The attitude of the student to study. Adolescence

The first group includes students who seek to master knowledge, methods independent work, acquire professional skills and skills, looking for ways to rationalization learning activities. Educational activities for them are the necessary way to good mastering the chosen profession. They study perfectly in all subjects of the training cycle. The interests of these students affect the wide range of knowledge, wider than provided by the program. They are active in all spheres of training activities. Students of this group themselves are actively looking for arguments, additional justifications are compared, compared, find the truth, actively exchange views with comrades, check the accuracy of their knowledge.

The second group includes students who seek to acquire knowledge in all spheres of training activities. For this group, the passion for many activities is characterized, but they quickly bother to deeply delve into the essence of certain 12 * objects and academic disciplines. That is why they are often limited to superficial knowledge. The main principle of their activities is best to do. They do not spend a lot of effort on specific things. As a rule, it is good to learn, but sometimes unsatisfactory estimates on subjects that are not interested in them.

The third group includes students who are expressing interest only to their profession. The acquisition of knowledge and their whole activities are limited to the narrow-professional framework. For this group, students are characterized by targeted, selective acquisition of knowledge, and only necessary (in their opinion) for future professional activities. They read a lot of additional literature, deeply study special literature, these students are well and perfectly learn from subjects associated with their specialty; At the same time, do not show proper interest in adjacent sciences and disciplines curriculum.

The fourth group includes students who learn well, but the curriculum includes selectively, they are only interested in those subjects that they like. They are unisemaatatically attend training sessions, often miss lectures, seminars and practical lessons, do not show interest in any types of educational activities and curriculum disciplines, as their professional interests are not yet formed.

The fifth group includes loans and lazy. In the university they came at the insistence of parents or "for the company" with a comrade, or in order not to go to work and not get into the army. To study are indifferent, constantly missing classes, have "tails", they help their comrades, and often they reach the diploma.

Among the excellent students you can distinguish only three subtypes: "versatile", "Professional", "Universal". The most common among excellers is the first subtype. This student is inquisitive, initiative, with a wide range. He studies not only the original sources recommended curriculumBut systematically reads literature on the excess of the program and on related disciplines. The motive of the activities of this category of excellent students, as a rule, is the irrepresenting desire for knowledge, they like the process of recognizing the new, unknown, solving complex tasks.

Excellent, focused on profession, focus their attention mainly on profiling subjects, mastering general educational items more superficially, although they are trying not to fall below "5". Allocate the "narrow" excellent student studying software material only in the volume of lectures, textbook and mandatory primary sources. As a rule, the last option includes students with average abilities, but with a strongly developed sense of debt, "obsessed". Such students are often very well aware of the importance of versatile knowledge for full professional activities, but they simply lack time to study something else over the program. Among the "narrow" excellent students sometimes such students can meet, the educational activities of which are stimulated by selfish interests (self-affirmation, career).

The category "Excellent-Universal" includes students combining positive sides "Diversified" and "Professional". Unfortunately, such students who are distinguished by tremendous hardworking and at the same time exclusively gifted, talented, with brilliant natural abilities (primarily with excellent memory enriched in school years), there is not so much.

Among the "good" two subtypes can be distinguished: 1) Students with good abilities, but not enough hard work. In most cases, they study unevenly, according to profiling subjects, they can be excellent ratings, while on general education sometimes even "three"; 2) Students with medium abilities, but with great hard work. As a rule, they learn exactly in all subjects. Representatives of this subtype diligently record all lectures, but often respond only by the abstracts, textbook or mandatory primary source.

Depending on the academic performance, several subtypes can be distinguished: 1), not adapted to the specific conditions of university studies. Practice shows that a well-thought-out system of work on adaptation of first-year students is still developing, this process proceeds by spontaneously, the course "Introduction to the specialty" passes the stage of formation; 2) not capable of perceiving the quality or logic of the presentation of the proposed material. Keys of assistance to such students in the hands of the Department and Teachers - Application scientific organization educational process, improving the quality of teaching, the implementation of an individual approach to learning, etc.; 3) allowed a mistake in choosing a profession, which makes you think about improving work on vocational guidance and selection of applicants to universities; 4) unscrupulous to study. As a rule, these are students who represent their future activities (and life) of easy and carefree, not requiring special knowledge and skills. Therefore, in the university, they were not configured to work, but on vacation and entertainment, seek to "come to the diploma" with the smallest voltage of the forces. They are irrationally use time, chatter, they are engaged only during the session, try to deceive the teacher during exams (cribs, etc.).

Taking for the starting point of analysis practical activitiesFour groups of qualities were chosen, which should most fully, according to V. T. Lisovsky, characterize student, namely orientation on:

1) study, science, profession;
2) social and political activities (active life position);
3) culture (high spirituality);
4) Collective (communication in the team).

Developed by V. T. Lisovsky The student typology looks like this:

1. "Harmonious". Chose my specialty consciously. It learns very well, actively participates in scientific and social work. Developed, cultural, sociable, deeply and seriously interested in literature and art, events of public life, is engaged in sports. Non-flaws, honest and decent. Enjoy authority in the team as a good and reliable comrade.

