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The Factors Influencing Students’ Performance
at Universiti Teknologi MARA Kedah, Malaysia

Norhidayah Ali, Kamaruzaman Jusoff (Corresponding Author),
Syukriah Ali, Najah Mokhtar, Azni Syafena Andin Salamat

12/20/2009

Many studies are carried out with the aim of studying the factors that affect student achievement (academic achievement). The purpose of this study is to identify and study the factors that affect student performance at Universiti Teknologi MARA Kedah, Malaysia. A set of questionnaires handed out to relevant respondents. Several factors that are discussed in this study are demographics, active learning, student attendance, participation in extracurricular activities, mutual influence, and course evaluation. Data were analyzed using descriptive analysis, factor analysis, reliability tests, and Pearson correlations in the Statistical Package for the Social Sciences (SPSS). After factor analysis, all variables are grouped into five factors that exclude the influence of peers. The researchers found that four factors positively affect student achievement, which are demographics, active learning, student attendance, and participation in extracurricular activities. However, grades were found to be negatively associated with student performance. Further research on student performance could be conducted on a larger scale, including all UiTMs to get a better score.

1. Introduction

There are a large number of higher education institutions in Malaysia which are regulated and run by the Ministry of Higher Education (MOHE), Malaysia. As of today, Malaysia has 20 public universities (mohe.gov.my) and the MARA University of Technology (UiTM), which is the largest university in Malaysia with over 100,000 students and branches in 14 areas across the country (www2 .uitm.edu.my/).

Students are the main assets of universities. Student achievement (achievement) plays an important role in the production of the best quality graduates, who will become an excellent leader and workforce for the country, thus responsible for countries' economic and social development. The performance of students in universities should be a concern not only for administrators and teachers, but also for corporations in the labor market. Achievement is one of the main factors taken into account by an employer when hiring employees, especially graduates. Therefore, students must put great effort into their study in order to get a good grade in order to fulfill the employer's requirement. Student performance is determined by the cumulative grade point average (CGPA). The CGPA shows the overall performance of students, where it takes into account the average of all class exams for all semesters during the period of stay at the university. A host of factors can act as a barrier and catalyst for students to achieve a high CGPA that reflects their overall academic performance.

There are several ways to determine a student's progress, which are cumulative Grade Point Average (CGPA), Grade Point Average (GPA), tests and others. In Malaysia, PAC-based academic evaluation researchers (Ervina and Othman, 2005; Manan and Mohamad, 2003 and Agus and Makhbul, 2002). In addition, a study in the United States by Nonis and Wright (2003) also assessed student performance based on the CGPA.

Most of the studies done in other countries use GPA as a measure of achievement (Galiher 2006; Darling 2005; Broh, 2002; Stephens and Schaben 2002 and Amy 2000). They used the GPA because they are looking at student performance for a particular semester. Some other researchers have used test scores as they study subject-specific performance (Saeed Tahir Hijazi and S.M. Mraze Naqvi, 2006; Heck, 1998 and Tho, 1994).

2. Literature review

Many studies have been developed regarding factors affecting student performance such as demographics, active learning, student attendance, extracurricular activities, peer influence and of course grades. Research has shown that demographic characteristics can influence academic achievement. Among these characteristics are parents' income, parents' education and English result in Siji Pelajaran Malaysia (SPM).

Nasri and Ahmed (2007) in their study for business travel of students (students and non-students) in the United Arab Emirates suggest that non-national students had a higher GPA was more competent in English, which is reflected in a higher average for high school English language. Ervin and MD, neither (2005) found that not every subject taken by students prior to university entry has a positive relationship with their final CGPA in the degree program. At the RP level, the five subjects that have achieved positive relationships with final CGPA students are English, Modern Mathematics, Advanced Mathematics, Physics and Principle of Accounting.

An investigation by Agus and Makhbul (2002) showed that students from high-income families perform better in academic assessment (CGPA) compared to those who come from low-income families. Their research has shown that most students come from families in the income bracket from rm1,rm4, to 000 to 000. Checks (2000) also concluded that family income provides an incentive to improve student achievement; Wealthier parents have learned to influence this by investing more in their children's education. When the investment is made, the student will fulfill the parents' expectations of better academic performance. On the basis of research conducted by him, he has demonstrated that children from wealthy families do better than those from poorer families. On the other hand, Saeed Tahir Hijazi and SM Mraze Naqvi (2006) found that there is a negative relationship between student academic achievement and student family income. A study by Beblo and Lauer (2004) also found that parents' income and their labor market status had little effect on children's education.

According to Yermish and Francesconi (2001), there is a significant gradient between the level of education of parents and the level of education of their child. In relation to a parent with no qualifications, a mother's education has a stronger association with her child's education than a father's education. This result is supported by Agus and Makhbul (2002). They indicate that mother's educational level was found to have a strong influence on academic performance compared to father's educational level.

