The perspective reflection as a mechanism of pupils’ personal efficiency formation

• Published in: Problemi sučasnoï psihologìï (Online) Vol. 41; no. 41; pp. 462 - 473
• Main Author: Yavorska-Vietrova, I.V.
• Format: Journal Article
• Language: English
• Published: Kamianets-Podilskyi National Ivan Ohiienko University, National Academy of Educational Sciences of Ukraine, G.S.Kostiuk Institute of Psychology 30.05.2018
• Subjects: macroanalysis; microanalysis; personal development; personal self-efficiency; personality; perspective reflection; reflection; self-consciousness
• ISSN: 2227-6246; 2663-6956
• DOI: 10.32626/2227-6246.2018-41.462-473

The problem of reflection is discussed in the article as one of the psychological mechanisms of pupils’ personal efficiency formation. It is showed that personal reflection is considered as the mechanism for «a project for personal traits changing», since such a project, based on an analysis of personal actions and acts, allows a person to «plan possible options for future personal changes and determine for him / herself meaningful value-sense life guides». Perspective, as a «time» principle included in reflection, is the article subject; perspective reflection is analyzed as a mechanism for pupils’ personal efficiency formation. The article determines five levels of perspective reflection: low, lower than average, average, higher than average, high one; the described levels are analyzed for the groups composed of the third-sixth year pupils having high, average or low efficiency according of their assessment made by their teachers. The micro- and macroanalysis has been carried out in order to find out the trends of perspective reflection formation both at a certain stage of education, and within each level of personal efficiency during a certain period of education at primary and secondary schools. It has been proved that perspective reflection at 3-6th years pupils is formed on such a way that the percentage of pupils with an average level of this type of reflection is reduced and the number of pupils showing higher than average and high perspective reflection is increased from the low-efficiency group to the high-efficiency one in all classes. The article concludes that perspective reflection for 3rd-6th years of education at all pupil groups is «wavelike». Perspective reflection develops stably and constructively at primary school, but the ability to analyze and plan future activities shows certain destruction during transition to secondary school, this ability is improved again during the sixth school year. Analysis and forecasting of own beha- viour and its consequences shown by highly effective pupils of this age acquire a clear orientation onto the future.