic figure, as the author of deep, acute and interesting publications that were discussed by the advanced part of Russian society and to a certain extent contributed to the formation of public opinion in Russia in the second half of the XIX century, expressed both in the formulation of consciously expressed demands to the authorities from the progressive part of society, in particular, in the issue of opening new educational institutions, and in connection with the assessment of the quality of textbooks and teaching aids produced for the national school. Shelgunov noted positive sides of school books and their disadvantages. His sharp criticism of activities of the ministry of public education and its head, D.A. Tolstoy, stimulated the advanced part of the then Russian intelligentsia to practice in the interests of educational development. Up to the present time, Shelgunov's articles are of interest, characterizing in historical terms the path traversed by Russian education. Discussion and сonclusions. In his writings, Shelgunov analyzed methodological manuals and study books by I.I. Paulson, V.I. Vodovozov, L.N. Tolstoy and other scientists, gave them an objective, and sometimes critical assessment. He criticized also the state of women education in Russia, although by that time many educational institutions for women had opened. His articles \"Letters on education\", \"What women don't know\", etc., were highly appreciated by experts; they became the starting point for subsequent generations of Russian scientists and teachers to develop problems of education, including family education. Public figure and pedagogical publicist N.V. Shelgunov proved himself as one of the most prominent representatives of the revolutio","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"22 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A model for estimating the visual complexity of a molecule using graph theory metrics: an educational perspective","authors":"Anzhelika I. Markovnikova, Maxim V. Likhanov, Mikhail V. Kurushkin","doi":"10.32744/pse.2024.3.37","DOIUrl":"https://doi.org/10.32744/pse.2024.3.37","url":null,"abstract":"Introduction. Research on understanding the visual complexity of molecules is critical to enhancing chemistry education, improving teaching methods, and creating educational resources in STEM education. One effective strategy for improving student achievement involves assessing and incorporating the complexity of learning materials into lesson planning. In chemistry education, various tools have been proposed for this purpose, such as analyzing illustrative molecules using graph theory or expert assessments by chemists. However, these tools remain under-researched, which limits a complete understanding of chemistry teaching methodology in school and university. The aim of this study was to investigate the visual perception of molecular complexity of high school and undergraduate students (ages 16 to 19 years), and to find out how it correlates with graph theory-based estimates of molecular complexity. In the experiment, learners rated the visual complexity of a set of molecules randomly selected from school textbooks. Participants and research methods. Fifty-six learners divided into two groups (for training and testing the ML model), 42 and 14, participated in the study. The groups included first-year biotechnology students from ITMO University (St. Petersburg, Russian Federation) and students from St. Petersburg high schools (grades 9-11). Participants' ages ranged from 16 to 19 years (M = 17.5; SD = 2.96). Methods: source analysis, design, pedagogical experiment, self-assessment of pupils and students, specialized ML methods such as random forest method and linear regression, graph-theoretical methods, statistical. Results of the study. The collected data showed that the visual complexity rated by students was positively correlated with the complexity score obtained using graph theory (r = [0.59-0.84]). Based on these data and an ad hoc survey of students, a machine learning (ML) model was built to produce a complexity estimate for any set of molecules. Practical significance. The resulting model is an open-source toolkit that can be used in chemistry classes to tailor individual assignments or to develop adaptive methods for testing chemistry knowledge. This model can be useful for trainees, beginning teachers and teacher trainees.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"40 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141713125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Foreign language business writing skill formation among university students using the Microsoft Teams platform","authors":"L. Ponomarenko, Maria M. Susloparova, Nadezhda I. Chernova, N. V. Katakhova","doi":"10.32744/pse.2024.3.23","DOIUrl":"https://doi.org/10.32744/pse.2024.3.23","url":null,"abstract":"Introduction. The modern labor market requires university graduates to be able to communicate in a foreign language in their professional field. Foreign language business writing skills are especially in demand, i.e. ability to correspond with business partners, be able to write business letters of various types. In the context of digitalization of the educational environment, within the framework of a competency-based approach, teaching foreign language business writing involves the use of the MS Teams digital platform, which has wide educational functionality. In this regard, the purpose of the study is to identify what impact the use of the digital platform