2. "Professional". Chose my specialty consciously. Learn, as a rule, well. In research work rarely participates, since it is focused on postgraduate practical activities. Takes part in public work, conscientiously fulfilling orders. As it is possible to engage in sports, it is interested in literature and art, the main thing for him is a good study. Non-flaws, honest and decent. Enjoying respect in the team.

3. "Academician". Chose my specialty consciously. He studies only on "excellent." Focusing in graduate school. Therefore, much time gives research work, sometimes to the detriment of other classes.

4. "Socialist". It is characterized by a pronounced tendency to social activity, which often prevails over other interests and sometimes adversely affects educational and scientific activity. However, I am sure that the profession was chosen right. Interested in literature and art, started in the field of leisure.

5. "Lover of Arts". Learns, as a rule, well, however scientific work Rarely participates, since his interests are directed mainly to the sphere of literature and art. He is characterized by a developed aesthetic taste, a wide range, deeply artistic erudition.

6. "diligent". Chose the specialty not entirely consciously, but learns in good faith, making maximum effort. And although it does not have developed abilities, but arrears, as a rule, does not have. Low-consumable in the team. Literature and art is wondering weakly, since it takes a lot of time studying, but loves to be in the movies, on pop concerts and discos. Physical education is engaged in the university program.

7. "Hellian". Learn "how it will happen", without applying special efforts. And even proud of it. His principle: "I will get a diploma and will not work worse than others." Choosing a profession, especially did not think. However, I am convinced that once did, the university must be finished. Trying to learn well, although it does not feel satisfaction.

8. "Frustrated". A person is usually capable, but the chosen specialty turned out to be unavailable. However, I am convinced that once did, the university must be finished. Trying to learn well, although it does not feel satisfaction. She strives to approve himself in various kinds of hobbies, art, sports.

9. "Lazy". Learn, as a rule, weakly, according to the principle of "smallest strength costs". But completely satisfied with himself. He does not think seriously about his professional recognition. In research and social work participation does not accept. In the team of the student group, it is treated as "ballast". Sometimes it strives to spell, use the crib, adapt. The circle of interest is mainly in the field of leisure.

10. "Creative." It is characterized by a creative approach to any case - be it studying or public work, or leisure disposal. But those classes where the perishability is needed, accuracy, performing discipline, it is not fascinated. Therefore, as a rule, it is studying unevenly, according to the principle "I am interested in" or "I am not interested in me." Engaged in research work, looking original independent decision Problems, not believable with the opinion of recognized authorities.

11. "Bohemny". As a rule, successfully studies on the so-called prestigious faculties, is humbled to students who study mass professions. She strives for leadership in the company of themselves, to the rest of the same students belongs to be dismissively. "About everything" is heard, although his knowledge is sharing. In the field of art, it is important mainly "fashionable" currents. Always "his opinion", different from the opinion of "mass". Frequenter cafe, fashion disco clubs.

If in the 80s. According to the results of the research conducted, most students attributed themselves to the types: "Professional", "Academician", "Lover of Art", i.e. To the types of students, mainly oriented to study, then in the 90s. The picture began to change: about 30% of the students surveyed attributed themselves to "middle peasants", about 15% - to "lazy". ("Lazy - my permanent condition"," They added.) Some - to the type of "Centriroviks", which determines the feature of which is the desire for the pleasures of life.

It is curious to bring the opinions of students regarding themselves and teachers: they allocate groups in their student environment:

1) Excellent- "bubbles" - those that constantly attend classes and through labor reach good results, they are very disciplined, they choose "Starost";

2) Excellent, "smart" - those that have a high intelligence, a strong school database and their questions can put some teachers in an awkward position. They consider: "What to go to each occupation, because we are so smart." Generally learn according to the principle of "only little by little";

3) "workers" - students who are constantly learn, but due to their mental abilities with success in schools do not shine;

4) "random" - contingent diverse: girls who want to become graduated wives, guys, "kosying from the army", hooligans, whom the parents "were laid in a university", if only they did something, etc.

And among modern teachers, students allocate the following groups:

1) teachers- "Eternal Students" - they understand students, see the personality in students, willingly discuss at different topics, possess high intelligence and professionalism;

2) teachers- "Former sailors" - trying to establish military discipline in the university; Under the word "discipline" these people understand the total unconditional acceptance of their point of view, they appreciate "slavery", and not intelligence and the ability to logically think, try to crush the person, "I" - theater by administrative measures;

3) A group of teachers who serve hours allow students to do everything, if only they did not interfere.

Human studs among teachers see "indifferent", "envious", "limited", "Lord-Barinov", "robots", etc., but notice those who "laid out in the work", "enjoys work with students -" Gourmet "," Friends ". In their opinion, the most common type of teacher at the Higher School -" Lecturer-Standard ":" knows the subject, lives with his work, difficult to communicate, stubborn, ambitious, not interesting or students. "

In other words, there is a problem of a student and there is no less important teacher's problem.

