What influences student achievement. “The main factors influencing the success of schooling. Psychological factors of school success

Lecture 1The main factors influencing success schooling.

Problem school failure is so complex and multifaceted that its comprehensive consideration requires a holistic synthetic approach that integrates knowledge from different fields of science: general and developmental psychology, pedagogy, and physiology.

This lecture is devoted to the school problems of children, various reasons for the difficulties that many students experience when studying in elementary school.

The purpose of the lecture : the study of the factors that cause the emergence of various kinds of difficulties in learning, the formation of knowledge on the topic of the lecture and the ability to use them in practice.

Key Issues Addressed in the Lecture :

1. Psychological and pedagogical factor: the age of the child who begins systematic education at school. Sensitive periods of development. Teaching children according to traditional and developing didactic and methodological systems.

2. Neuropsychological factor: features of ontogenesis of the child's brain as a cause of school failure.

3. Psychological factors and their impact on school performance

Question 1. Psychological and pedagogical factor.

The factor significantly influencing the success of children's assimilation of knowledge, and, consequently, their academic performance, is the psychological and pedagogical factor, the components of which are age a child who begins systematic education at school, and within which schooling will be carried out.

Let's consider a number of questions related to this factor. Why does the age of a child starting school turn out to be closely related to his future school success or failure?

The need to start schooling at a certain time age is due, first of all, to the presence of sensitive periods in mental development, which create favorable conditions for the development of mental processes, which can then gradually or sharply weaken. Not to use these opportunities means to cause serious damage to the further mental development of the child. The early start of schooling turns out to be ineffective due to the non-appearance of a period of special sensitivity to educational influences and the need for them. That is why, as school practice shows, it is so difficult to teach too young children who hardly perceive what is easily given to children aged 6-7 years. But the beginning of education at a later age (8-9 years) is also not very successful, since the period of the child's best susceptibility to learning influences has passed. attached great importance to the beginning of the process of schooling. He pointed to the existence of optimal terms for each type of training. This means that only in certain age periods, teaching a given subject, given knowledge, skills and abilities is the easiest, most economical and fruitful.

So, trying to understand the nature learning difficulties child, it is necessary first of all to identify at what age he began systematic schooling, since there may already be a hidden reason for his school failure.

Another component of the psychological and pedagogical factor, as already noted, is that didactic-methodical system within which schooling takes place. What role does this component play in determining the success and failure of training? Before answering this question, let us briefly consider the question of the relationship between learning and mental development. noted that the learning process should be considered not only as the formation of skills, but also as an intellectual activity aimed at identifying and transferring structural principles, found in solving one problem, on a number of others. Learning some particular operation, the child thereby acquires the ability to form structures of a certain type, regardless of the material with which he operates, and from individual elements included in this structure. Consequently, taking a step in learning, the child advances in development by two steps, that is, learning and development do not coincide.

It is undeniable that education must be in keeping with the developmental level of the child. To find out the real relationship of the development process to learning opportunities, it is necessary to determine at least two levels of a child's development: the first is the level of actual development and the second is the zone of proximal development.

Despite the recognition of the important role of education in the processes of mental development, school curricula for many years focused on yesterday in the development of the child, that is, on the level of his current development. Dissatisfaction with this situation has led many scientists and methodologists to develop developing curricula for elementary schools. The difference between developing programs is that, by means of a special structuring of the content, on the basis of the basic laws of mental development, zone of proximal development schoolchildren. This means that in the course of assimilation of knowledge a number of internal processes of development are set in motion, which would be impossible without such training. As a result, the mental development of students rises to a higher level compared to the traditional system of education.

If we consider this issue in the context of school failure, it becomes clear that education in developing curricula in the context of a constant focus on tomorrow in the mental development of the child. Creation today of those psychological prerequisites that will be necessary for him in the future for the assimilation of educational material. Thus, teaching a child in a developing environment creates the best conditions for the successful assimilation of knowledge.

Tasks for self-examination.

Choose from the suggested correct answers to the questions:

1. What are the components of the psychological and pedagogical factor influencing the success of children's assimilation of knowledge?

A) the age of the child and the didactic and methodological system

B) didactic system

C) sensitive periods of child development

ANSWER. A.

2. What are the fundamental differences between traditional and developing didactic and methodological systems?

A) The difference between developing programs is that in them, by special structuring of the content, on the basis of the basic laws of mental development, a zone of proximal development of schoolchildren is created.

B) The difference is that the curricula are focused only on the level of actual development of schoolchildren.

C) Teaching is carried out taking into account the age characteristics of the child.

ANSWER. A.

Question 2. Neuropsychological factor: features of the ontogeny of the child's brain as a cause of school failure.

IN last years V teaching practice there has been a significant increase in the number of students for whom the assimilation of the school curriculum is difficult. According to various sources, the number of underachieving students exceeds 30% of the total number of students. Timely identification of the causes leading to failure in primary school age and appropriate corrective work can reduce the likelihood of temporary failures developing into chronic failure, which in turn reduces the likelihood of a child developing neuropsychiatric and psychosomatic disorders.

What are the learning difficulties associated with this group of children?

Each difficulty can occur with dysfunction of various parts of the brain, but in each of the cases it manifests itself in a specific way. Weak, insufficiently formed and fixed at preschool age components of mental functions are the most vulnerable in conditions requiring the mobilization of mental activity.

What kind of science can help in solving this most important problem?

Pediatric neuropsychology- a science that studies the relationship between the formation of higher mental functions, the cognitive sphere of the child and the maturation of the central nervous system, in particular the brain. It should be noted that child neuropsychology studies healthy children and all those individual characteristics that will be listed below are included in the concept of "norm".

Neuropsychological data make it possible to more effectively organize the process of adaptation and education of a child at school, as well as to take into account the peculiarities of the functioning of the brain organization of a particular student.

Neuropsychology conditionally divides the human brain into three functional blocks.

First block- block regulation of tone, energization of the brain. Block of subcortical, stem brain structures. For the most part, it matures by the time the child is born, and the main damage occurs during the same period, often associated with the peculiarities of the mother's labor activity. The development of the first block continues up to 1 - 3 years. At this stage, the deep prerequisites for the future style of mental and educational activity of the child are laid.

At school, a child with a deficiency in the first block (provided that his cognitive processes are preserved) can give the impression of a student who "can do everything, but does not want to." Such children quickly get tired, get distracted, write carelessly, like to put their heads on the desk, take pretentious poses, sway in a chair. It is important to understand that such behavior is not just the "laziness" of the child, but the features of the functioning of his brain. For such children, an optimal mode of mental stress, a clear organization of the day, healthy sleep, and a sufficient amount of physical activity should be provided. With age, with the development of overlying brain structures, the child learns to better regulate his condition. However, the ability to demonstrate their knowledge at the optimal level depends on the psycho-physiological state of the student in the lesson. In the state of "exhaustion" numerous errors "due to inattention" appear.

Second block- block of reception, storage and processing of information. Cork block. A significant number of functions begin to form even in the prenatal period and early infancy, that is, long before the child goes to school. Deficiency in the development of this block often causes problems in the development of educational material and reduces the child's ability to learn. Therefore, shortcomings in reading, writing, counting, information processing, etc. can often be eliminated only with the help of special correction.

At the level of the second block of the brain, there are also individual features of the brain organization that can and should be taken into account in the learning process. It is known that some of the functions are localized in the right hemisphere, some in the left. In the right hemisphere - spatial representations, the ability to think figuratively, holistically. In the left hemisphere - the ability to process sign, speech information sequentially, logically, analytically. In any person, one hemisphere is more active, it is called the leading one.

