pp. 633-645 | Article Number: iejme.2016.060
Published Online: July 16, 2016
Article Views: 444 | Article Download: 580
Social reality in education of present day youth capable to think independently and creatively, to implement their plans, to aware and be responsible for the results of their activity provides the relevance of the paper. The objective of the research is to verify experimentally psychology-pedagogical conditions aimed to develop teenagers’ responsible and creative attitude to learning activity. Pedagogical experiment in a parallel variant is applied as the leading method in the research of this problem. 60 teenagers (aged between 12-13 years) studying at comprehensive schools of the Republic of Tatarstan (Russia) took part in the empirical research. The complex of diagnostic techniques to identify cognitive-informative, emotional-motivational and effective-volitional components of teenagers’ responsible and creative attitude to learning activity is used in the work. The paper suggests results of experimental work testifying to the efficiency of psychology-pedagogical conditions aimed to develop teenagers’ responsible and creative attitude to learning activity. The following conditions are treated as necessary in training and educational process: introduction of a set of programs aimed to form learners’ ideas of responsibility and creativity, to develop motives of duty and responsibility within the frames of academic subjects, motives of creative self-expression and their interrelation, formation of an adequate self-assessment, and emotional, volitional and communicative qualities of the personality necessary for implementation of successful creative and social-responsible activity; initiation of school students’ creative and responsible attitude through their independent educational creative activity; encouragement of teenagers to use their competences in school educational environment (including extra-curricular time, e.g. work with underachievers, patronage of primary school children, etc.). Statistical processing of empirical research data was carried out by means of standard methods of mathematical statistics (Student t-criterion, methods of correlation data analysis). Materials from the paper are of practical value for teachers and psychologists of educational institutions.
Keywords: Responsibility, creativity, responsible and creative attitude to learning activity, teenagers
Alferov, A. D. (1976). Education of a responsible attitude to learning in school students. Rostov-on-Don: RGPI. 164p.
Amabile, T. M. & Hennessey, B. A. (1988). The conditions of creativity. The nature of creativity. Cambridge: Cambr. Press. 11-45.
Bayluk, B. B. (2015). Education of students’ social responsibility. Social Responsibility: Problems and Solutions. Yekaterinburg: Urals. state. ped. University. 321p.
Bogoyavlenskaya, D. B. (1981). Ways to creativity. Moscow: Znanie (Knowledge). 96p.
Bortsova, M. V. (2007). Factors of development of initial forms of responsibility in personality: theoretical aspect. Slavyansk-na-Kubani: publishing center of SGPI. 125p.
Brinkman, A. (1998). Teen proofing: A revolutionary plan to foster responsible decision making in your teenager. Library Journal, 19(123), 87p.
Canfield, J. & Siccone, F. (1995). 101 Ways to Develop Student Self Esteem and Responsibility. Boston: Allyn & Bacon. 341p.
Davis, Т. M. & Murrell, P. (1994). Turning Teaching into Learning: The Role Student Responsibility in the Collegiate Experience. Education Resources Information Center. ERIC Identifier. 264p.
Dementy, L. I. (2005). Responsibility as a resource of the personality. Moscow: Inform – Znanie. 357p.
Dinca, M. D. & Albu, M. (1996). A psychological profile of creative and non-creative teenagers. International Journal of Psychology, 31 (3-4), 254-276.
Fay, Jim. (1995). Tickets to Success. Techniques to Lead Children to Responsible Decision-Making. Golden, CO: Love&Logic Press. 111p.
Feldman, D. Y., Csikszentmihalyi, M. & Gardner H. (1994). Changing the world: A framework for the study of creativity. Praeger. 180p.
Grogoleva, O. Yu. (2005). Typological features and determinants of responsibility in primary school age (Abstract of a PhD Thesis). Omsk: Omsk State University. 202p.
Ilyin, E. P. (2012). Psychology of creativity, creativeness, giftedness. Saint-Petersburg: Piter. 448p.
Montekho Karmenates, Henriqu, R. (1985). Interrelation of knowledge assessment and self-assessment in the course of formation of learners’ responsible attitude to learning PhD Thesis. Minsk: Minsk State Pedagogical Institute. 187p.
Kochetova, A. A. (1991). Responsible and creative attitude of teenagers to activity. Moscow: Pedagogics. 3, 105-115.
Korostelkin, B. G. (1992). Education of economic responsibility of learners in the course of in service training in technical training college (Abstract of a PhD Thesis). Chelyabinsk, 23p.
Kosolapova, L. I. (1990). Formation of school students’ responsible attitude to learning as integrative personal education (Abstract of PhD Thesis). Leningrad: Leningrad State Teachers’ Training Institute named after A.I. Herzen, 17p.
Luk, A. N. (1978). Psychology of Creativity. Moscow: Nauka. 58p.
Matyushkin, A. M. (2003). Thinking, training, creativity. Moscow: MPSI; Voronezh: MODEK. 720p.
Meerovich, M. I. (2000). Technology of creative thinking development. Moscow: AST. 432p.
Minkina, N. A. (1990). Education by responsibility. Moscow: The higher school. 144p.
Muzdybayev, K. (1983). Psychology of responsibility. Leningrad: Nauka. 240p.
Nevzorova, M. S. (2012). Personally focused technology of education of a learner’s responsible attitude to learning-cognitive activity. Bulletin of Voronezh State Technical University, 10-2 (8), 90-93.
Nikolayenko, H. H. (2005). Psychology of Creativity. St. Petersburg: Rech’ (Speech). 277p.
Panasenko, M. V. (1998). Pedagogical conditions of responsibility development in senior teenagers in the course of humanitarian discipline: PhD Thesis. Chelyabinsk: Chelyabinsk State University. 199p.
Ponomareva, Y. A. (2007). Psychology of Creativity. Moscow: Pedagogika Press. 440p.
Pronina, E. V. (2012). Development of children’ and studying youth creative attitude to learning activity. Education economy, 1, 170-173.
Pryadein, V. P. (2001). Responsibility as a system quality of the personality. Yekaterinburg: UrGPU. 209 p.
Renouf, E (1997). Raising responsible teenagers. Australian journal of Psychology, 2(49), 118.
Sakharov, V. G. (2003). Psychology of responsibility. Diagnostics of responsibility. Vladivostok, VSUES. 88p.
Sidorkina, S. L. (2010). Formation of social responsibility in teenagers by means of socially important activity: PhD Thesis. Nizhny Novgorod: Nizhny Novgorod State Architectural and Construction University. 294p.
Sidorova, T. N. (1987). Features of social responsibility in senior school students. Psychology Issues, 5, 56-62.
Tardif, T. & Sternberg, R. (1988). What we know about creativity? The nature of creativity.: Cambr. Press. 429-446.
Taylor, C. W. (1988). Various approaches to and definitions of creativity. The nature of creativity.: Cambr. Press, 99-126.
Torrance, E. P. (1988). The nature of creativity as manifest in the testing. The nature of creativity.: Cambr. Press, 43-75.
Walberg, H. J. (1988). Creativity and talent as learning. The nature of creativity.: Cambr. Press, 340-361.
Zavadskaya, Zh. E. & Shevchenko, L.V. (1981). Education of responsibility in seniors. Moscow: Narasveta. 152p.
Zverev, I. D. (1983). Formation of a responsible attitude to nature. Pedagogics, 12, 12-19.