Voprosy obrazovaniya / Educational Studies Moscow最新文献

{"title":"From Combining Study and Work to Combining Work and Study? The Changing Model of Russian Higher Education","authors":"Ксения Рожкова, Сергей Рощин, Павел Травкин","doi":"10.17323/vo-2024-17242","DOIUrl":"https://doi.org/10.17323/vo-2024-17242","url":null,"abstract":"Combining study and work has become a widespread phenomenon in Russia. According to the national monitoring of graduate employment, about 53% of full-time bachelor and specialist degree holders worked for at least one month during their studies. The article presents a comprehensive analysis of the characteristics of combining study and work and an assessment of their contribution to individual wages and the probability of employment one year after graduation. The results suggest that regular employment during the academic year is more common than temporary employment during the summer break. On average, combining study and work increases the probability of employment one year after graduation by 16-19% and brings a wage premium of 14%. However, there are significant differences in the size of the effect depending on the characteristics of student employment and educational factors. The combination of studying and working in the final years of university has a larger effect on wages and the probability of employment. There are significant cross effects between the fact of combining study and work with fields of study and the degree of university selectivity. The observed effects suggest that a special model of transition from study to work has emerged in Russia, in which professional career entry precedes graduation. Moreover, the results of the study show that there is a strong complementarity between education and combining study with work. Combining study and work does not yield significant returns when the quality of education is low, while success in the labour market is achieved through a combination of different educational factors and not solely work experience.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670538","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":"How Leadership in Higher Education Is Different from Leadership in Traditional Business Organizations","authors":"Константин Багратиони, Сергей Филонович","doi":"10.17323/vo-2024-16271","DOIUrl":"https://doi.org/10.17323/vo-2024-16271","url":null,"abstract":"This paper aims at revealing the specifics of leadership in higher education by comparing it with leadership in traditional business organizations. As a result of the co-citation analysis (the sample included 3,827 articles retrieved from a Scopus database) the authors were able to narrow down the sample to 6 key studies exerting significant influence on the research landscape. The authors proceeded with analysis through the prism of “leader traits-leader behavior-situational context” framework to enable a comparison of leadership in higher education and traditional business organizations. The analytical view taken on the results revealed that academic environment present specific challenges distinct from traditional business contexts. Within this leadership context an integrative approach – encompassing transactional, transformational, and relational-oriented behaviors – is the most adequate style. The interaction between the leader and the followers within the university environment resembles a partnership (the leader acts as a senior partner) rather than the power relations that are specific to traditional business organizations.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671798","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":"Role of Social and Self-Regulated Learning in School Contexts","authors":"D.R. Akhmedjanova","doi":"10.17323/vo-2024-17280","DOIUrl":"https://doi.org/10.17323/vo-2024-17280","url":null,"abstract":"Self- and socially regulated learning skills allow students to develop soft skills or competencies to tackle learning tasks.  Self-regulated learning skills help students set learning goals, choose learning strategies, monitor their progress, and control their affective and motivational states when working on learning tasks. Socially regulated learning skills help students to use self-regulated learning practices recognizing the reciprocal influence of other people, technology, and environment, creating opportunities for joint regulation of learning. However, it is still not clear how social regulation of learning relates to self-regulated learning. The purpose of this article is to describe the constructs of self- and socially regulated learning, report on the results of recent research studies of their components, introduce a theoretical model of the self- and socially regulated learning, discuss the results of our studies, and identify the areas for future research. The scientific contribution of this article is an attempt to compare the scholarly evidence and theoretical views of Russian and foreign researchers in order to understand the state of research of self- and socially regulated learning in authentic school contexts.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"58 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742299","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 Teachers Think about Children's Autonomy at School","authors":"P.A. Gavrilenko","doi":"10.17323/vo-2024-16909","DOIUrl":"https://doi.org/10.17323/vo-2024-16909","url":null,"abstract":"Twenty-one semi-structured interviews with school teachers were conducted in order to study the analysis of their beliefs about student autonomy and pedagogical practices that support its development. As a result, three groups of teachers' beliefs were identified. The typology of beliefs was based on the following criteria: content of beliefs, degree of their stability, practices used to support autonomy, attitudes towards school norms and requirements. The differences in the three groups of beliefs are presented as a continuum of meanings and practices, increasing from the first group to the third group according to all the criteria identified. From the first group to the third, the value of volitional functioning increases, the importance of control in pedagogical practices decreases, and the sphere of support for autonomy within the school but outside the classroom expands. \u0000","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"21 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744969","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":"Psychological Research in the Multidisciplinary Discourse of Agency: Problems and Prospects","authors":"I. Mironenko","doi":"10.17323/vo-2024-16476","DOIUrl":"https://doi.org/10.17323/vo-2024-16476","url":null,"abstract":"It is shown that the cause of the systemic difficulties experienced by the international mainstream of psychology in developing the problem of agency as a human ability to initiate a change in the environment is that the latter is a phenomenon that has not previously been the focus of attention for international psychology, and thus, for the analysis of which the old methodological optics of the Western-centric mainstream, which took shape in the second half of the 20th century and which is based on the theoretical model of the “universal” human, endowed with “universal” human qualities, is not applicable.  \u0000In the light of the theory of de-structuration (neo-structuration), focusing on qualitative and radical changes in the social world over the past decades, more promising approaches to understanding contemporary human personality are those grounding on considering personality as a culturally dependent and changeable entity, primarily the subjekt-activity approach which is developing in the Russian discourse and in the international science is not enough known. We consider the subjekt-activity approach not as one of those constituting the global mainstream, but as an alternative to the mainstream for theoretical and methodological grounds. \u0000The prospects of developing the problem of agency from the standpoint of the subjekt-activity approach, both in terms of the theory and methodology of psychology, and in terms of practical applications, are substantiated. The relevance of practical applications of the subjekt-activity approach in the field of education is determined by the logic of social macro-processes. As a constructive approach to the development of the problem of agency in psychology, we propose to abandon the two dispositions that dominate in the mainstream: a) the search for the “center of agency” as a separate component and substructure of the psyche, which implements certain functions, skills, etc., - shifting to considering agency as a systemic and integral attribute of the individual, individually specific and developing during the lifetime (a “higher” psychic function); b) the search for the foundations of agency in the sphere of cognition and reflection - changing the focus of research to motivational and volitional sphere.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"28 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140743707","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":"Childhood: The Paradoxes of Autonomy","authors":"K. Polivanova, A. Bochaver","doi":"10.17323/vo-2024-17304","DOIUrl":"https://doi.org/10.17323/vo-2024-17304","url":null,"abstract":"The article problematizes the possibility of developing agency in childhood. It is shown that the usually non-differentiable constructs \"agency\" and \"autonomy\" psychologically represent fundamentally different actions. The basis for their distinction is the nature of the individual's interaction with the social structure. Autonomy is an integration into an existing structure, the acquisition of skills for independent functioning in it. Agency, on the other hand, involves the transformation of the structure and \"crossing the border of semantic fields,\" according to Yu.M. Lotman. \u0000There have been several important \"turns\" in childhood research over the past decades. Initially, childhood was considered as a preparation for adulthood, which was implemented in fundamentally hierarchical forms of education. Since about the 1970s, children have been talked about as potential actors in the social world. And since the beginning of the XXI century, the discussion of independence (autonomy) has been gaining momentum, as part of which they distinguish the ability to act independently of others and act in accordance with their goals and beliefs.  \u0000The authors distinguish agency as overcoming the boundaries characterizing the structure, and autonomy as actions within the initially defined boundaries. They consider productive action (event) to be the mechanism of agency as a situation—changing action, and as a way of \"learning\" agency - a trial, including a game.  \u0000Examples of statements by teenagers and young people that can be qualified as specific to agency, independence and volitional action are given.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"11 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140745584","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":"Contemporary Research on Agency in Education: A Systematization of Key Concepts and Developments","authors":"Pavel S. Sorokin, Timofey D. Redko","doi":"10.17323/vo-2024-18131","DOIUrl":"https://doi.org/10.17323/vo-2024-18131","url":null,"abstract":"The task of developing individual \"agency\" (autonomy, proactivity, initiative, etc.), in education is widely discussed in scientific and practical circles. To systematize multi-disciplinary research elaborations in the field of \"agency\" as an umbrella concept, an analysis was carried out using keywords in the main scientific database Scopus. The analysis includes both publications that directly use the concept, and works using other close terms (resistance, autonomy, initiative, etc.). In addition, a sample of scientific publications of researchers, most authoritative in the field of practical educational policy was separately considered. The systematization of the key concepts and constructs was based on four main criteria: 1) the distinction between “agentic” action and intention/perspective, 2) the scale of the action, 3) the strategic/non-strategic nature of the intention/perspective, 4) the universal/local applicability of the concept or construct. The analysis showed a dominating focus on the \"agentic perspective\" in the discovered works, as well as a focus on micro-level and local manifestations and effects of “agentic” behavior or plans. From the point of view of empirical indicators of \"agency\" and related concepts, necessity for operationalization of the action-based and \"strategic\" manifestations of agency are revealed, which raises the question of the fundamental adequacy of the current approaches to measuring a human being dominating in contemporary mainstream of social sciences.