By the time of coming to school - at the age of 7 - the child has developed the right hemisphere, and the left one is actualized only by the age of 9. According to this, learning junior schoolchildren should take place naturally for them in the right hemisphere way - through creativity, images, positive emotions, movement, space, rhythm, sensory sensations. Unfortunately, at school it is customary to sit still, not move, to learn letters and numbers linearly, to read and write on a plane, that is, the left hemispheric method is used. It is for this reason that training soon turns into "training" and "training" of the child, which inevitably leads to a decrease in motivation, stress and neuroses.

Any intellectual activity requires the active functioning of both hemispheres. Their paired, coordinated work is provided by the so-called corpus callosum - a thick bundle of nerve fibers between the right and left hemispheres. In girls and women, there are more nerve fibers in the corpus callosum than in boys and men, which provides them with higher compensatory mechanisms. In case of violation of interhemispheric interactions, the human brain does not fully function.

Third functional block the brain is a block of programming, regulation and control. Its formation ends in years. There is a formation of interhemispheric interaction, interhemispheric connections are formed. Prior to this, the corpus callosum provided the interaction of the posterior sections of the right and left hemispheres and controlled the underlying levels. At 12-15 years old, the maturity of the corpus callosum ensures the interaction of the frontal sections of the right and left hemispheres. There is a formation of cognitive styles of personality and learning, the consolidation of the priority of the frontal regions of the left hemisphere. This allows the child to build their own behavior programs, set goals, control their implementation, reflect, arbitrarily regulate their behavior, emotions, speech. The third block organizes active, conscious mental activity. A person forms plans and programs of his actions, monitors their implementation and regulates his behavior. In addition, he controls his conscious activity, comparing the effect of his actions with the original intentions and correcting the mistakes made.

The full development of the third functional block makes it possible to compensate for the deficiencies of the first and second blocks of the brain.

The period of transition from one stage of development to the next is strictly limited by objective neurobiological laws, which must be taken into account when requiring the child to perform a particular task. If the task offered to the child is in contradiction or ahead of the current situation for his brain, energy stealing occurs. Until the age of 7, the plasticity of brain systems, due to the absence of rigid brain connections, has a huge corrective potential. By the age of 9, according to all neurobiological laws, the brain completes its intensive development. Its functional connections become more and more rigid and inactive, and attempts at correction take on the character of a drill.

Thus, many school difficulties are directly related to the functioning and development of the child's brain.

Tasks for self-examination.

1. Children's neuropsychology is ... ..

A. a science that studies the relationship between the formation of higher mental functions, the cognitive sphere of the child and the maturation of the central nervous system, in particular the brain.

B. the science of the formation of the brain organization of mental processes.

B. neuropsychological technology containing an invariant complex of stages of psychological and pedagogical support for children with different types of development

ANSWER. A.

2. Highlight the characteristic features of the personality of a child with a deficiency in the block of regulation of tone, energization of the brain:

A. the child is able to build their own behavior programs, set goals, control their implementation, reflect, arbitrarily regulate their behavior, emotions, speech.

B. gets tired quickly, gets distracted, writes casually, likes to put his head on the desk, take pretentious poses, sway in a chair.

B. Reduced volume and accuracy, reproduction of the sequence of elements in visual and auditory memory.

ANSWER. B.

Question 3. Psychological factors and their impact on school performance.

One of the factors influencing the success of schooling and largely predetermining the difficulties of a student in learning is level of mental development children. Certain difficulties in teaching arise in the event of a discrepancy between the requirements imposed by the educational process on the level of implementation of the cognitive activity of the student, with the real level of his mental development.

Mental development considered as one of the sides of the general mental development of a person. In schoolchildren, mental development plays a significant role, since the success of educational activities sometimes depends on it. And the success of educational activity is reflected in all aspects of the personality - emotional, motivational, strong-willed, characterological. What influences mental development? To a certain extent, it takes place as a result of the natural maturation of the brain, which is an indispensable prerequisite for mental development in general. But mainly mental development occurs under social influence - training and education.

What is mental development (intelligence)? Different authors have different definitions of this concept. So, F. Klix defines intelligence as the ability for such an organization cognitive activity, at which the given goal (problem) can be achieved in the most efficient way, that is, with the least amount of time and resources; believes that the intellect is a system of mental mechanisms that determine the possibility of constructing a subjective picture of what is happening. From the point of view, this is a complex dynamic system of quantitative and qualitative changes occurring in the intellectual activity of the subject in connection with his mastery of human experience in accordance with the socio-historical conditions in which he lives, and the individual age characteristics of his psyche.

The modern view of the content and ways of mental development of schoolchildren is closely connected with theoretical ideas about cognitive structures, with the help of which a person extracts information from environment, analyzes and synthesizes all incoming new impressions and information. The more they are developed, the greater the possibility of obtaining, analyzing and synthesizing information, the more a person sees and understands in the world around him and in himself.

In connection with this representation, the main task of school education should be the formation of structurally organized and well internally dissected cognitive structures, which are the psychological base of acquired knowledge. Only such a base can provide flexibility and mobility of thinking, the ability to mentally compare different objects in a variety of ways and aspects, in other words, the acquired knowledge will not be formal, but effective, making it possible to operate them in a wide and versatile way. Therefore, in the process of schooling, the child needs not only to be informed of the amount of knowledge, but also to form in him a system of knowledge that forms an internally ordered structure. This can be achieved in two ways:

purposefully and systematically develop the thinking of students;

offer for assimilation a system of knowledge, compiled taking into account the formation of cognitive structures, which leads to an increase in the quality of mental activity.

Having a significant impact on school performance, mental development does not always unequivocally determine the school success or failure of the child. In middle and high school, the success of schooling begins to have strong influence and other factors, blurring the influence of the mental development factor. In other words, a direct relationship between the level of mental development of a schoolchild and the average score of his school performance is not always confirmed in school practice. This means that a child who is characterized by a low level of mental development can study well enough, and a student who shows high results on intelligence tests, may demonstrate average or below average academic achievement. This testifies to the variety of reasons that give rise to school failure, where the level of mental development is only one of them.

The next factor influencing the success of schooling, causing a number of school difficulties, is psychological readiness for schooling.

What is meant by the psychological readiness of children for schooling? We are talking about a radical restructuring of the entire way of life and activities of the child, about the transition to a qualitatively new stage of development, which is associated with profound changes in everything. inner world child, which cover not only the intellectual, but also the motivational, emotional and volitional spheres of the child's personality. Readiness for school education means the achievement of a certain level of development of cognitive abilities, personal qualities, socially significant needs, interests, motives.

The main condition for the formation of psychological readiness for school is the full satisfaction of the needs of each child in the game. It is in the game, as you know, that all the cognitive processes of the child are formed, the ability to arbitrarily control their behavior, obeying the rules set by the game roles, all psychological neoplasms of the preschool period of development are formed and the prerequisites are laid for the transition to a new qualitative level of development. However, in life, especially in recent years, there is an alarming situation of psychological unpreparedness for a considerable number of children who come to study in grade 1. One of the reasons for this negative phenomenon is the fact that modern preschoolers Not only do they play little, but they don't know how to play. Thus, a developed form of play occurs only in 18% of children. preparatory group kindergarten, and 36% of children in the preparatory group do not know how to play at all

This distorts the normal path of mental development and negatively affects the formation of children's readiness for schooling. One of the reasons for this is the misunderstanding by parents and educators of the preparation of children for schooling. Instead of providing the child with the best conditions for the development of his play activities, adults, taking time away from play activities and artificially accelerating child development, teach him to write, read and count, that is, those educational skills that the child must master in the next period age development.

