DOI: 
http://dx.doi.org/10.15293/1813-4718.2005.07
UDC: 
378.14
Kosareva Svetlana Alexandrovna
Senior Lecturer at Department of English Language and Intercultural Communication, Saratov State University, MSvetlana-08@mail.ru, Saratov

The Prospects and Risks Connected with Increasing the Level of Self-Organisation in Students

Abstract: 
The paper describes the method for increasing the level of self-organisation in students which has been developed by the author. It also contains the method testing results and presents the prospects and risks teachers could face while applying the method in a higher education institution. The purpose of this study is to find out the prospects and risks of applying the method for increasing the level of self-organisation in students and to determine the ways of reducing the risks. Methodology. The author points out the learning approaches which were the basis of developing the method and describes diagnostic methods for determining students’ self-organisation levels. The work focused on increasing each student’s initial level consists of a theoretical and a practical part and includes project activities on creating a study guide. The results of the study. The method developed proved to be effective. It was established by diagnosing the final level of self-organisation in students in the experimental and control groups. The paper considers the advantages of the method among which there is universal character, flexibility, improvements to teacher’s and students’ professional competence, etc. At the same time it is necessary to be aware of the risks due to the increased amount of teacher’s work and the fact that students’ work within the project tends to be monotonous. In conclusion, the prospects of the method for increasing the level of self-organisation in students are related to its advantages and the final results of the work. The risks of its use can be reduced with the help of the measures proposed in the paper.
Keywords: 
self-organisation, project activities, goal, resources, making a schedule, prospects, risks.
Please register
References: 

1. Arkhangelsky, G. A., 2014. Time-drive: managing to live and to work. Moscow: Mann, Ivanov and Ferber Publ., 258 p. (In Russ.)
2. Ishkov, A. D., 2004. Student’s learning activity: the psychological factors of successfulness. Moscow: ASV Publ., 224 p. (In Russ.)
3. Kalashnikova, S. A., 2011. Personality Resources and Man’s Psychological Health: differentiation of the Notions. Humanities Vector: Pedagogy and Psychology, no. 2, pp. 185–189. (In Russ., abstract in Eng.)
4. Karandashev, V. N., 1994. The psychological basis of student’s development as the subject of learning activity. Dr. Sci. (Psychol.). St. Petersburg, 420 р. (In Russ.)
5. Kovaleva, T. M., 2012. Personal-resource mapping in the modern didactics. Domestic and Foreign Pedagogics, no. 5, pp. 108–112. (In Russ.)
6. Kotova, S. S., 2012. Students’ learning and professional activity self-organisation. Ekaterinburg: Russian St. Prof.-Ped. Univ. Publ., 208 p. (In Russ.)
7. Mandrikova, E. Yu., 2010. Developing activity self-organisation questionnaire. Psychological Diagnostics, no. 2, pp. 87–111. (In Russ.)
8. Polat, E. S., Bukharkina, M. Yu., Moiseeva, M. V., Petrov, A. E., 2009. New pedagogical and information technologies in the system of education: study guide for students at higher education institutions. Moscow: Academia Centre Publ., 272 p. (In Russ.)
9. Reunova, M. A., 2012. Time-management of a university student: study guide. Orenburg: Orenburg St. Univ., ELS ASV Publ., 103 p. (In Russ.)
10. Arkhangelsky, G. A., Bekhterev, S. V., Lukashenko, M. A., Telegina, T. V., 2017. Time-management. Full course: study guide. Moscow: Alpina Publisher Publ., 311 p. (In Russ.)
11. Shilova, S. A., 2018. To the question of implementing learner-centered assessment within the framework of teaching foreign languages to students of non-linguistic majors. Azimuth of Scientific Research: Pedagogy and Psychology, vol. 7, no. 2 (23), pp. 319–322. (In Russ., abstract in Eng.)