The teacher, as well as any person, lives in a certain coordinate system given by previous knowledge and often does not respond to what has been occurring. And the specific situation varies each time, over the same external manifestations are hiding different reasons. It is well known that the most conservative and most persistent in relation to the new time were and remaining people in pedagogical system. It is good: they retain the continuity of traditions and transmit knowledge and skills tested by time. On the other hand, it slows down and delays the process of adapting the younger generation to new conditions, especially during the period of quick social change. The changes occurring in society are unevenly reflected in the lives of people, their work, therefore the feasibility of restructuring and the opportunity to rebuild is realized in different ways. Each person solves this problem in its own way, specifically for himself. It is obvious from here that teachers like no other need information about those who are taught. Sometimes we hear how teachers say: "They do not want anything, they know nothing." It is not true, but not what, according to teachers, should want. They know, but not what they should, again, according to teachers, know.

"And what should be the perfect student?" - Modern teachers answer this question otherwise than in past years.

Fifteen years ago, building a socio-psychological portrait of the so-called ideal student (the term conditional, defining students, with whom most teachers would like to work), university teachers in the first place were predominantly qualified as disciplined, adjacent, responsibility, in the real portrait They noted an insufficient level of development in students of the desired qualities and the presence of such unwanted, as infantilism, social immaturity, educational passivity. One of the most characteristic features of the student of that time, teachers called his orientation to receive higher education.

Currently, the number of teachers, who were the most important student's quality called discipline, and gradually increased the number of those in the "ideal" student seeing primarily an independently thinking person.

This situation determines the time. Today, young people face tasks, which is missing in vital experience Parents. There are no them in the content of learning nor general education, nor higher school. The current young people should not just find out their own way out, but also learn the ability to solve new, modern tasks. At the same time, the old experience today can be just a hindrance, a barrier on the way of finding an original solution. And if earlier "discipline", as obedience and following the rooted samples, most contributed to success, now it is the independence and originality of thinking.

However, in practice, everything is not so harmonious. According to the statements of students, it is the independence of opinions and judgments, the originality of the assessments, no behavior is caused by a negative response of the teacher. "Freewinity is not allowed," is categorically approved in most student responses.

Particularly affect the descriptions of conflicts with teachers. They often appear such definitions like the hatred of the teacher, cruelty, revenge, humiliation of the dignity of the student.

In the research materials conducted in 1998/99 academic year, There are such statements of students: "The teachers are often responsible for students with some kind of neglect", "the greatest pleasure for some teachers is an exam. If you come to an elegant - humiliate if someone is dressed as a slaughter - take as a girlfriend" and t .P.

Materials issued by the Head Council of the State Committee on Public Education - "Public Opinion", "The image of the past and the future in the minds of students", "Students: Social Landmarks and Social Policy", convincingly show that 60% of teachers adhere to the purely authoritarian positions and are not interested in the opinion Students, not to mention to reckon with him. The university is still habitually uses forms and methods of authoritarian pedagogy, or, as it is also called, pedagogy Total demandingness, and in short - threats: if you do not pass if you do not learn, etc. In this sense, it can be stated that for real progressive changes in the highest school, the conditions are far from favorable.

And as a result, the well-being, health and students, and teachers are deteriorating: 45% of students suffer from those or other chronic diseases; Most young people quickly get tired, they need two times more time to rest than their parents 20-30 years ago, which means that they are less successfully mastering the program; 50% of teachers are experiencing negative emotions, dissatisfaction, uncertainty, suffer from neurosis, somatic diseases ...

Conducted Department of Pedagogy and Psychology of the Higher School of Moscow State University. M. V. Lomonosov Studies allow you to paint portraits of a teacher and student through each other's eyes, both perfect and real.

Students the ideal teacher called first of all the connoisseur of the subject and the relevant field of science, an honest, just man, a good psychologist who knows how to understand another person. At the same time, young students at first put exactly the ability to understand the student, while the undergraduates were most appreciated by competence. And it is natural: a difficult period of adaptation of freshmen to new conditions requires psychological support, which can only understand the teacher who understands and self-respecting student. In general, the aristocratism of professors, teachers, each employee of the university, from which the student depends to some extent, especially for the first-year students, is to ever prevent the attempt on sovereignty, the personal dignity of students. Enough to remember the atmosphere of old russian universities. "Hello, gentlemen students," the professor greeted the audience, thereby emphasizing their respect for them and their equality with them as personalities and future colleagues by profession.

Well, when the student is mastered and learned to solve his problems independently, it becomes less strict in the assessment personal qualities teacher and more demanding in relation to his scientific competence.

For the first time in recent decades, both parties - students and teachers - are united in views on the model of the ideal teacher and student, i.e. Desired partner B. educational process university. The model of the teacher, which students called "Super" and which teachers are unanimously taken: a wide horizon man, successful in a scientific search, independent of judgments and actions, good psychologist. Well, the model of an ideal student is even more laconic: a young man who has an interest in science and who knows how to think independently. So little and so hard things.