As already noted, the psychological readiness for schooling does not consist in the child's learning skills in writing, reading, and counting. But its necessary condition is the formation of the psychological prerequisites for educational activity.

These prerequisites include the ability to analyze and copy a sample, the ability to perform tasks at the verbal direction of an adult, the ability to listen and hear, the ability to subordinate one's actions to a given system of requirements and control their implementation. Without these, at first glance, simple and even elementary, but basic psychological skills, training is impossible.

Educational activity does not impose special requirements on the natural characteristics of the student, the innate organization of his higher education. nervous activity. Differences in the natural organization of higher nervous activity determine only the ways and means of work, the peculiarities of the individual style of activity, but not the level of achievement. Differences in temperaments are differences not in terms of the level of mental capabilities, but in the originality of their manifestations.

Let us consider the natural basis and those differences in the procedural characteristics of educational activity that take place among schoolchildren with different temperaments.

The natural basis of temperament are types of higher nervous activity. These properties include strength-weakness, mobility-inertia, balance-unbalance of nervous processes.

Without determining the level of the final result of training, psychological features temperament to a certain extent can complicate the learning process. That is why it is important to take into account the peculiarities of the temperament of schoolchildren when organizing academic work.

However, in psychological research a certain influence of the natural characteristics of students on the success of their teaching was found. Psychological examination revealed that a significant part of poorly performing and unsuccessful schoolchildren is characterized by weakness of the nervous system, inertia of nervous processes. Does this mean that these features of the nervous system inevitably entail a low efficiency of educational activity? Objectively, the educational process is organized in such a way that individual learning tasks, situations are not equally difficult for students who differ in their typological characteristics, and for students with a strong and mobile nervous system, there are initially advantages over students with a weak and inert nervous system. In the classroom, situations more often arise that are more favorable for students who are strong and mobile in terms of their neurodynamic characteristics. For this reason, students with a weak and inert nervous system are more likely to be in a less advantageous position and are more likely to be found among the underachievers.

Noting the need to take into account the peculiarities of the temperament of students in the learning process, first of all, one should take into account the originality of the phlegmatic and melancholic temperaments.

Success or failure in learning can be explained not by the natural features of the subject themselves, but by the degree to which individual techniques and methods of action are formed that correspond both to the requirements educational process and individual manifestations of the typological properties of students. Of considerable importance here are the features of the organization of the educational process, the degree of formation of the individual style of the student's activity, taking into account his natural and typological features.

Thus, the lack of concentration and distractibility of the attention of students with a weak nervous system can be compensated by the effort of self-control and self-checking of work after it has been completed, their fatigue can be compensated by frequent breaks in work. An important role in overcoming procedural difficulties in the educational process in schoolchildren with a weak nervous system and inert nervous processes is played by a teacher who needs to know and master situations that make it difficult or easier for a student to learn.

The positive aspects of students with a weak nervous system.

· Can work in a situation requiring monotonous work according to an algorithm or template.

· They like to work thoroughly, consistently, systematically, according to the scheduled stages of work;

· Plan upcoming activities, make plans in writing.

· Prefer to use supports, visual images (graphs, charts, tables).

Prone to careful control of tasks and verification of the results.

Difficult situations .

Long, hard work (gets tired quickly, loses efficiency, makes mistakes, learns more slowly)

Work accompanied by emotional stress (control, independent, limited in time)

· High rate of asking questions.

· Work in a situation requiring distraction.

Work in a situation that requires the distribution of attention and its switching.

· A situation in which it is necessary to learn a large volume and variety of content material.

Tasks for self-examination.

1. Highlight the psychological factors that affect school performance :

A. Level of mental development;

B. The level of psychological readiness for schooling;

B. Accounting for individual typological features;

D. Type of temperament

ANSWER. A B C.

2. Mark positive sides students with a weak nervous system :

A. Plan upcoming activities, make plans in writing.

B. They prefer to use supports, visual images (graphs, diagrams, tables).

B. Prone to careful control of tasks and verification of the results.

D. They prefer to work in a situation that requires the distribution and switching of attention.

ANSWER. A B C.

The Factors Influencing Students' Performance
at Universiti Teknologi MARA Kedah, Malaysia

Norhidayah Ali, Kamaruzaman Jusoff (Corresponding Author),
Syukriah Ali, Najah Mokhtar, Azni Syafena Andin Salamat

12/20/2009

Many studies are carried out with the aim of studying the factors that affect student achievement (academic achievement). Target this study is to identify and study the factors that affect student performance at Universiti Teknologi MARA Kedah, Malaysia. A set of questionnaires handed out to relevant respondents. Several factors that are discussed in this study are demographics, active learning, student attendance, participation in extracurricular activities, mutual influence and course evaluation. Data were analyzed using descriptive analysis, factor analysis, reliability tests, and Pearson correlations in the Statistical Package for the Social Sciences (SPSS). After the factor analysis all variables are grouped into five factors that exclude peer influence. The researchers found that four factors positively affect student achievement, which are demographics, active learning, student attendance, and participation in extracurricular activities. However, grades were found to be negatively associated with student performance. Further research on student performance could be conducted on a larger scale, including all UiTMs to get a better score.

1. Introduction

Exists a large number of higher educational institutions in Malaysia which are regulated and supervised by the Ministry of Higher Education (MOHE), Malaysia. As of today, Malaysia has 20 public universities (mohe.gov.my) and technological university MARA (UiTM), which is the largest university in Malaysia with over 100,000 students and branches in 14 provinces across the country (www2.uitm.edu.my/).

Students are the main assets of universities. Student achievement (achievement) plays an important role in the production of the best quality graduates, who will become an excellent leader and workforce for the country, thus responsible for countries' economic and social development. The performance of students in universities should be a concern not only for administrators and teachers, but also for corporations in the labor market. Achievement is one of the main factors taken into account by an employer when hiring employees, especially graduates. Therefore, students must put great effort into their study in order to get good mark in order to meet the requirements of the employer. Student performance is determined by the cumulative Average score(CGPA). The CGPA shows the overall performance of students, where it takes into account the average of all class exams for all semesters during the period of stay at the university. A host of factors can act as a barrier and catalyst for students to achieve a high CGPA that reflects their overall academic performance.

There are several ways to determine a student's progress, which are cumulative Grade Point Average (CGPA), Grade Point Average (GPA), tests and others. In Malaysia, PAC-based academic evaluation researchers (Ervina and Othman, 2005; Manan and Mohamad, 2003 and Agus and Makhbul, 2002). In addition, a study in the United States by Nonis and Wright (2003) also assessed student performance based on the CGPA.

Most of the studies done in other countries use GPA as a measure of achievement (Galiher 2006; Darling 2005; Broh, 2002; Stephens and Schaben 2002 and Amy 2000). They used the GPA because they are looking at student performance for a particular semester. Some other researchers have used test scores as they study subject-specific performance (Saeed Tahir Hijazi and S.M. Mraze Naqvi, 2006; Heck, 1998 and Tho, 1994).

2. Literature review

Many studies have been developed regarding factors affecting student performance such as demographics, active learning, student attendance, extracurricular activities, peer influence and of course grades. Research has shown that demographic characteristics can influence academic achievement. Among these characteristics are parents' income, parents' education and English result in Siji Pelajaran Malaysia (SPM).

