Contemporary Students’ Reflection of Educational Projects
https://doi.org/10.26794/2226-7867-2021-11-4-117-124
Abstract
The consciousness of self in the educational project is associated with a substantially reduced dramatic sense of alienation and emptiness in adult students. Still, the basis of this reflective mechanism remains unknown. The author tested the hypothesis that biographical reflection increases the positive effects of purpose and project education in students. This sample of convenience consisted of 250 participants at each of the ages of 17–35 years. The study focused on three aspects, which were measured: biographical reflection, and purpose in life, and educational projects. Biographical reflection was assessed via the author’s “Biographical-Reflection Test”. Purpose in life was assessed via the “Purpose-in- Life Test” adapted to the Russian context. A life project was assessed via “Personal Projects Analysis (PPA)” of B. R. Little adapted to the Russian context. A higher level of biographical reflection increases the meaningfulness of educational projects and clear purpose in adult students. It reduces the effect of projects’ dependence on social expectations when people do not think educational projects have much personal meaning. These results increase the theoretical validity of support for students’ project activities.
About the Author
M. V. Klementyeva
Financial University
Russian Federation
Russian Federation
Marina V. Klementyeva - Cand. Sci. (Psychology), Associate Professor, Department of Psychology and Human Capital Development
Moscow
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Review
For citations:
Klementyeva M.V. Contemporary Students’ Reflection of Educational Projects. Humanities and Social Sciences. Bulletin of the Financial University. 2021;11(4):117-124. (In Russ.) https://doi.org/10.26794/2226-7867-2021-11-4-117-124
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