Reduced general cultural level, as always, first of all, reflected on the young. At the meetings of teachers, university teachers with pain stated the depletion of the intellectual reserve of current students, simplifying the schemes of thinking, the lack of development of the sphere of feelings, which largely displaces from the learning process, especially humanitarian education, not only understanding, but also knowledge. Our high school Traditionally differed high levels Theoretical thinking, a wide range of its graduates. Today, this tradition is lost with another greater speedMoreover ...

Do you contradict these two facts to each other? On the one hand, a reduction in the general cultural level of students, on the other - a high assessment in the model of a "wide horizon" teacher, "knowledge of not only subject"? No, do not contradict, but cause each other. It is precisely because the cognitive need for a normally developing personality was not supported and satisfied properly in the previous age period. Now it is manifested by more intense than before, the need to get something more from the teacher than the specific facts of the subject matter, the fact that we traditionally refer to the concept of "wide range".

By virtue of the inherent young social sensitivity, let them unconsciously catch that the student period may turn out to be the last chance of full intellectual development, which includes not only purely professional knowledge and skills, but also more important - general cultural, forming an understanding of the context of professional activities.

Chapter 11.

The attitude of the teenager to school.

In this final chapter, we will consider some of the features of the relationship of adolescents to education, which are grouped on the following four plots. The first of them concerns school assessment. Here we will be interested in not only the quality assessment of the obtained school EducationBut those aspects that are associated with a socio-psychological climate at school. The second is associated with the characteristic of the motivation of educational activities, where, along with the internal motivation ("Receiving knowledge", "Development of abilities", etc.) We will consider the importance of external motives ("Approval of the surrounding", "Teaching as compliance with the norm", etc.) Third The plot is devoted to targeted orientations that manifest themselves both in pragmatic requirements for school education and in special value installations relative to the preferences of the student model of the school graduate. And finally, the last plot is associated with the educational plans of respondents after graduating from school. It is of particular interest here to consideration of factors, both stimulating and blocking a teenager's desire to continue education. These four plots: assessment of the quality of education, the exercise motives, the goals of education, educational plans, and structure the main thematic content of this chapter.

Premuning the presentation of the main research results, we denote the two main analysis lines. One of them is associated with identifying the characteristics of the influence of gender, age and socio-stratification factors on the attitude of a teenager to study. Another focuses on the consideration of the survey materials in the logic of comparing the teenager's inclination to various kinds of deviations with its attitude to the above-mentioned aspects of education (satisfaction with the quality of school education; the motives of studies; goals; educational plans). In addition, we will also try to compare the characteristics of the deformation of various components of training activities with academic student performance.

11.1. School score. To clarify the characteristics of the attitude of students to their school, we asked them two questions. One concerned fixation of a general relationship in modalities: "Like", "indifferent", "does not suit at all", the other is focused on identifying those specific aspects school LifeRegarding which students tend to express negative judgments.

Most respondents (72.3%) noted that they are satisfied with their school, they like school. Almost every fifth (19.0%) indicates its "indifferent" attitude towards it. And finally, 8.7% of students recorded a pronounced negative attitude towards their school ("My school is absolutely not satisfied with me").

Analysis of the data shows that the assessment of the adolescents of their school with age undergoes significant changes. Moreover, the most obvious transformations here occur at the turn of the 9th grade. So, if in the 7th grade a positive assessment of his school ("like") give 80.2% of respondents, then among nine-graders such noticeably less - 66.9% (p \u003d .0001). In parallel, the number of "indifferent" increases with this: from 13.8% in 7th to 21.9% in the 9th grade (p \u003d .0001), as well as those whom the School does not suit the school, respectively: 6 , 1% and 11.2% (p \u003d .0001). It is characteristic that after the 9th grade, until the end of the school, there are practically no significant changes in its overall assessment among students.

Thus, at the turn of the 9th grade, the attitude of students to their school is significantly changing, which is expressed in reducing the share of those who give it positive estimates, and in a clear increase in the number of adolescents relating to their school negatively or indifferent. Total in the senior school school, the number of fixing "indifferent" or "negative" attitude is almost a third.

We now consider the influence of social and stratification factors. The survey materials show that among students from high-protected families, the share of those whom the school "like" is higher than among adolescents from low-protected families, respectively: 74.7% and 64.5% (p \u003d .03). This suggests that adolescents from high-protected strata feel in the school walls are more comfortable. Note that the assessment of the school also affects such an indicator as a family status (full / incomplete family). Thus, among students, whose parents are married, 74.0% note that they "like them", and among those whose parents are divorced, such 67.5% (p \u003d .004). We add that adolescents from full families are less likely than those who are brought up in incomplete families, fix that the school "does not suit them at all", respectively: 8.0% and 11.5% (p \u003d .002). In other words, the trend is quite obvious: and the economic well-being (family security), and the well-being of the family situation (full family) have an explicit influence on the positive attitude of the teenager to school.

It is clear that a positive attitude towards school is associated with academic performance. And this is true (see Figure 11.1).