Nasri and Ahmed (2007) in their study for business travel of students (students and non-students) in the United Arab Emirates suggest that non-national students had a higher GPA was more competent in English, which is reflected in a higher mean for high school English language. Ervin and MD, neither (2005) found that not every subject taken by students prior to university entry has a positive relationship with their final CGPA in the degree program. At the RP level, the five subjects that have achieved positive relationships with final CGPA students are English, Modern Mathematics, Advanced Mathematics, Physics and Principle of Accounting.

An investigation by Agus and Makhbul (2002) showed that students from high-income families perform better in academic assessment (CGPA) compared to those who come from low-income families. Their research has shown that most students come from families in the income bracket from rm1,rm4, to 000 to 000. Checks (2000) also concluded that family income provides an incentive to improve student achievement; Wealthier parents have learned to influence this by investing more in their children's education. When the investment is made, the student will fulfill the parents' expectations of better academic performance. On the basis of research conducted by him, he has demonstrated that children from wealthy families do better than those from poorer families. On the other hand, Saeed Tahir Hijazi and SM Mraze Naqvi (2006) found that there is a negative relationship between student academic achievement and student family income. A study by Beblo and Lauer (2004) also found that parents' income and their labor market status had little effect on children's education.

According to Yermish and Francesconi (2001), there is a significant gradient between the level of education of parents and the level of education of their child. In relation to a parent with no qualifications, a mother's education has a stronger association with her child's education than a father's education. This result is supported by Agus and Makhbul (2002). They indicate that mother's educational level was found to have a strong influence on academic performance compared to father's educational level.

Active learning has received particular attention over the past few years. In a college context, active learning involves students in doing things and thinking about the things they are doing (Bonwell and Eison, 1991). Active learning involves students to solve problems, answer questions, formulate questions on their own, discuss, explain, debate, or brainstorm during class (www4.ncsu.edu/unity/lockers/users/f/felder/public/ Cooperative_Learning.html). Bonwell & Eison (1991) concluded that active learning leads to improved student attitudes and improved student thinking and writing. A study by Wilke (2003) also indicated that students in both the treatment and control groups demonstrated a positive attitude towards active learning, believing it helped (or would help) students to learn the material. Felder fl. Al. (2000) recommends active learning is one of the learning methods that work. Felder and Brent (2003) noted that as little as five minutes of such things (active learning) in 50 minutes of class can produce a powerful stimulus in learning. In their opinion, this (active learning) wakes up students: students who successfully complete the assignment of their own knowledge in this way, they would never from just watching a lecturer do it. However, DeLonge (2008), research does not support the hypothesis that active learning based on learning methodology will result in a positive change in personal effectiveness as measured by the course. final grade and non-intellectual knowledge factors, as measured by Prof-R (Test-Reactions and Adjustment in College-Revised), a common measure of college adjustment. He found that factors such as professor-student rapport and professor's understanding of non-intellectual factors can affect current results.

Many researchers recognize that attending classes is an important aspect in improving academic performance (for example, in Russia, in order to order a test, essay, problem solving or term paper, it is enough to fill out an assessment form - http://reshim24.ru/). A study by Collette et. Al., 2007; Stynka, 2006; chow-chow, 2003; Rogers, 2001; Durden and Ellis, 1995; Romer 1993 found that attendance had a small but statistically significant effect on student achievement. Marburger (2001) concluded that students who missed class on a given date were more likely to incorrectly answer questions regarding material that day than were students who were present. Moore (2006) noted that class attendance improves learning; on average, students who came to the most classes received high grades, despite the fact that they did not receive any points for the class. Arulampalam fl. Al. (2007) found that there is a causal relationship between absence and performance for students: missing a class results in a drop in performance. On the other hand, Martins and Walker (2006) noted that there were no significant effects on class attendance. This is also confirmed by Kerr Park (1990) and Schmidt (1993), who found an inverse relationship between student attendance and their course grades.

Many extracurricular activities have been found to be helpful in creating and reinforcing academic achievement, even if the activities are not obviously relevant to academic subjects (Marsh & Kleitman, 2002; Evaluation and Schneider, 2003 and Lauren Sparks, 2004). One study on teens and extracurricular activities found that teens who participated in extracurricular activities had higher grades, more positive attitudes towards school, and higher academic aspirations (Darling, Caldwell and Smith, 2005). Total participation in extracurricular activities (TEAP), or participation in extracurricular activities in general, is associated with improved GPA, higher academic aspirations, increased college attendance, and reduced absenteeism (Broh, 2002). There are so many positive things for students to see from their participation in extracurricular activities. Proponents of extracurricular activities (Fretwell, 1931; Fozzard, 1967; Melnick, Moyer, and Patrick, 1956; Sybouts & Krepel, 1984) argue that this non-formal aspect of education has a good deal to foster the development of good citizens, allowing students to communicate adequately, preparing them for economic independence, developing a healthy mind in a healthy body, preparing them for family life, guiding their use of free time, developing themselves a set of moral and ethical values, developing social competence, identifying special interests and abilities and developing creative self-expression. Extra-curricular participation was positively associated with success rates like high attendance, academic achievement, and commitment to continuing education among public high school students in 1992 (NCE Educational Policy, June 1995).

Darling et al (2005) conducted a longitudinal study regarding extracurricular activities and their outcomes showing that students who took part in school extracurricular activities had higher rankings, higher academic aspirations, and higher scientific views. Students participating in athletics are said to build character, instill respect for the Rules, encourage teamwork and sportsmanship, promote healthy competition and perseverance, and provide a sense of accomplishment. (Little and Smith, 2002). Organized sports provide an opportunity for initiative, emotional regulation, goal setting, persistence, problem solving, and time management (Larsen, Hansen, and moneta. 2006), which may help explain the relationship found between athletic participation and academic achievement (Mahoney and Cairns, 1997; marsh and Kleitman, 2002). While scholars agree that extracurricular activities do, in fact, affect student achievement, Bordet (1998) shows that extracurricular activities are not associated with student achievement. One study, conducted by the National Education Longitudinal Study, found that “participation in some activities improves achievement, while participation in others detracts from achievement” (Broh, 2002). This is supported by Kimiko (2005), who found that participation in athletics, television viewing, and social services had a positive effect on academic performance while participation in musical performance did not improve academic performance. Participation in sports activities has also been shown to have a negative impact on student performance. Cited in Shernoff and Vandelle (2007), some findings about sports participation and its relationship to development and emotional adjustment were negative or mixed. Sports have been associated with developmental hazards such as personality retardation (Larson and Kleiber, 1993), elevated level school deviance (Lamborn et. Al. 1992), high levels of alcohol consumption (Eccles and Barbershop, 1999), competition anxiety and egocentrism (Little and Smith, 2002) and bodily injury (Dane ET. Al. 2004).

Various studies have been done and found that peer influence has an impact on student achievement (Hanushek et. Al, 2002; Goethals, 2001; Gonzales et. Al., 1996; it has been shown that peer influence has a more powerful effect than immediate family. Support peer group was positively associated with cumulative average student scores Wilkinson and Fanga, (2002) concluded that; grouping students in heterogeneous learning ability (low ability students into a group with high ability students) will show improvements in learning and outcomes. Top students can positively influence less capable students. Schindler (2003), who found that mixing abilities will affect weak students positively, but the effect for good students is negative. This runs counter to Goethals (2001) who found that students in homogeneous groups (regardless of ability or low ability) perform better than students in a heterogeneous group. Booking hotels giuliodori, so, Lujan and savages (2006) that by interacting with peers, students can enhance their ability to solve quality problematic issues. Peer learning also promotes student participation and increased academic achievement. (Rao and di Carlo 2000), Torke, Abraham & Upadhya (2007).