MS Teams has on the development of business writing skills in English among non-linguistic university students. Materials and Methods. The study involved 96 undergraduate students of Vyatka State University studying in the majors “Biotechnology” and “Chemical Technology”. Forming foreign language business writing skills involves training in the digital environment of the MS Tims platform, where the initial, intermediate and advanced stages of training are implemented, including the use of a special system of writing exercises. Pearson’s χ2 test was used for the results of statistical processing. Results. The formation of foreign language business writing skills using the MS Tims platform based on the text approach went through the initial, intermediate and advanced stages. For each of these stages, tasks were developed with a gradual complication of the communicative task, allowing the creation of written texts of a business nature. The results of the experiment showed that the number of students in the experimental group with a low level of business writing skills decreased from 35.4% to 4.2%, with an average level decreased from 45.8% to 41.6%, with a high level increased from 18.8% to 54.2% (χ2 = 18.006, p ≤ 0.05). Conclusion. The significance of the study lies in the approach used to solve the problem of developing business writing skills in English, which involves training in the digital space of the MS Teams platform. The inclusion of digital technologies and resources in the learning process plays a key role in language acquisition by students at their own pace, increases independence and motivation to master language skills, and compensates for the lack of language environment.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"45 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Album of animated drawings as an innovative means of teaching algebra in the digital environment of bilingual students","authors":"Yulia V. Vainshtein, Saidys V. Saryglar","doi":"10.32744/pse.2024.3.19","DOIUrl":"https://doi.org/10.32744/pse.2024.3.19","url":null,"abstract":"Introduction. Digitalization of education has opened up new opportunities for the development and application of the didactic potential of digital technologies in teaching algebra in the context of bilingualism. This determined the purpose of this work, which is to create a methodological system for teaching algebra to bilingual students and an album of animated drawings in a digital environment. Scientific and pedagogical research focuses on the problem of mathematical training of schoolchildren in the context of bilingualism. From the point of view of improving the quality of education, it is advisable to rely on visual-figurative and associative thinking developed by bilingual students. Materials and methods. The experimental study involved 50 students of the seventh grade of gymnasium No. 5 in the city of Kyzyl, Republic of Tyva (Russian Federation). The methods of comparative analysis of scientific, pedagogical and methodological sources, empirical and statistical methods (Student's t-test) are applied. Results. A methodological system for teaching algebra to bilingual students using an album of animated drawings in a digital environment has been developed. An album of animated drawings is presented, implemented in the form of an electronic training course in the electronic learning system of Tuvan State University and the results of its application in teaching algebra to bilingual students. As a result of the experiment, it was revealed that in the absence of statistically significant differences in the control and experimental groups at the time of the initial control, since tэмп = 2,00 < tкр = 2,01, during the final control, tэмп = 2,80 > tкр = 2,01 at the significance level p < 0,05. This indicates that the compared groups are significantly different and the experimental hypothesis about the effectiveness of using an album of animated drawings as an innovative means of teaching seventh grade algebra in the digital environment of bilingual students is confirmed. Conclusion. The use of an album of animated drawings as an innovative means of teaching algebra in the digital environment of bilingual students of the seventh grade of the Republic of Tyva increases the effectiveness of learning by increasing the clarity of algebraic concepts and statements, reducing the amount of non-essential calculations, as well as the use of mechanisms for rapid assessment of learning outcomes using a developed system of bilingual prompts. The proposed learning tool forms and develops an experimental research style of learning.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"108 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141714379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogical games in the educational process as a tool for developing students’ meta-subject skills","authors":"I. S. Khazhuyev, Aslanbek A. Saidov","doi":"10.32744/pse.2024.3.8","DOIUrl":"https://doi.org/10.32744/pse.2024.3.8","url":null,"abstract":"Introduction. In the modern educational space, innovative methods and approaches are being actively introduced to improve the quality and accessibility of education. Particular attention is paid to the use of gaming technologies in the educational process to develop students' meta-subject skills, which is important for preparing for the rapidly changing conditions of our time. The purpose of the study is to study the effectiveness of using pedagogical games during extracurricular time for