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"21 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744977","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":"Dataset and Development of Learning Analytic Tool to Extract Manifestations of Students’ Agency from Texts of Comments from MOOCs","authors":"Y. Dyulicheva","doi":"10.17323/vo-2024-16677","DOIUrl":"https://doi.org/10.17323/vo-2024-16677","url":null,"abstract":"The study is devoted to the automatic identification of manifestations of various components and sources of student agency from the texts of reviews of MOOCs, as well as descriptions of internal and external transformation among students in the process of studying MOOCs. To extract descriptions corresponding to individual, relational and contextual sources of students’ agency, a dataset of 3445 English-language comments on the most popular mathematics courses presented on the Udemy platform was generated, and additionally 1787 comments on practice-oriented MOOCs and entrepreneurship MOOCs were extracted to understand the descriptions corresponding manifestation of internal and external transformation in MOOC listeners. The paper proposes a methodological approach based on the use of natural language processing methods such as topic modeling, sentiment analysis and N-gram frequency analysis for extracting keywords and their combinations from MOOCs’ comments texts to describe the manifestation of the components of an individual source of student agency in the form of self-efficacy , increased sense of confidence in solving problems and motivation; components of the relational source in the form of support and accompaniment of the online course by the tutor with the help of quick answers and well-structured educational material; components of the contextual source in the form of the ability to make decisions when choosing alternative online courses, as well as descriptions of the manifestation of internal transformation of students, expressed in the transition from internal struggle - overcoming fears, uncertainty, difficulties in perceiving MOOC content to understanding the purpose of learning and external transformation, expressed in the texts of comments on MOOCs in the form of creating a new or changing the structure of an existing product, startup or business through a change in thinking.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"37 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742848","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":"Entrepreneurial Education of Russian Universities' Students as a Way to Form Agency","authors":"Ekaterina V. Morozova","doi":"10.17323/vo-2024-17333","DOIUrl":"https://doi.org/10.17323/vo-2024-17333","url":null,"abstract":"  The number and variety of entrepreneurship training programs in universities is growing around the world. At the same time, there is no consensus in the research field on what the future entrepreneur should be taught and how to measure the effectiveness of such training.  One of the points of view suggests that the result of teaching entrepreneurship at a university should be the formation students' \"agency\" - the ability to purposefully change the environment through their own entrepreneurial project.  However, at this stage, there is no agreement in the scientific and educational community on what indicators can be included in the corresponding construct, so that a reasonable conclusion can be drawn whether agency is formed in the process of entrepreneurial learning.  This article attempts to answer this question by conducting interviews with graduates of the leading entrepreneurship education programs that have been implemented both in Russian universities (formal sector, 64 interviews)) and in the informal sector of student education (24 interviews).  In this study, students' internal attitudes related to understanding the essence of entrepreneurial activity were studied, and these attitudes were compared with the theoretical construct of agency in its interpretation, presented in a series of earlier works by HSE staff (Sorokin P.S. et al.).  In the empirical part of the study, it was confirmed that the internal attitudes of students who have completed entrepreneurial training and successfully implemented their entrepreneurial project do indeed correspond to the theoretical framework of agency.  The main contribution of this article is the development of agency indicators in relation to entrepreneurial learning and the justification of their applicability for assessing the results of educational programs.","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"72 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140741548","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":"Student Motivation: Barriers and Incentives for Agency","authors":"Maria S. Dobryakova, O. V. Yurchenko","doi":"10.17323/vo-2024-17074","DOIUrl":"https://doi.org/10.17323/vo-2024-17074","url":null,"abstract":"Our starting point was the often-overlooked understanding that motivation problems aren't a diagnosis but a symptom. They indicate the actual issue - an environment insufficient for fulfilling autonomy needs, which often escapes the attention of teachers, parents, and even researchers. Our goal was to develop a framework for exploring the main characteristics of a schoolchild's educational environment to identify the source of motivation problems. To do this, we combined aspects of the self-determination theory of E. Deci and R. Ryan with B. Bernstein's framing theory. \u0000The self-determination theory helps to consider human motivation from a psychological point of view, while B. Bernstein's framing theory opens a sociological perspective. Including Bernstein's ideas enriches the motivation analysis, highlighting sociological aspects that are not fully accounted for in the self-determination theory. The result is more comprehensive and, at the same time, more \"visible\" and easier to operationalize in the context of formal school or home education. ","PeriodicalId":512224,"journal":{"name":"Voprosy obrazovaniya / Educational Studies Moscow","volume":"73 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140741537","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}