3. Data analysis and processing

This section presents the results and interpretations of the collected information. Data analysis consists of two sections in which:

Section 1 - Analysis of respondent profiles and demographic variables. There are gender, age, English score in JMP, parents' income, father's education and mother's education level.

Section 2 - Analysis of the relationship between student achievement and active forms of learning, participation in extracurricular activities, peer influence and, of course, assessment.

Questionnaires were sent out at random to diploma students from part II of part VI (semester July-November 2008). Out of 500 questionnaires, 418 questionnaires were completed, 82 questionnaires were rejected. Of the 418 respondents, 62.2% are women and 37.8% are men. The respondents are divided into four groups. The result shows that 64.8% of students aged 20-21; 28.5% aged 18-19; 6% are aged 22-23, and only 0.7% are 24 and above.

English grade B level JMPs are subdivided into grade eights. There are A1, A2, B3, B4, C5, C6, D7 and E8. The result showed that 23.4% scored C5 in English class To the RP level; B3 scored 20.6%; 18.7% scored B4; C6 scored 12.2%; 11.5% scored A2; A1 scored 9.6%; 3.8% scored D7 and 2% students scored E8.

It was found that 42.8% of student parents' monthly income was below RM1000; 29.9% was 1000 RM2500; 12.4% was between RM2501 - RM4000; It was 8.9% between RM4001-RM5500 and only 6% above RM5500.

We found that 11.2% of student fathers had a high level of education in elementary school, 61% - at the secondary level (STPM, RP and PSA holder); while 27.8% was at the tertiary level (diploma, degree and above and other certificates)

Tertiary education of mothers 12% at the primary level; 68.7% at the average level (STTM, RP and PSA holder); and 19.3% was at the tertiary level (diploma, degree and above and other certificates)

Pearson Correlation Coefficient: Testing Hypotheses

There are five hypotheses that have been tested:

H1: there is a relationship between the performance of demographic variables and students H2: there is a relationship between active learning and student achievement

H3: There is a relationship between student attendance and student achievement.

H4: There is a relationship between participation in extracurricular activities and student achievement.

H5: there is a relationship between course assessment and student work

As in the relationship between the independent variables, based on the Pearson correlation, the correlation values ​​between the independent variables in our study of at least 0.7 indicates that the correlations between the independent variables are not too high. Active learning and student attendance were significant at the 0.01 level and 0.05 level, respectively.

This study is being conducted to identify factors that affect student performance at the diploma level in Whitm sneakers. The researchers found that there are five factors affecting student performance, demographics, student attendance, active learning, participation in extracurricular activities, and course evaluation. The relationship of the independent variables with the dependent variable was also examined. The CGPA is used as a measure of student performance. Of all the factors, four factors appear to be positively associated with CGPA students, which are demographics, student attendance, active learning, and participation in extracurricular activities, whereas scores showed a negative association. The results of the study have been summarized and discussed in the following paragraphs.

The results suggest that demographic variables are positively correlated with CGPA; it's 0.094. This means that those students whose parents have a college education and a high income have a larger CGPA. This conclusion is supported by Checchi (2000) in their study of university education in Italy. Checchi concluded that wealthier parents invest more in their children's education. Agus and Makhbul (2002) found that students from high-income families perform better in academic assessment (CGPAU) compared to those who come from low-income families.

The results show that students who are actively involved in learning experience a positive correlation with CGPA; which is 0.139, significant at the 0.01 level. This means that students who are actively involved in the learning process have a greater CGPA. This conclusion is also supported by a number of researchers such as Felder and Brent (2003), Wilkie (2002), Wilke (2002), Laws et. al. (1999), Hake (1998) and Bonwell & Eison (1991).

The researchers found that students who attended classes regularly received more CGPAU compared to those who were absent from class. It is proven by attendance results that the student has a positive relationship with the CGPA; it is 0.108, significant at the 0.05 level. Previous studies of machine tool (2006), Roger (2001), marburger (2001), Romer (1993), Darden and Ellis (1995) also concluded with the same finding.

The researchers found that students who actively participate in extracurricular activities received greater PAKU. This has been proven as a result of participation in extracurricular activities has a positive relationship with CGPA; which is 0.07. While the ratio of participation in extracurricular activities to academic achievement was not found to be statistically significant, there is strong evidence showing a positive association between the two variables; as in previous studies by Galiher (2006), Kimiko (2005), Lauren Sparks (2004), Marsh & Kleitman, (2002).

The researchers found that grades certainly had a negative relationship with CGPA students; this is -0.027. This result is contradicted by previous researchers such as Hanna (1993), Blair (2000) and Rum, Sparzo, & Bennett (1986), Dempster (1991) and Cotton (2001). This means that our survey respondents believe that frequent assessment does not help them improve their CGPA, more frequent assessment of the CGPA course lowers students.

Based on the findings and discussion of this study, the researchers made several recommendations in order to overcome the limitations and achieve better results for further research. These guidelines will also be helpful to administrators and educators. This study was done on the basis of students from Whitm Kedah only. Generalizing the results to other universities should be considered with some caution. For future research, the researchers suggest that research should cover all uitm students to better generalize the factors influencing student achievement. Research in general Whitm or universities of other Malaysians can also consider other factors such as student effort and personality.

The researchers suggest that "factual checks" should be carried out so that the conclusion is not only based on the students' perceptions, but also on the real situation. For example, to see the relationship between student attendance and performance, a researcher must select a sample size of students who attended school and students with the most absence and compare their CGPA. The same observation can be made as well from other factors.

This study provides information on student participation in extracurricular activities and whether it benefits or hinders student achievement. Further research can be carried out on various extra-curricular activities such as homogeneous bodies, sports, arts and drama, since each activity can have a different impact on student achievement. Active learning, student attendance, and participation in extracurricular activities were found to have a positive effect on academic achievement, so the researchers suggest several actions by teachers and administrators to help improve students' CGPA. Teachers are advised to improve their teaching method and encourage students to actively participate in the classroom, so that learning will be more effective. Students with a high rate of absenteeism should be screened and the necessary action taken against them to prevent any problems that would be detrimental to their PAC. Teachers and administrators should constantly remind students that extracurricular activities will indirectly contribute to their academic performance, for example, through the development of a healthy mind in a healthy body, developing a set of moral and moral values, developing social competence and high attendance.

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Full text of the publication (eng.). pdf format

Non-state educational institution

higher vocational education

"Moscow Institute of Modern Academic Education"

Federal Institute advanced training and retraining

Faculty of Additional Professional Education

Test

by discipline:« The main factors

influencing the success of schooling"

(answers on questions)

Completed:

Student of the Faculty of DPO

Nesterova Anna Alexandrovna

Moscow, 2016

Control work on discipline

« MAIN FACTORS AFFECTING SCHOOL SUCCESS»

Factors affecting school performance: neuropsychological factor.

Factors affecting school performance: psychological and pedagogical factor.

Factors affecting school performance: psychological factors.

The ratio of training and mental development (three groups for solving this issue; their opinion).

Mental development and success of educational activity.

Temperament and its influence on the success of educational activities.

Methods for identifying and psychological correction of learning difficulties.

Psychoprophylaxis of school failure.

Areas of work with children of different school age to prevent learning difficulties.