the formation of meta-subject skills in students studying in various pedagogical profiles. Materials and methods. A total of 145 students of a pedagogical university took part in the study, of which 66 students were included in the focus group. All students were examined using certain psychodiagnostic techniques aimed at identifying parameters for the development of creative and critical thinking, as well as communication and organizational abilities. Over the course of 2 months, students selected for the focus group participated in a formative experiment, within the framework of which 7 pedagogical games were developed and conducted, aimed at developing certain meta-subject skills among the experiment participants – communication and creative abilities, willingness to cooperate and critical thinking. The entire series of 7 games was developed by specialists from the A. Dinaev Pedagogical Workshop, operating at the Chechen State Pedagogical University. Results. Based on the results of the study, empirical data was obtained indicating the effectiveness of pedagogical games in the development of certain meta-subject skills in students, such as creativity and some communication skills. The results of the study indicate that, as a result of the formative experiment, students who took part in specially organized game-format events demonstrated significantly higher rates in the development of creative abilities (t=2.879; p=0.005) and certain communication skills (t=2.058; p =0.041), which indicates the effectiveness of using pedagogical game technologies for the purpose of developing meta-subject skills in students. Conclusion. Pedagogical games are an effective tool in the educational process for the development of students' meta-subject skills. Their use not only helps to increase motivation and interest in the educational process, but also develops in students important competencies necessary for successful adaptation to modern challenges. The results of the study can be used for the further development of pedagogical methods and the introduction of gaming technologies into the educational process.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"43 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141699308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What is the room for guessing in metacognition? Findings in mathematics problem solving based on gender differences","authors":"Kiki Henra, I. Budayasa, Ismail Ismail, Meina Liu","doi":"10.32744/pse.2024.3.28","DOIUrl":"https://doi.org/10.32744/pse.2024.3.28","url":null,"abstract":"Introduction. Understanding the interaction of metacognitive strategies with guessing in problem-solving is a focus point in educational psychology, especially in mathematics education, especially with gender differences. These provide different nuances in understanding students' cognitive dynamics in guessing and metacognitive strategies. These interactions must be explained in depth to understand the unique phenomenon of second-guessing that sometimes arises in metacognitive activities based on students' gender. This research aims to reveal the process of metacognition and students' guessing thinking in solving mathematical problems. This research seeks to contribute to an empirical of metacognitive processes and their practical implications for educators and curriculum designers by uncovering these activities. Study participants and methods. The participants in this study were (30) 12th-grade high school students, consisting of (16) female students and (14) male students who had studied mathematics with statistical material. The primary method in this research is a case study with a qualitative descriptive approach. The indepth interview technique using the MAI protocol is based on the results of mathematical problem-solving to explore information about students' natural metacognitive processes according to what they think when working on problems. Semi-structured interviews used the Indonesian language to eliminate the influence of differences in regional language proficiency levels as much as possible. Results. The results of interviews on mathematical problem-solving tasks show a 'guessing' strategy in students' metacognitive activities. However, there is a striking difference between female and male students' use of the 'guessing' strategy when solving mathematical problems. Female students use the 'guessing' method more often than male students; even the 'guessing' method used by male students cannot solve the problem, thus changing the guessing strategy to estimation. This means that most of the students' answers used the guessing method. These findings underscore the dynamic nature of the cognitive processes used by students, revealing diverse interactions between metacognitive strategies and guessing during problem-solving efforts. Conclusion. This research shows that rather than standing in isolation, guessing has a place within metacognitive processes, with metacognitive regulation guiding and shaping the deliberate application of guessing in mathematical problem-solving contexts. This can be a factor for reconsidering the perceived dichotomy between precision-driven methodologies and intuitive guessing.