Figure 11.1 Attitude towards school in students with different academic performance (%).

As can be seen from the drawing, the lower academic performance, the smaller the percentage of students is inclined to give school positive assessments. Characteristic and changes associated with an indifferent attitude towards school - the lower the progress, the more often we meet with such estimates. Repeat, the connection of academic academic progress with the attitude of the teenager to school is expected, but it is not obvious what In this case, is the cause, and what consequence. This topic is a special study. Here it is important for us to fix the fact of statistically significant differences in relation to school with students on a large sample of respondents. different levels performance. Moreover, it should be emphasized that the school assessment is a deeper reservoir of the teenage relationship that fixes it "alienation" from school and training activities.

And finally, we add that, in addition to the factors listed above, the influence of a teenager to school also has an influence and its inclination to various kinds of deviant forms of behavior. This is clearly evidenced by our results. So, among adolescents who smoke, drink alcohol or narcotic substances, significantly lower than those who "like" the school in which they learn. Among the smokers of such 58.0%, among those who use strong spirits - 48.8%, among the use of drugs - 51.5%, while at non-Rietenant schoolchildren of such 78.1% (p \u003d .0004). And, on the contrary, among the teenagers, prone to deviation, almost twice as much more "indifferent" to their school, as well as those who noted that "dissatisfied" by their school.

In order to clarify the significance of various meaningful aspects affecting the negative attitude of students to their school, during the survey we asked them a special question about the reasons for the dissatisfaction of the school. Only those respondents who recorded either "indifferent", or a pronounced "negative" attitude towards their school answered. Answers are shown in Table 11.1.

Table 11.1. The reasons for the dissatisfaction of students with their school (% of those who expressed or "indifferent" or "negative" attitude to school)

Cause	General	Yunoi	Girls
Lack of the desired school specialization class
Bad organization of leisure
I did not have a relationship with teachers
The high level of requirements for my performance
High level of requirements for my behavior
Low Professional Pedagogical Team Level
Lack or low quality additional classes (circles, optional)
I did not have a relationship with classmates
Did not have the relationship of my parents with teachers

As can be seen from the data presented in the table, the most popular causes of dissatisfaction with their own school are the "lack of the desired specialization of the school, class" and "bad leisure organization". Next, a complex of reasons related to the teacher is followed: "Relations with teachers did not have a relationship,", "the inadequacy of assessment (performance, behavior)", "low professional level of teachers", etc. In addition, almost every sixth, indicating the reasons for the dissatisfaction with the school, refers to the "bad relationship with classmates."

It is important to emphasize that the data shown in Table 11.1 recorded precisely the conscious dissatisfaction with students in one way or another specific aspect of the school's activities. However, this does not mean that the remaining schoolchildren are satisfied or clearly assessed by one or another aspect of school activity. So, for example, from the fact that a bad leisure organization noted 29.6% of schoolchildren, it should not be noted that the remaining 70.4% were satisfied with this direction of school. In particular, the responses of respondents on a specially delivered question about the positive aspects of the school's work show that only 5.2% of students are satisfied with the leisure activities at school. Positively evaluate the pedagogical team of the school is not 79.6%, but only 17.2% of students. Perhaps only "Communication with friends" is the most common positive point when evaluating school adolescents - 58.4%. But we note that this in many ways is pedagogically uncontrollable and acts rather as the moment of self-organization of the life of the children's community in the walls of the school (as evidenced by, in particular, the first chapters of this book).

The table below shows the average data. It is important to emphasize that the importance of certain reasons varies significantly in various age groups. So, if the "absence of the desired school specialization" in the 7th grade indicates 21.9%, then in the 11th, this aspect is already noted by 36.8% of students (p \u003d .001). In other words, with the transition to the senior school link, the lack of the desired learning profile turns out to be one of the central memorants that determine the negative attitude of the teenager to the school.

We also give another characteristic example. The proportion of those students who indicate that they are not satisfied professional training Teachers, significantly increases from the 7th to the 11th class, respectively: 16.0% and 26.9% (p \u003d .009). In parallel, the proportion of those who in assessing the school are inclined to focus on the nature of interpersonal relations with teachers ("the relationship did not have a relationship"): in the 7th grade 33.7%, and in 11th - 15.4%, (p \u003d. 0001). Thus, the analysis of the age dynamics of change shows that in the senior school school, the teacher is assessed by students first of all as a professional, a person competent in this area of \u200b\u200bknowledge. On the more early learning step (younger teenage age) are more important for them. interpersonal relationships with teachers.

In general, the analysis of the age dynamics of the change shows that when assessing a school with age for students, the educational aspects of the school (specialization, professional level of teachers) are becoming increasingly significant.