Characteristics of the development of the cognitive sphere of children lagging behind in learning.

Psychological reasons general retardation in learning. Deficiencies in the development of the cognitive sphere.

Psychological reasons for the general lag in learning. Peculiarities of the motivational sphere in schoolchildren lagging behind in learning.

Based on the neuropsychological approach, the following prerequisites for school failure can be identified:

1 - the requirements for the student may not coincide in time with the stage of normal anatomical and functional development of the brain, ahead of his age readiness to perform the tasks assigned to the child;

2nd second probable cause- lag or deviation in the anatomical development of individual brain structures;

Thirdly, even with normal morphological maturation, the corresponding level of functioning may not develop.

Fourth, the reason for the difficulties may be that in the process of development of the brain functional organs, the necessary connections have not been worked out - interactions, both between various structures of the brain, and between mental processes.

Description of the main factors underlying mental activity especially significant for its formation in childhood. The factors described here are far from exhausting all the components of mental processes. At the same time, these factors are the main ones, since, on the basis of an assessment of their condition, it is possible to carry out diagnostics of cognitive processes. In the cognitive sphere of a child, it is advisable to consider various processes on the basis of their common components. Isolation of such psychological functions as perception, memory, speech, attention. Thought and movement are not excluded. These processes have a complex internal structure. Their dynamics of development and, most importantly, are interconnected in the common links that unite them. To understand the logic of child development and possible learning difficulties. More effective is the diagnosis of not individual mental processes, but those cross-cutting components that create the basis for their friendly development. Identification of an insufficiently formed factor as a weak link makes it possible to determine the “target” of psychological and pedagogical correctional assistance with learning difficulties.

The results of the study of literature and Internet sources in this area showed the significance of the influence of psychological, personal factors on the student's progress against the background of a much weaker influence of other factors. Ensuring continuity will be a significant help in organizing a normal educational process. Between school and preschool periods of a child's education. Taking into account the peculiarities of the psyche, educational difficulties and mistakes of children in their causal relationship; general orientation class work to eliminate educational errors, group - to overcome educational difficulties, individual - to neutralize negative actions caused by the peculiarities of the psyche of individual children.

Achievement is a multifaceted phenomenon of school reality, requiring versatile approaches in its study.

I have identified the following reasons for the school performance of younger students: readiness for learning, which is expressed in three different aspects.

Differentiatedperception;

Analytical thinking;

Rational approach to reality;

Logical memorization;

For a child to study well, it is necessary:

lack of significant mental deficiencies;

a sufficient cultural level of the family, or at least the desire to achieve such a level;

material opportunities to satisfy the most important spiritual needs person;

skill of teachers working with the child at school.

Readiness for school education means the achievement of a certain level of development of cognitive abilities, personal qualities, socially significant needs, interests, motives.

Psychological readiness for school is formed throughout the entire preschool life of the child, and not only in the last preschool, or pre-school, year. The school maturity of a child is a natural and inevitable result of a full-fledged living by him of the preschool period of development. This means, first of all, that the child must spend as much time in the preschool period of development as nature allots him for this, in order to ensure his anatomical, physiological and psychological maturation, so that he is ready to move to another, higher level of his development.

This means that the child has psychologically moved into a new age period of his development - primary school age. The following indicators testify to the presence of the internal position of the student:

the child has a positive attitude towards entering school or staying in it, does not think of himself outside of school or in isolation from it, understands the need for learning;

shows a special interest in the new, proper school content of the classes: he prefers writing and counting lessons to classes of the “preschool” type (drawing, singing, physical education), has a meaningful idea of ​​preparing for school;

the child refuses the organization of activity and behavior characteristic of preschool childhood. Prefers classroom learning to learning at home, is positive about socially accepted norms of behavior, prefers traditional assessment educational achievements(mark) other types of encouragement, characteristic of direct-personal relationships (sweets, gifts);

A theoretical analysis of the scientific psychological and pedagogical literature on the research problem showed. That the problem of the relationship between the mental development of a person and his upbringing and education is one of the central ones in educational psychology and at different stages historical development it was solved in different ways, due to a change in methodological attitudes, a different understanding of the essence of the concepts of mental development, training and education, and a rethinking of the role of the latter in this development.

There are at least three main approaches to solving this problem:

1-there is no connection between learning and development;

2-learning and development are identical processes;

3-There is a close relationship between learning and development.

These theories, in some modification, exist at the present time, having a corresponding factual justification, both experimental and practical.

The solution to the problem of the relationship between learning and development is closely related to the concept of the zone of proximal development, the author of which is L. S. Vygotsky. The zone of proximal development is the discrepancy between the level of actual development and the level of potential development (which the child can achieve by solving problems under the guidance of an adult and in cooperation with peers). At the same time, the level of actual development is determined by the degree of difficulty of tasks solved by the child independently, and the level of potential development is determined by the degree of difficulty of tasks solved by the child under the guidance of an adult and in cooperation with peers.

An analysis of modern studies of the zone of proximal development allows us to conclude that training is called developing only if it develops the zone of proximal development itself, that is, the zone of proximal development becomes deeper and wider as a result of training.

Although the concept of “mental development” is very widely used in the literature, there is still no unambiguous definition of it. We consider mental development as a complex dynamic system of quantitative and qualitative changes that occur in the mental activity of a person in connection with his age and the enrichment of life experience (in accordance with the socio-historical conditions in which he lives, and individual characteristics his thinking). The main components of mental development are the knowledge acquired by a person and the general mental abilities to acquire them.

Mental development is closely related to the acquisition of knowledge, since mental activity, its creative nature is due to the richness of the content of the mind, however, the level of mental development cannot be unambiguously determined by the amount of acquired knowledge. Of great importance is the manifestation by students of cognitive activity in learning, the processing in the minds of acquired knowledge, the transformation of knowledge into convictions, and the mastery of the ability to creatively apply them in practice.

The quality of educational activity of schoolchildren is judged by their performance. Progress reflects the level of students' mastery of the program material, the ability to operate with acquired knowledge, that is, the formation of the first component of mental development - the fund of effective knowledge. But when solving the problem of low academic performance at school, it is very important to take into account not only what the student knows and can do, but also what is the root cause of the unformed fund of effective knowledge, whether it lies in the insufficient development of regulatory mechanisms or in the discrepancy between the requirements set by the school for the level of development of general mental abilities of the student.

Mental development and intelligence are two qualities that reflect a person's ability to mental activity. Mental development is characterized by a set of knowledge, skills and a set of mental actions that have been formed in the process of acquiring this knowledge - this is accepted in the classical general psychology understanding of mental development. In essence, mental development is a characteristic of the ways, forms and content of human thinking. Mental development - important concept not only for psychology, but also for pedagogy.

One of the components of the student's personality, which determines academic performance, is temperament -congenital set of psychophysiological features associated with the excitability of the central nervous system. Temperament is the speed and strength of the processes of excitation and inhibition in the cerebral cortex. It determines not only emotionality and sensitivity, but also the style of activity, the way of response and behavior.

Temperament, unlike character, is an innate characteristic and only slightly amenable to change during life. Character is brought up in childhood and can change in the process of self-education in adulthood. He, as a rule, compensates for the negative aspects of temperament.

For example, the slowness inherent in phlegmatic people is often compensated by such a character trait as perseverance, which helps such children stay in the classroom and do the task, even if other, more nimble students are already frolic at recess.

Temperament is revealed very soon after the birth of the baby, during the first year of his life. And although there are no pure types of temperament (most often mixed types are observed), nevertheless one of them prevails.

