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PSYCHOLOGICAL FEATURES OF THE CHOICE OF AREAS OF INVOLVEMENT BY UNIVERSITY YOUTH IN THE CONDITIONS OF DIFFERENT EDUCATIONAL FORMATS // Pedagogical Review. 2022. Issue 4 (44). P. 181-196

The phenomenon of student involvement is widely presented in foreign and domestic scientific literature as one of the factors contributing to the improvement of academic performance and social activity of students, reducing the number of deductions, however, the psychological mechanism for the emergence and maintenance of involvement has not been studied enough. The article attempts to study the psychological characteristics of student involvement in the context of traditional and distance learning from the standpoint of the methodology of system anthropological psychology, which considers the correspondence between them as a key mechanism of interaction between a person and the environment, and involvement as one of the factors in the formation of personal identity. The purpose of the work is to identify the areas of involvement of students and study the motivational and value aspects of their formation in various educational formats (traditional and distance learning). As a result of using the author’s questionnaire, which makes it possible to identify the accessibility and significance for students of various aspects of the educational space, it was found that with the traditional organization of the educational process, some of the opportunities are not in demand by students, and other aspects of the educational environment seem to be underdeveloped by students. With distance learning, about a third of the educational needs of students are not met. The expectations of students are described, which, in their opinion, are not realized in the educational space of the university, regardless of the educational format. Based on the data of factor analysis, the areas of involvement of students were determined in various ways of organizing the educational process. The discrepancy between the idealized ideas of students about «student life» and «good student» and the actual content of students’ activity is revealed. For some students, identification with the university and the activities performed, involvement in them is expressed moderately. The scientific novelty of the work lies in the use of the methodology of systemic anthropological psychology for the study of involvement. Identified demotivating factors and described the areas of involvement of students. Practical significance: the developed questionnaire and the data obtained can be used to diagnose and manage student involvement both at the level of university administration (to identify and eliminate demotivating factors in the educational environment), and teachers, curators, and psychological service specialists universities.

Keywords: student involvement, systemic anthropological psychology, identity, academic involvement, social involvement, areas of involvement, demotivating factors, educational format, youth

Peculiarities of student involvement in educational activities during online and offline learning // Pedagogical Review. 2026. Issue 2 (66). P. 140-152

Dynamic processes in all spheres of modern human life, caused by technological progress, require rapid changes. However, the key criterion of such transformations in the educational environment remains the quality of interaction between the subjects of the educational process, which has a significant impact on the level of student involvement in the educational space of the university. We consider involvement from the point of view of systemic anthropological psychology as a state that arises under the condition of compliance between a person and the environment, accompanied by a set of positive experiences. The article presents the results of an empirical study of involvement and experiences in student activities when organizing educational classes in various formats (face-to-face lectures and seminars; e-courses involving independent study of material, completing assignments and receiving delayed feedback from the teacher). Personal time disruptors were considered as a factor reducing involvement. The following hypotheses were put forward: 1) the level of actual student involvement in classes implemented in various formats varies, which is due to their subjective difficulty for students, the degree of their activity and the degree of interaction with the teacher; 2) classes organized in different formats evoke different dominant experiences in students; 3) the relationships between the components of actual involvement, experiences in the activity, and personal time disorganizers in classes organized in different formats vary. Objective: To study the characteristics of students’ actual involvement and the accompanying experiences in activities when organizing educational classes in different formats. It was found that the level of student involvement, as well as its components (vigor, dedication, absorption), is statistically significantly higher in seminars; lectures surpass e-learning courses only in the level of dedication. Students perceive lectures and seminars as meaningful, derive the greatest pleasure from seminars, and experiences of effort and emptiness arise to a greater extent when taking e-learning courses. The leading time disorganizers for students are emotional tension and emotional apathy. Systemic connections between the phenomena under consideration are observed mainly when assessing them in the context of seminars. The obtained data can be significantly supplemented by studying other options for organizing e-learning.

Keywords: involvement, student, educational space, experiences in activity, personal time disorganizers, e-learning