Of particular interest in this regard is a comparison of students' responses with different levels of academic achievement. Since among the "excellent students" the overwhelming majority (87%) expressed a positive attitude towards their school, and a group with negative estimates here is not statistically significant, then we turn to the comparison of the answers of those who study without triples ("GOODS"), and those who study on the troika ("trophy"). Analysis of materials shows that among the "good" much more often than among Troechniki, as the cause of dissatisfaction with the school, there are: "The absence of the desired school specialization, class" (respectively: 37.5% and 27.1%, p \u003d .0003 ); "Low professional level of the pedagogical team" (respectively 26.4% and 16.5%, p \u003d .005); "Bad leisure organization" (respectively, 39.0% and 23.5%, p \u003d .00001). "Troekhniki" more often record aspects related to relationships: "Relations with teachers did not have a relationship (respectively, 33.2% and 16.7%, p \u003d .00001); "The overestimated level of requirements for my performance": 26.4% and 18.2% (p \u003d .01); "The overestimated level of requirements for my behavior in school" (respectively 25.9% and 18.2% p \u003d .01).

Thus, these data allow us to conclude that schoolchildren with a higher level of academic academic performance are prone to a more critical assessment of the actual educational and educational aspects of the school. In other words, training acts as a central meaning component, relative to which the shortcomings of the school are characterized in connection with the quality provided by it " educational services"(Specialization, leisure organization, teachers' professionalism). Students with a low level of academic achievement, on the contrary, in more than Focus on the socio-psychological climate at school and on the nature of their relationship with school teachers. At the same time, as the most significant and significant aspects, an overestimated level of requirements is recorded either to their academic performance, or to behavior. It is important to note that here we fix not only the appeal of the teenager to inadequacy Its estimates of the teacher, but also that it is emotionally not satisfied with such an assessment, considering it unfair and "understated" (i.e. the requirements of the school, on the contrary, overestimated). In other words, at the level of sociological research, the psychological protective reaction of a weakly skipping student on its low status in training activities is clearly manifested. Moreover, low academic performance reduces and actually social status, which causes the experiences of its social failure in school as social Institute generally.

In addition to academic achievement, it is of particular interest to analyze students' responses inclined to various kinds of deviations about school deficiencies. In this regard, it can be assumed that here we will face a different semantic position, structuring the answers of this group of adolescents. And, indeed, the peculiarity of this position was manifested in a peculiar complex of precisely those parameters that characterize the sphere of social interaction as a teenager and his family with the school: interpersonal conflicts with teachers, a protective response to the requirements for behavior in school and the lack of mutual understanding of parents with teachers. So, deviant students more often motivate dissatisfaction with their own school because they "did not have a relationship with teachers": among smokers of such 33.7%, consisting of alcohol - 32.5%, among drug addicts - 43.8%, among non-military teenagers - 19.8% (p \u003d .05). More often indicate the "high level of requirements for behavior in school": among smokers - 32.6%, among the drinking alcohol - 45.0%, among drug addicts - 31.3%, and from among non-military adolescents - 15.4% ( p \u003d .03). And finally, they often fix that "their parents with teachers have not developed": among those who use strong spirits - 20.0%, and among non-military teenagers, the share of such answers is only 4.7%. Thus, we see that the deviant teenager "appreciates" the negative aspects of the school through the prism of the established social relationship, focusing on the "inadequacy" of social marks.

11.2. Motivation of training activities

To identify the meaningful features of the motivation of educational activities during the survey, respondents were asked a special question "On the reasons that encourage them to learn." At the same time, options for the proposed answers were structured relative to different meaningful modalities: education as an opportunity for social advancement; study as a value associated with obtaining new knowledge; Study as a means of self-development ("learn to learn"); studies as a means of self-determination ("the desire to decide which knowledge will be included in the future"); study as a means of increasing his own status in the micro-community environment (among peers, parents, teachers); Educational activities due to the need to maintain social norms, moral regulation ("Everyone must learn"). The obtained data on the significance of adolescents of certain exercise motives are shown in Table 11.2.

Table 11.2. Distribution of students' responses about the motives of training activities (%)

Motivation	General	Yunoi	Girls	P.=
To get interesting, prestigious, high-paying work in the future
Desire to get new knowledge
The desire to decide which knowledge will be useful to me in the future.
Debt and responsibility, I believe that every person should learn
Joint activities and communication in the process of study
Desire to learn to get knowledge yourself
The desire to gain respect of peers, take a certain position in their eyes
The desire to get the approval of the surrounding (parents, teachers)
I do not particularly encourage me to study

As can be seen from the data given in the table, the most commonly occupation of educational activities is motivated by pragmatic orientation: "Getting an interesting, prestigious, highly paid work in the future." In our opinion, this is very significant and indicate that the education itself is considered by adolescents as a "elevator", providing the possibility of social promotion, the possibility of "ascending mobility" (Sorokin, 1992).

At the same time, it is important to draw attention to the fact that, in general, the high significance of the motivation of studies for "future life", the implementation of the intended life prospects does not correspond to the place that is given to the teenager's "real" micro-social environment. Indeed, studying as "desire to get respect Peers ", take a certain position in their eyes only 9.6%. Almost just as little as a teenager as a motivating factor and a positive assessment by adults - on " oK surrounding, parents and teachers "indicates 8.4%. In other words, here we fix a fairly kind of conflict between future and present: learning activities "meaning for the future", but not significant for the real micro-social context of relations.