The modern requirements of society for the preparation of the younger generation can be implemented with a differentiated approach to the goals, content and timing of mastering the educational standard. The most important principle in choosing the timing, content and objectives of training is the principle.

Psychograms and psychodiagnostic tables as possible ways to determine the psychological causes of learning difficulties. The psychogram is a graphical way to identify specific causes of learning difficulties.

Psychodiagnostic tables and the basic principles of their construction. Psychological and pedagogical typology of difficulties, pedagogical symptoms, psychological causes of a particular type of difficulties, tasks and methods for diagnosis and correction - sections of the psychodiagnostic table. Stages of work using psychodiagnostic tables: search for a specific type of difficulty in the section "Pedagogical symptoms"; establishing a specific psychological cause by excluding unverified hypotheses based on the results of recommended psychodiagnostic tasks; psychocorrection using similar and other tasks.

The effectiveness of the use of psychodiagnostic tables in pedagogical practice. Results of approbation of psychodiagnostic tables containing a list of difficulties and their possible psychological causes in teaching Russian language, reading and mathematics to younger schoolchildren in special psychological and pedagogical research.

Psychological tasks for psycho-correction of shortcomings in the development of the cognitive sphere of students. Solving psychodiagnostic problems to determine the psychological causes of various kinds of learning difficulties.

Performing an independent psychodiagnostic study to identify the psychological causes of learning difficulties in schoolchildren of any age and for any subject and development of ways of psychocorrection.

The main directions of psychoprophylaxis of school failure. The role of activating the mental activity of schoolchildren in the classroom, psychological and pedagogical study of students in order to timely detect and eliminate the causes of learning difficulties, organize development groups in preventing school failure.
Leaving for the second year as an ineffective way to overcome school failure. Three cases where this can be useful (a young schoolboy, large gaps in knowledge due to illness, poor living conditions, but which have now improved).
Improving the education system as the main way to prevent school failure. Individual approach to underachieving students.

The development of cognitive processes of students to prevent a number of learning difficulties. Lessons psychological development How effective method prevention and psychocorrection of school difficulties.

Important areas of activity of a teacher-psychologist in relation to children with mental retardation are:

1. Implementation of a system of corrective and developmental measures.

2. Implementation of a complex of supportive, advisory and educational events for teachers and parents of children.

To prevent problems in learning, it is necessary to develop the cognitive sphere in children, which is one of the basic characteristics in school. The main attention of the psychologist should be given to the purposeful formation of this area, especially in children with mental retardation, to providing a full-fledged psychological basis for the development of thinking and speech.

Any correctional and developmental program is built on a diagnostic basis. Diagnostics determines the relative level of development of the child, his potential, reveals the change in levels and those neoplasms that occur in him. The purpose of psychological diagnostics is to identify the features and level of the actual development of children, reflecting the features of the formation of the basic components of mental activity, in order to determine the ways of developing and corrective work.

Mental retardation (MPD) is one of the mostcommon causes of school failure today around the world. The diagnosis of "mental retardation" is made when, with intact intelligence, the child has some mental functions (attention, thinking, memory, emotions, will) lag behind the psychological norms for his age. A decrease in attention and working capacity is typical for all children with mental retardation, but a decrease in the stability of attention is of a different nature. The maximum tension of attention in some children is manifested at the beginning of the task, and as the work is done, it gradually decreases, in other children only after some activity is completed, concentration of attention begins. In another group of children, periodicity in the concentration of attention is manifested.

It is believed that impaired attention is associated with dysfunction of vegetovascular regulation and leads to impaired intellectual performance. At the heart of the cerebral asthenia syndrome, it is expressed in: increased fatigue; in process of fatigue - increase in mental or impulsiveness, or slowness; deterioration in concentration, manifested in unmotivated mood disorders, tearfulness, moodiness, lethargy, drowsiness or motor disinhibition and talkativeness. Violation of attention leads to deterioration of handwriting; hypersensitivity to noise, stuffiness, bright light, leads to headaches.

Among all the psychological characteristics of children with mental retardation, memory occupies a special place. Numerous psychological-pedagogical and clinical studies have shown that the insufficient formation of memory processes is often the main cause of difficulties in schooling.

In children with mental retardation, a slight decrease in both long-term and short-term memory, as well as voluntary and involuntary memorization, was revealed. Their involuntary memorization turned out to be less productive both in comparison with younger normally developing schoolchildren and with preschoolers from senior group kindergarten. Significant defects were also revealed in the development of involuntary memory and arbitrary memory. The decrease in the indicators of their arbitrary memory is the main reason for the failure of students with mental retardation. It is quite difficult for children to keep in mind the content of texts, tables and diagrams, tasks, they tend to fluctuate memory productivity depending on a number of different reasons. The visual memory of the ZPR is often better than the auditory one, therefore the illustrated material is absorbed by the younger schoolchild better than the verbal one. The state of short-term memory in children with mental retardation has been studied in the most detail (T.V. Egorova).

In children with mental retardation, short-term memory simultaneously has similarities with the memory of both mentally retarded children and normally developing peers. Among the indicators associated with short-term memorization, according to which such children are close to students with normal development, are the characteristics of involuntary memory, the rate of increase in productivity during memorization, and the rate of age-related development of information assimilation. There is also a similarity in the level of selective memorization, a little in the nature of the influence of various interferences and some neurodynamic characteristics.

The process of thinking is an activity associated with the solution of a particular task or problem. Thinking in children with mental retardation is preserved more than in children with mental retardation, they have a better ability to abstract, generalize, accept help, and transfer skills to other situations. Everyone influences the development of thinking mental processes: the level of attention development, the level of development of perception and ideas about the surrounding world, the level of speech development, the level of formation of voluntary mechanisms, etc. There are many distinctive characteristics of the activity of thinking of younger students with mental retardation. Among these: lack of motivation, decreased cognitive activity, the desire to avoid intellectual stress and even refuse to perform complex mental tasks. In children with a delay, a slow rate of speech development is noted and speech disorders are more common.

The development of creative imagination in visual activity in children with mental retardation is less studied than other cognitive processes. But imagination is very important because it is at the heart of creative activity. Imagination and fantasy manifest and develop most intensively at the age of 5-15 years. In children with mental retardation, the imagination abilities are reduced, therefore they have a less developed ability to fantasize, if this is not corrected, then in the future the child will experience a rapid decrease in the activity of this function, the person subsequently becomes impoverished, the possibilities of creative thinking, science and art are reduced .

The psychological reasons for the general lag in learning, according to psychologists, are:

Deficiencies in the development of cognitive activity;

Deficiencies in the development of perception (inability to subordinate perception to the task, fragmentation, weak differentiation, lack of planning, low level of comprehension of the perceived) and difficulties that arise in the educational activities of schoolchildren;

Unformed attention processes (small volume, instability, difficulty switching, inability to distribute attention, inability to concentrate for a long time). Low level development of memory of low-performing schoolchildren (small volume, weak holding ability).

Superficial semantic processing of the material and insufficiency of volitional efforts during memorization.

Deficiencies in the development of the main mental operations(analysis and synthesis) and mental actions of schoolchildren (instability, inertia, inability to establish patterns, highlight the essential, insufficient generalization).

Deficiencies in the formation of psychomotor processes in schoolchildren.

Unformed visual-motor coordination, weak differentiation of muscle sensations, underdevelopment of micromotor skills and their specific manifestations in educational work.

Difficulties in learning associated with the lack of formation of spatial representations in schoolchildren.

