STUDENTS ' PROGRESS FROM THEIR DEPENDENCE OF CHARACTERISTIC FEATURES

N.S. Zhubanazarova,

The candidate of psychological Sciences, associate professor

Elnura Adilova, Senior Lecturer

Aigul Liasova, Senior Lecturer

Auken Zheniskul, Togzhan Mombek

3 kurs student

Kazakh National University named after al-Farabi,

Kazakhstan, Almaty

Finding ways to improve student learning is an urgent problem of our time. One of those ways is the adaptation of teaching methods and ways of learning to personal characteristics of students. It was found that successful students are very involved in working capacity , they are inherent in self-confidence and perseverance in achieving goals, as well as autonomy. The objective of this study was to determine the influence of personal characteristics of students and their ability to focus on student achievement. For this purpose, have been studied the psychological characteristics of students with varying academic performance, comparing their ability to focus and voltage dependence was determined by the ability to focus on personal characteristics.

ORGANIZATION AND METHODS OF EXAMINATION

The experiment involved 112 students of IV year medical school (52 men and 60 women) aged 20 to 25 years. Trained were divided into two groups. The first group included achievers as "good" and "excellent", the second - the "satisfactory". The training was evaluated on the current progress and results of the examination session. The study of psychological characteristics was performed using multi-personality questionnaire (MMPI). Responses were analyzed from 10 sampling scales: emotional stress, anxiety, depression, hypochondria, hysteria, neuroticism, psychasthenia, efficiency, leadership, self-centeredness - and the four estimates. Last used to determine the reliability of the information. Also used the MMPI anamnestic questionnaire "NHT" . This test gives information in addition to the personal psychological characteristics of the plan and information about the strength of nervous processes, their mobility and the degree of I and II signaling systems. To assess the degree of concentration using a modified corrective table with Landoltrings . Rings with eight directions of discontinuities, were placed in 24 rows of 24 rings each. The subject was given two sheets of proofreading table and asked to cross out the first sheet in the table, all the rings with one break and the second - two rings with two lines of discontinuity. According to VD Brain , when searching for a ring with a certain gap surveyed in memory remain a benchmark, so we can assume that this job brings sustained attention. When deletion of a table of two rings with different gaps can be judged on the extent of distribution of attention. The processing of each table was given 5 minutes, so when evaluating the results of samples taken into account only the absolute number of errors. In a normal distribution were compared members of the series reliability of the differences was assessed by Student's t. In the case of abnormal distribution of the used non-parametric Wilcoxon method. The connection between the phenomena studied was determined using Pearson's correlation coefficient “r”.

From these data suggest that training in the "good" and "excellent" contribute to the high motivation of the individual, the desire to be a leader in the team, as well as considerable demands on himself and other people. In addition, the achievers 'good' men increased strength of the excitation process, while women are well-developed second signaling system. In contrast, the lack of success of training hinder demanding of themselves and other people, the low level of claims, as well as increased emotional stress, hypochondria, hysteria, neuroticism, depression, psychasthenia, and lack of development of the second signal system. It seems that the lack of motivation, lack of desire to distinguish good and excellent results in studies of insecurity in their abilities and limitation of autonomy, which in turn leads to poor performance. Reduced ability to engage, fatigue lagging students, apparently, leads to their asthenia, ie ultimately to the development of neurotic disorders. Expressed astenonevroticheskih manifestation of such students can be one of the reasons for the decline in ability to concentrate virtually vnimaniya. Poluchennye data can be used at the beginning of the school year to select students who require an individual approach to learning. Apparently, these students need to develop a psychologically based system of incentives stimulate the learning activities, providing the desire of students to study hard and deeply learn the basics of their chosen profession.

List of references

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