Training in adolescence occupies an important place in the life of a schoolboy. The teenager is more interesting independent forms of training, when the teacher only helps him, it is interesting to work and study those objects that the teenager will be useful in the future.

Interest in study is associated with the quality of teaching, from how the teacher leads a lesson, carries out the material supply, the interest is increasing, the student's motivation. The sustainable cognitive interests leading to a positive attitude towards the subject are gradually being formed.

Study in adolescence

Studying in adolescence is associated with the new motives of the teachings intersecting with the criteria of the imposed future profession. Knowledge is otherwise comprehended by a teenager, become more valuable. Current knowledge allow a teenager to take a leading place among the peers. Teenage age is the period of the greatest study of information. Knowledge is expanding in the life area, artistic, scientific. During this period, adolescents often visit museums, theaters, lectures.

An erudite teenager enjoys special respect for the peers, which stimulates it in the further development of new information. The knowledge gained like a teenager is developing his mental activity. Knowledge received at school, just satisfy it. Characteristic feature In the study of school material is the lack of choice, as a result of which the student has to study all the material, all items. Not all objects for a teenager are interesting if he does not see the need for this subject for its further professional or creative implementation, he may have a negative attitude towards the subject.

Motivation of a teenager to study

Success and failure to study is one of the motivational factors. Success increases the interest of a teenager to study, causes positive emotions. Noise, on the contrary, reduces the desire for a teenager to learn this item, causes negative emotions.

An important stimulus for teaching is the claims for recognition from peers. High status of a teenager can achieve due to the high level in knowledge, an assessment for the subject is also significant for a teenager. High assessment confirms the ability of the student. The coincidence of the assessment and self-esteem is important for the emotional well-being of a teenager. In the case of conversely, when the assessment and self-esteem differ greatly, an internal conflict and discomfort may occur.

Sustainable learning motives are formed in a teenager based on cognitive needs and cognitive interests. Cognitive interests in adolescents differ greatly, characterized by variability, situitation, uncertainty. In some teenagers, cognitive interests are sample.

The main criteria of the motivation of the teenager:

• success and failure to study;
• claims for calling from peers;
• high position in peers;
• professional necessity;
• interest in the subject studied;

Teen attitude to school

Requirements for the assimilation of material to adolescence higher than in junior grades, for mastering educational material A teenager must have a high level of educational and cognitive activity. New requirements for the mastery of educational material, assimilation scientific concepts, signs of signs, develop theoretical thinking in adolescent, intelligence.

Studying new Material The processes of perception change, the teenager does not just remember the scheme, but knows how to figure it out. Intellectualization of perception processes occurs, the ability to allocate the main thing.

The value of knowledge for the development of a teenager

Mechanical memorization interferes with a teenager to absorb material. The volume studied by the new material is large and assimilate it using old memorization techniques is not possible. Effectively build the study of material on the analysis of the content of materials, allocating logical connections, the allocation of the main one. Teenagers studying material with the help of read read, have an advantage over adolescents using mechanical memorization.

A developed speech speech, the ability to express in their own words, creative imagination, help with the assimilation of the material. Teens attach great importance to the development of their own speech, realizing that a developed speech is the criterion of their further successful career.

Theoretical thinking allows the teenager to set an increasing amount of semantic links in the subject.

Teaching is light. Alas, not all people are easily trained. It happens, man and smart, and formed, but not given to him, for example, english. After leaving for the textbook and the dictionary, a person loses faith in herself, thinking that he is stupid, and in fact, everything is not at all. Just the method of self-learning and motivation is not universal. You need to program positive attitude to schoolIn order not to turn training in the cautious.

First, in the very question: how to make yourself learn, incorrect motivation already lies. The verb "force" acts on the psyche of a man destructively. There are such people who will perform the work of any complexity and gravity until they are forced to do the same work by team tone. What to do? It is just a verb "To make" replaced to "interest". As they say: best work - This is a well-paid hobby. But believe me, sometimes interesting work brings pleasure and without payment. The main thing is that there may be calm and satisfaction with the result of your work. Study is the same job, and it is possible to take it in the category of work for fun, and not for the sake of material well-being. Of course, in the future it will be much easier to provide themselves with the material benefits, operating with the knowledge gained.

How to develop a productive attitude to workwithout going to victims and infringement of their free and busy time? Try to combine leisure and working day. If you learn foreign language, buy multicolored self-keys leaves, paint the apartment, after writing words, transcriptions, rules for pronunciation and writing. This will help not only develop the ability to study the language, but also the visual perception is improved as much as possible.

Equip yourself a comfortable workplace. Of course, if you sit at the kitchen table, trying to remember historical dates and events, and you are surrounded by dirty dishes, the radio and squeal of a neighbor child under the window - no question of any working environment. But comfort contributes to calm and harmony, in which you want to live, learn and work. Such a loyal attitude towards studying is provided to you.

