Teenagers Personal Organization Peculiarities In Educational Environments With Different Rating Of Use

Abstract

The research problem is connected with less information of personality traits influence on teenagers results of Unified State Examination (USE). We studied teenagers of Tatarstan Republic municipal districts schools with high and low ratings on the Unified State Exam (USE). Objective of that paper is to study the differences in the organization of teenagers’ personality traits in learning environments with different USE ratings. We used a comparative analysis of the teens personality traits in various learning environments. As a method to study we applied Cattel's multifactorial personality questionnaire. Studies have shown that the teenagers’ personal characteristics can be the cause of low ratings on exam. At schools with a low USE rating, teenagers are characterized by a lower level of tolerance to frustration, resistance to stressful situations, and a lower degree of social self-control. In learning environments with a low USE rating, boys have a lower level of social control.

Keywords: Learning activitiespersonalityteenagersexamlearning environment

Introduction

Modern secondary education challenges us. These challenges are determined by a combination of requirements for the quality of education and correlation to various sociocultural dimensions. High ratings of the USE are determined by a variety of factors. We were interested in question why municipal districts of Tatarstan Republic have different USE ratings. We have considered this problem in the context of personal organization of students undergoing certification in the specifics of the learning environment of their region. The relevance of the study is also associated with the need to study the modern learning environment, where the USE ratings differ significantly.

Problem Statement

The research problem is connected with insufficient research of the influence of teenagers’ personality traits on the USE results. Research in this area is relevant ( Shadrikov, 1996; Semenko, 2007). In this regard, the study of psychological characteristics of students and their impact on the success of passing the Unified State Examination is becoming increasingly relevant ( Eremina, 2007). Previously, we studied the experiences of high school students in preparation for the exam (Fakhrutdinova & Sabirov, 2017a, 2017b). We investigated teenagers studying at school of the municipal district with the highest rating of USE and the school of the municipal district with low rating of USE. The theoretical basis for the study of personal characteristics was the theory of personality traits ( Batarshev, 2002; Cattell, 1983). It is believed that personality traits are at the core of the behavioral manifestations coherence. We investigated the difference in teenagers’ personality traits organization, who gave different results of effective behavior in the most important for their self-determination situation of the USE.

Research Questions

Objectives of the study:

• To study personality traits of teenagers who study at municipal district school with a high USE rating.

• To study personality traits of teenagers who study at municipal district school with a low USE rating.

• To study the gender characteristics of teenagers’ personality organization.

• To study the reliability of differences of personality traits of teenagers’ who study in learning environment with different USE ratings.

Sample: teenagers at the age of 12-15 years old male and female 179 people, 80 of them attend the municipal district school with a low USE rating. 99 people study at the municipal district school with a high USE rating.

Purpose of the Study

The purpose of research is to study the differences in the teenagers’ personality traits organization in learning environments with different USE ratings.

Research Methods

We used a comparative analysis of teenagers’ personality traits in various learning environment. We applied Cattel's multifactorial personality questionnaire ( Batarshev, 2002). The obtained data were subjected to descriptive and inductive statistics, which allowed to identify significant differences in the average values of teens personality traits.

Findings

The results of the study showed the following average indicators of teenagers’ personality structures enrolled in municipal districts schools of Tatarstan Republic with high and low ratings of the Unified State Exam (Figure 1 ).

See Full Size >

*Legend: the first, blue bars correspond to the values of the teenagers’ personality factors enrolled in a municipal district school a with a low USE rating; the second, red bars correspond to the values of teenagers’ personality factors in the municipal district school with a high USE rating.

Each pair of columns corresponds to the following indicators of personal traits according to the Cattel questionnaire:

1 - factor A (openness): 2 - factor C (confidence), 3 - factor D (excitability), 4 - factor E (dominance), 5 - factor F (riskiness), 6 - factor G (responsible), 7 - factor H (decisive), 8 - factor I (sensitive), 9 - factor O (alarming), 10 - factor Q3 (self-control), 10 - factor Q4 (stressful).

Conclusion

• Studies have shown that teenagers’ personal traits can be the cause of low ratings of the USU. The organization of teenagers’ personality traits enrolled at municipal districts schools with a low and high EGE rating is significantly different. In learning environments with a low USE rating, boys and girls have significant differences in the organization of personal characteristics.

• At schools in municipalities with a low USE rating, teenagers have personality traits that are characterized by a lower level of frustration tolerance, lower levels of resistance to stressful situations, a lower degree of social self-control. These personal traits can be the cause of low ratings on the United State Exam (USE).

• Identified gender characteristics of teenagers’ personality organization in learning environments with high and low ratings. In highly rated learning environments, boys and girls do not differ significantly in their personality traits. In learning environment with a low USE rating, we observe a low level of self-control among boys compared to girls.

Acknowledgments

The work is performed according to the Russian Government Program of Competitive Growth of Kazan Federal University.

References

• Batarshev, A. V. (2002). Multifactorial personal questionnaire. Moscow: Publishing house of the shopping center "Sphere".
• Cattell, R. B. (1983). Structured personality learning theory: a holistic multivariate research approach. New York: Praeger.
• Eremina, L. Yu. (2007). Psychological characteristics of the personality of schoolchildren and their impact on the success of passing the final school exam: on the basis of the exam and the traditional exam (Doctoral Dissertation). Moscow.
• Fakhrutdinova, L. R., & Sabirov T. N. (2017a). Cross-cultural studies of Russian and Chinese teenagers learning activities experience. Quid-investigacion, 25, 141-147 http://revistas.proeditio.com/iush/quid/article/view/172
• Fakhrutdinova, L. R., & Sabirov T. N. (2017b). Cross-Cultural Studies of Structural and Dynamic Features Of Learning Experiences among Russian and Chinese Teenagers. HELIX, 8(1), 2527-2530 http://www.helix.dnares.in/wp-content/uploads/2017/12/2527-2530.936.pdf
• Semenko, L. G. (2007) Pedagogical conditions for the formation of students' readiness for passing final exams in the process of studying mathematical disciplines (Doctoral Dissertation). Yoshkar-Ola.
• Shadrikov, V. D. (1996) Psychology of human activity and ability (2nd edition). Moscow.