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141705547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Philosophical and practical understanding of the quality of medical education in the Russian Federation: analysis of the opinions of students and practicing doctors","authors":"Vladislav K. Sevostyanov, Anastasia D. Suetova, Irina M. Farber, R. R. Kildiyarova","doi":"10.32744/pse.2024.3.1","DOIUrl":"https://doi.org/10.32744/pse.2024.3.1","url":null,"abstract":"Introduction. The transformation of higher medical education, caused by the rapid development of medical technologies and growing social demands on the healthcare system, requires research into students’ ideas about quality education, their assessments and expectations, since students’ understanding of the learning process can have a significant impact on the development of student motivation and medical professionalism. The purpose of the study is to analyze the current system of higher medical education in the Russian Federation based on survey data from senior students, residents, and practicing doctors. Materials and methods. The survey involved 350 respondents (senior students, residents, practicing physicians) mainly from Moscow medical higher education institutions. Statistical analysis was carried out using the software StatTech v. 3.0.4. Methods of mathematical statistics: U-Mann-Whitney, Kruskal-Wallis, χ2 -Pearson tests. Results. It was revealed that only 52% of respondents consider the amount of theoretical knowledge acquired at a higher education institution under a specialty program to be sufficient. Students and graduates of the pediatric faculty more often consider the amount of theoretical training sufficient compared to respondents from the medical and dental faculties (p < 0.001). Only half of the respondents are satisfied with the quality of the education received. Students and graduates of the Faculty of Pediatrics more often stated that they use the knowledge and skills acquired during practical training in their professional activities (p < 0.001). Students and graduates of medical faculties of non-core Moscow universities and Russian National Research Medical University named after N.I. Pirogov are most satisfied with the amount of theoretical knowledge received within the framework of the specialty program compared to students and graduates of other higher education institutions (p < 0.001). Conclusion. The results of this study may be valuable for government agencies that determine strategies for the development of higher medical education in Russia, as well as for university leaders who plan targets for the development of educational activities with an emphasis on involving students in the educational process.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"9 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Family cohesion and its relationship to the level of ambition among high school students","authors":"Roqaiah Abdullah Saleem Al-Saraireh","doi":"10.32744/pse.2024.3.31","DOIUrl":"https://doi.org/10.32744/pse.2024.3.31","url":null,"abstract":"Introduction. By investigating family cohesiveness and student ambition in the Karak Educational Directorate, this study sheds light on how family dynamics affect high school students' ambitions. In a specific cultural and educational setting, it examines the intricate relationships between family togetherness and student ambition. The study's regional focus makes it stand out; it furthers our understanding of how families affect adolescents' growth and development and provides helpful data for educational policymakers in similar circumstances. The study aimed to explore family cohesion and its relationship to the level of ambition among high school students in the Karak Educational Directorate and the effect of the variables (gender and academic field) on them. Study participants and methods. This study used the descriptive correlational approach, and the sample consisted of (858) high school students in the Karak Qassabah district. After developing them and verifying their validity and reliability, the family cohesion and ambition level scales were used. Results. The study indicated that high school pupils in the Karak Educational Directorate had an average degree of family cohesion. The areas of communication and empathy had the greatest average scores (3.93), while intellectual stability and conformity had the lowest (3.51). On average, we got 3.66. The pupils demonstrated a high degree of ambition, with an average score of 3.74 indicating a range from a high of 3.89 for optimism to a low of 3.62 for tolerance for frustration. There was a strong positive association (r=0.572) between ambition and family cohesiveness. Regarding the correlation between family unity and aspirations, gender disparities benefitted women, whilst in the realm of academia, they favored students majoring in science. Practical significance. The study highlights the significant impact of family dynamics on students' aspirations. As a result, it's clear that teenagers whose families are generally cohesive have high levels of academic ambition, highlighting the importance of parental encouragement in this important life transition. The results offer important information for parents, teachers, and lawmakers, especially on the gender and academic speciality differences in family cohesiveness and aspirations. In order to inspire and motivate high school pupils, this study stresses the importance of supportive home settings and individualised educational plans. Future efforts to improve students' educational and personal development through family involvement might use this research as a basic reference.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"29 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141710128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}