Give yourself a setup: no social networks ! You noticed how fast time flies if it goes to scrolling, "huskies" and watching hundreds of photos of girlfriend, which married? Imagine how important and useful you could do if they were not expelled on the Internet. Abstract from everything that takes time from you and distracts from the main work. For a couple of hours, you can allocate to study. But what later wonderful feeling satisfaction when the case is done and necessary knowledge Received.

Come up with yourself some reward for work. Not necessarily after studying one paragraph to run through boutiques and make a grand shopping. Treat yourself to something delicious or start to postpone money on a thing that I have long wanted, but did not find time to purchase. For example, you want a book, but there is no time to go to the store. Learn the cost of the book, divide for seven days. The resulting amount every day, after a patient and interesting study process, delay in the box. And on the weekend, go for the long-awaited purchase. It will be a wonderful award for work and excellent useful motivation.

Do not worry if you are not studied. It can not be so that you are inappropriate. Just you boring and uninteresting. Humanitarian with horror looks at mathematics until he guess how to make a humanitarian mathematics. It is easy, it is only important to reconsider science and set up on your own way.

Remember that you should disturb the question not "how to make yourself learn", but "how to learn with pleasure and interest." The best reward for your work - self-development. Be demanding to yourself and attentive, develop your attitude to study by faithful methods, replacing painful patience for interest.

Everyone parent Dreaming to grow your child with a responsible person who will be able to respond to their actions. Especially strongly worries parents the lack of responsible relationship of children in school ageWhen they do not want to prepare lessons and do not show ambitiousness in their studies.

Responsible children They demonstrate self-confidence and independence, they are well study at school and help home parents. However, such children today are becoming less and less, improving the life conditions and material well-being of people led to the fact that parents do not want their favorite child to have additional duties on their shoulders and try to solve all problems for him. The result of such education becomes the fact that a person who has grown in such conditions in adult life loves all the time to complain and vinit in their failures of foreign.

Do not raise on work, the evil chief is to blame, the relationships are not treated in the family - he chose the wrong wife. The responsible person behaves quite differently, he is sure that only he himself is to blame for all his actions. If it does not suit his work, he will not whine and complain, but will go to look for another - more promising. It was amented to pursuing their parents and chose not the profession, which was done, then done, it is necessary to find a way to get a different education.

Chose not TU wifeBut I only decide whether to live with her further or not. An irresponsible person believes that he is a victim of circumstances. He is confident that everyone must take care of him and create comfortable conditions for him. The boss should relate well to him, the wife at any time to understand and love him, and the parents must repent of the fact that they sent him to learn not at that institute.

Modern children Parents begin to learn to read long before entering school, but to build this training is advised to consider the child's desire. You do not want to read today, well, let's try to read tomorrow. Yesterday I washed behind dishes, well done. Today, left dirty dishes in the sink, nothing, wash it yourself.

With admission to the first class This attitude towards the child is no longer possible, to fulfill the requirements of the teacher and to prepare homework at home, regardless of whether he wants it or not. That is why a part of children who allowed parents to school to do nothing if he does not want primary grades They are trying to defend their right to do everything as they like. This is expressed in the inattention in lessons and negligent attitude to the performance of school tasks.

Child, unusual perform What he doesn't want to often roll out or declares that he has a stomach or headache, so as not to go to school or does not sit for lessons. From the relationship of parents to such behavior of the child and depends on whether he will grow by a responsible person and will try to achieve success in life. If parents will indulge the child and allow him to always do just what he wants, in adulthood he will not be held at work, which requires him responsibility, quickly leaves the family, because family life imposes certain obligations for each person .

But too strict attitude In raising a child, so that he always did what "necessary", can also not contribute to him regular development. A person who does all that "needs" to the detriment of his interests does not live his own life. All my life, performing everything right, it becomes the subject of ruthless operation of the people around: bosses, wives, children and parents. Therefore, when educating a child with a responsible attitude to study, it is necessary to put a goal: to teach it to find the balance between "you need" and "want."

Education process responsibility The child needs to start from early childhood, since 3 years old baby must understand that he is responsible for his actions. To teach him to this, parents themselves must be consistent in their actions and show him an example of a responsible relationship. In order for the child responsibly referred to study from small years:

1. Trust your child. If you think that the kid is too small to do something yourself, so it will be. Let the child make it himself that he could die. And you only appreciate its actions and when you need to praise. The self-assessment of the child depends on how his actions will appreciate adults.

2. Do not try to satisfy all the whims of the childSo he will have a stimulus to achieve something independently. Typically, parents do this, which with great efforts achieved that they can already afford only what they want. These attitude to life they spread on children who are also very soon begin to make only what they like. The child should know how and how you have achieved this life. Explain to him that with finances you need to contact it reasonably, and to replenish money reserves, you need to learn independence and be responsible.

3. Do not confuse responsible relationship with obedience. Total control and obedience do not contribute to the formation of a child as a person. Let him hesitate to make a decision and makes it as decided and then would appreciate the result. After all, the pleasure of us delivers not only the performance of the cases that we want to do, but also overcoming difficulties. The child must be proud that he was able to, and his parents should only approve of his actions.

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