Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning

Chukwuedo, Samson Onyeluka; Mbagwu, Felicia; Ogbuanya, Theresa Chinyere

doi:10.1016/j.lmot.2021.101729

Cited by 22 publications

(46 citation statements)

References 52 publications

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“…The most common among them are self-development (32%), improvement of professionalism (27%), and quality of education (21%), while only 8% of students noted university as a rationale. To some degree, this is in line with an experiment conducted among university students in Nigeria, according to which the desire for lifelong learning is explained by motivation, persistence, self-regulation, and curiosity (Chukwuedo et al, 2021). Nevertheless, the main difference is that in the study of Chukwuedo et al (2021), graduate students and adult learners were motivated by future academic success, while this research implied that no methods of influence on the opinion of respondents were used.…”

Section: Discussionsupporting

confidence: 76%

“…To some degree, this is in line with an experiment conducted among university students in Nigeria, according to which the desire for lifelong learning is explained by motivation, persistence, self-regulation, and curiosity (Chukwuedo et al, 2021). Nevertheless, the main difference is that in the study of Chukwuedo et al (2021), graduate students and adult learners were motivated by future academic success, while this research implied that no methods of influence on the opinion of respondents were used. Students' motivation for lifelong learning is often associated with achievement as one of the learning objectives (Yilmaz & Kaygin, 2018).…”

Section: Discussionsupporting

confidence: 76%

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Professional development of teachers in the context of the lifelong learning model: The role of modern technologies

Абдалина

Bulatova

Gosteva

et al. 2022

WJET

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The relevance of this research is due to the need to study the possibilities of lifelong learning in modern educational settings. Its central aim was to consider the influence of modern technologies on the level of professionalism of teachers in the process of lifelong learning. For this, a specially developed model aimed at increasing student motivation was introduced, and corresponding pre- and post-surveys were conducted. The results of the experiment showed an increase in the demand for lifelong learning in the modern learning environment and the active use of modern technologies. In the meantime, the outcomes of the repeated survey demonstrated the expansion of the list of motivation factors. Prospects for further research are seen in the possibility of applying the results obtained when analyzing the features of lifelong learning in other countries in the context of the modern education system in a comparative aspect. Apart from this, future studies use the achieved findings to scrutinize the influence of pedagogical innovations on lifelong learning effectiveness. Keywords: Education system, lifelong learning, modern technologies, pedagogical innovation,; professionalism.

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Section: Discussionsupporting

confidence: 76%

Section: Discussionsupporting

confidence: 76%

Professional development of teachers in the context of the lifelong learning model: The role of modern technologies

Абдалина

Bulatova

Gosteva

et al. 2022

WJET

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“…However, in the data comparison of hands-on practical scores and efficiency of enterprise 2 Scientific Programming rotations, vocational education students performed more superiorly. To equalize the differences in learning and cognitive abilities of vocational education students, some scholars have developed vocational education student development systems that aim to balance learning ability differences through skill acquisition for student ability prediction in employment rates [23,24]. ere are also researchers who have developed studies from students' family backgrounds, which provide great value for vocational education development based on students' family social status, family financial resources, family education, and family cohesion [25].…”

Section: Related Workmentioning

confidence: 99%

Big Data Analysis Model for Vocational Education Employment Rate Prediction

Wang¹

2022

Scientific Programming

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Vocational education is an important means to promote the development of the national manufacturing industry. To correctly grasp the relationship between vocational education and the labor market, we start with the quality of vocational education and employment rate and study the interconnection between them. To this end, we propose a vocational education employment rate prediction method based on a big data model and build a vocational education quality assessment and employment rate prediction system. We draw on the big data cross-learning model to improve the model hyperparameters by using generalized intersection sets on the joint loss function to compensate for the shortcomings of dense vocational education datasets. We use the GSA algorithm to enhance the local features of different vocational education quality assessment index data series. To scientifically assess the recognition of vocational education, we evaluate the vocational education assessment indexes at the student level and the parent level to verify the reliability of the experiment. The experimental results prove that our method performs best in the prediction accuracy of vocational education quality assessment indicators, and the prediction accuracy rate stays above 91%. In the prediction of vocational education employment rate, the difference between the predicted and actual values of our method is the smallest, and the difference stays within 1%. Compared with other big data models, our method has higher prediction accuracy and better robustness.

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“…Как и в отношении педагогической профессии, изучению способностей личности здесь уделяется меньшее внимание. Предметом исследований в непедагогических профессиях становятся мотивация достижения [23], духовные способности [24] студентов, сравнительное изучение мотивации профессиональной деятельности разных национальностей [25], влияние мотивации на развитие способности к самообучению [26] и успеваемость [27], зависимость последней от самооценки учебных достижений и возрастных особенностей учащихся [28]. Индивидный уровень функционирования способностей представителей непедагогических профессий также редко становится предметом исследования.…”

Section: обзор литературыunclassified

“…Общим для студентов колледжа и вуза является соотношение роли субъектных и личностных характеристик в психологической системе способностей. 26 Базовые компоненты -компоненты, имеющие в системе наибольший вес; они интегрируют вокруг себя функционирование всех остальных компонентов системы. 27 Харланова Ю. В. Профессиональное выгорание педагогов: выявление и профилактика // Психологическое сопровождение безопасности образовательной среды школы в условиях внедрения новых образовательных и профессиональных стандартов.…”

Section: материалы и методыunclassified

Development of the Psychological System of Pedagogical Abilities of Students – Future Primary School Teachers

Mazilov

Slepko

2021

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Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.

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Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning

Cited by 22 publications

References 52 publications

Professional development of teachers in the context of the lifelong learning model: The role of modern technologies

Professional development of teachers in the context of the lifelong learning model: The role of modern technologies

Big Data Analysis Model for Vocational Education Employment Rate Prediction

Development of the Psychological System of Pedagogical Abilities of Students – Future Primary School Teachers

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