Deficiencies in the development of self-regulation and self-control processes and their specific manifestations in educational activities.

Difficulties in learning as a result of insufficient development of voluntary behavior control (lack of discipline).

The lack of formation of methods of educational activity as one of the reasons for the general lag in learning.

Psychological characteristics of underachieving schoolchildren

All underachieving schoolchildren are characterized, first of all, by weak self-organization in the process of learning: the lack of formed methods and techniques of educational work, the presence of a stable wrong approach to learning.

Failing students do not know how to learn. They are unwilling or unable to logically process the topic being digested. These schoolchildren do not work systematically in the classroom and at home, and if they are faced with the need to prepare a lesson, they either do it hastily, without analyzing the educational material, or resort to reading it repeatedly in order to memorize it, without delving into the essence of what is being memorized. These students do not work on the systematization of acquired knowledge, do not establish connections between new material and the old. As a result, the knowledge of underachievers is unsystematic, fragmented.

Low self-organization of underachieving schoolchildren is also manifested in a low level of mastery of such mental functions as memory, perception, imagination, as well as in the inability to organize their attention, as a rule, underachieving schoolchildren are inattentive in the classroom. Perceiving educational material, they do not seek to recreate it in the form of images, pictures.

Mass-school teachers are well aware that children who do not master the school curriculum have negative character traits and behavioral disorders. A comprehensive study of the characteristics of the mental development of underachieving schoolchildren - diagnostic psychological experiment, a detailed biographical study, observation of behavior in the classroom and in extracurricular activities, conversations with parents and teachers - made it possible to identify a number of conditions that contribute to the formation of distortions in the development of the personality of children.

The first and most important factor in the development negative traits character is the unwillingness to learn, the aversion of the underachieving child to any kind of educational work. Persistent difficulties in mastering the material, a constant feeling of failure naturally lead to the fact that such children avoid the very process of preparing lessons, tearing notebooks, hiding textbooks, crying in response to school requirements. They begin to skip classes, lie at home, deceive, say that “nothing is set”, and at school - that “I forgot my books at home”, etc. In these actions, emotional distortion begins to be seen, the beginnings of negative character traits already in the first six months, during the first year of study.Such features of behavior are formed very quickly and by the second half of the year such children are very noticeable in the public school.

The reasons for the failure of a child in school can be very diverse. And it is not necessary to assume that the main reason is the "abnormality" of the child or his lack of diligence. Sometimes the reasons for failure may be due to the behavior of others, and not the child himself or a certain situation. In any case, the issue of poor progress must be approached individually and solved not by pressure, but by a careful study of the causes and their elimination.

One of the main reasons for the failure of younger students is the lack of readiness for learning, which is expressed in three different aspects.

The first aspect: personal readiness. It is expressed in the child's attitude to school, to educational activities. The child must have developed motivation and good emotional stability.

The second aspect: the intellectual readiness of the child for school. He suggests:

Differentiated perception;

Analytical thinking;

Rational approach to reality;

Logical memorization;

Interest in knowledge, in the process of obtaining it through additional efforts;

Mastering by ear colloquial speech and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

And third: socio-psychological readiness for schooling. This aspect includes:

The development in children of the need to communicate with others;

The ability to obey the interests and customs of the children's group;

Ability to play the role of a student.

There are also "external" reasons, "teacher's problems": the style of relations with children and parents, the content of education and teaching methods, the personality of the teacher, etc.

Children with various kinds of mental retardation also have learning difficulties. They are characterized by emotional immaturity, extremely low intellectual performance, increased fatigue, and nervous exhaustion. The principle of the school is to educate each of our students within the framework of the program available to him. We create a rehabilitation educational space for children with physical, intellectual or mental disabilities. Since the opening of the school and to this day, the school has classes of correctional and developmental education, where children also receive education that meets state standards.

Psychological correction in case of poor progress involves the impact on the individual mechanism of acquiring knowledge in a given child, that is, on the development of his cognitive abilities in general, and not on the assimilation of a separate discipline.

Thus, the psychological characteristics of underachieving schoolchildren consist in weak self-organization in the learning process: the lack of formed methods and techniques of educational work, the presence of a stable wrong approach to learning.

Ways to eliminate school failure

Modern didactics offers the following as the main ways to overcome academic failure:

1. Pedagogical prevention - the search for optimal pedagogical systems, including the use of active methods and forms of learning, new pedagogical technologies, problem-based and programmed learning, informatization of pedagogical activity. Yu. Babansky proposed the concept of optimizing the educational process for such prevention.

2. Pedagogical diagnostics- systematic monitoring and evaluation of learning outcomes, timely identification of gaps. To do this, the teacher's conversations with students, parents, monitoring a difficult student with fixing data in the teacher's diary, conducting tests, analyzing the results, summarizing them in the form of tables according to the types of mistakes made are used. Yu. Babansky proposed a pedagogical council - a council of teachers for analyzing and solving the didactic problems of lagging students.

3. Pedagogical therapy - measures to eliminate backlogs in learning. In the domestic school, these are additional classes. In the West - alignment groups. The advantages of the latter are that classes are conducted based on the results of serious diagnostics, with the selection of group and individual teaching aids.

4. Educational impact. Since failures in learning are most often associated with poor education, an individual planned educational work which includes work with the student's family.

One of the directions of psychological correction in case of violations of educational activity is the stimulation and support of a variety of cognitive activity of the child, positive emotional reinforcement of its various manifestations, and the creation of conditions for its development.

One of the main tasks of psychological correction is to restore the child's desire to learn. A person has an innate need to "extract meaning from the world around us and do it under arbitrary control."

When working out ways to improve the educational process, as a rule, we have in mind the creation of especially favorable conditions for underachieving schoolchildren. Separate measures are also being developed for all students; they serve to improve the general conditions of education and upbringing of students at school. This includes proposals for improving accounting and control, recommendations on how to intensify the cognitive activity of students and their independence, strengthen the creative elements in it, and stimulate the development of interests. The ways of re-educating relations proposed in some pedagogical and psychological works seem to be fruitful: to put before the student such tasks that are accessible to him so that he can achieve success. From success, even the smallest one, a bridge can be built to a positive attitude towards learning. For this purpose, they use gaming and practical activities, involve underachieving high school students in classes with lagging junior high school students. In this case pedagogical activity forced the students to understand the value of knowledge, to be critical of their studies at school.

Thus, having considered the theoretical aspects of school failure, its causes and ways to eliminate them, we can conclude that:

1. Underachievement is like a discrepancy between the training of students with the mandatory requirements of the school in mastering knowledge, developing skills and abilities, shaping the experience of creative activity and education of cognitive relations.

2. Underachieving students, as a rule, have gaps in factual knowledge and special skills for this subject, which do not allow characterizing the essential elements of the concepts, laws, theories being studied, as well as carrying out the necessary practical actions. The presence of gaps in the skills of educational and cognitive activity, reducing the pace of work so much that the student cannot master the necessary amount of knowledge, skills and abilities in the allotted time. An unsuccessful student has an insufficient level of development and upbringing of personal qualities that do not allow the student to show independence, perseverance, organization and other qualities necessary for successful learning.

3. Overcoming underachievement is carried out on the basis of studying students, analyzing their activities and developing a typology of underachieving students. The main place in the psychological and pedagogical literature devoted to overcoming poor progress is occupied by the analysis and classification of its causes. To overcome poor progress, individual tasks are used, separation learning objectives into separate stages (steps), special survey conditions, additional classes.