Active learning has received particular attention over the past few years. In a college context, active learning involves students in doing things and thinking about the things they are doing (Bonwell and Eison, 1991). Active learning involves students to solve problems, answer questions, formulate questions on their own, discuss, explain, debate, or brainstorm during class (www4.ncsu.edu/unity/lockers/users/f/felder/public/ Cooperative_Learning.html). Bonwell & Eison (1991) concluded that active learning leads to improved student attitudes and improved student thinking and writing. A study by Wilke (2003) also indicated that students in both the treatment and control groups demonstrated positive attitudes towards active learning, believing it helped (or would help) students to learn the material. Felder fl. Al. (2000) recommends active learning is one of the learning methods that work. Felder and Brent (2003) noted that as little as five minutes of such things (active learning) in 50 minutes of class can produce a powerful stimulus in learning. In their opinion, this (active learning) wakes up students: students who successfully complete the assignment of their own knowledge in this way, they would never from just watching a lecturer do it. However, DeLonge (2008), research does not support the hypothesis that active learning based on learning methodology will influence positive change in personal effectiveness, measured by course score and non-intellectual knowledge factors, as measured by Prof-R (test-reactions and Adaptation to College-Revised), a general measure of college adjustment. He found that factors such as professor-student rapport and professor's understanding of non-intellectual factors can affect current results.

Many researchers recognize that attending classes is an important aspect in improving academic performance (for example, in Russia, in order to order a test, essay, problem solving or term paper, it is enough to fill out an assessment form - http://reshim24.ru/). A study by Collette et. Al., 2007; Stynka, 2006; chow-chow, 2003; Rogers, 2001; Durden and Ellis, 1995; Romer 1993 found that attendance had a small but statistically significant effect on student achievement. Marburger (2001) concluded that students who missed class on a given date were more likely to incorrectly answer questions regarding material that day than were students who were present. Moore (2006) noted that class attendance improves learning; on average, students who came to the most classes received high grades, despite the fact that they did not receive any points for the class. Arulampalam fl. Al. (2007) found that there is a causal relationship between absence and performance for students: missing a class results in a drop in performance. On the other hand, Martins and Walker (2006) noted that there were no significant effects on class attendance. This is also confirmed by Kerr Park (1990) and Schmidt (1993), who found an inverse relationship between student attendance and their course grades.

Many extracurricular activities have been found to be helpful in creating and reinforcing academic achievement, even if the activities are not obviously relevant to academic subjects (Marsh & Kleitman, 2002; Evaluation and Schneider, 2003 and Lauren Sparks, 2004). One study on teens and extracurricular activities found that teens who participated in extracurricular activities had higher grades, more positive attitudes towards school, and higher academic aspirations (Darling, Caldwell and Smith, 2005). Total participation in extracurricular activities (TEAP), or participation in extracurricular activities in general, is associated with improved GPA, higher academic aspirations, increased college attendance, and reduced absenteeism (Broh, 2002). There are so many positive things for students to see from their participation in extracurricular activities. Proponents of extracurricular activities (Fretwell, 1931; Fozzard, 1967; Melnick, Moyer, and Patrick, 1956; Sybouts & Krepel, 1984) argue that this non-formal aspect of education has a good deal to foster the development of good citizens, allowing students to communicate adequately, preparing them for economic independence, developing a healthy mind in a healthy body, preparing them for family life, guiding their use of free time, developing themselves a set of moral and ethical values, developing social competence, identifying special interests and abilities and developing creative expression. Extra-curricular participation was positively associated with success rates like high attendance, academic achievement, and commitment to continuing education among public high school students in 1992 (NCE Educational Policy, June 1995).

Darling et al (2005) conducted a longitudinal study regarding extracurricular activities and their outcomes showing that students who took part in school extracurricular activities had higher rankings, higher academic aspirations, and higher scientific outlook. Students participating in athletics are said to build character, instill respect for the Rules, encourage teamwork and sportsmanship, promote healthy competition and perseverance, and provide a sense of achievement. (Little and Smith, 2002). Organized sports provide an opportunity for initiative, emotional regulation, goal setting, persistence, problem solving, and time management (Larsen, Hansen, and moneta. 2006), which may help explain the relationship found between athletic participation and academic achievement (Mahoney and Cairns, 1997; marsh and Kleitman, 2002). While scholars agree that extracurricular activities do, in fact, affect student achievement, Bordet (1998) shows that extracurricular activities are not associated with student achievement. One study, conducted by the National Education Longitudinal Study, found that “participation in some activities improves achievement, while participation in others detracts from achievement” (Broh, 2002). This is supported by Kimiko (2005), who found that participation in athletics, television viewing, and public services had a positive effect on academic performance while participation in musical performance did not improve academic performance. Participation in sports activities has also been shown to have a negative impact on student performance. Cited in Shernoff and Vandelle (2007), some findings about sports participation and its relationship to development and emotional adjustment were negative or mixed. Sports have been associated with developmental hazards such as personality retardation (Larson and Kleiber, 1993), increased levels of school deviance (Lamborn et. Al. 1992), high levels of alcohol consumption (Eccles and Barber, 1999), competition anxiety and egocentrism (Little and Smith, 2002) and bodily injury (Dane ET. Al. 2004).

Various studies have been done and found that peer influence has an effect on student achievement (Hanushek et. Al, 2002; Goethals, 2001; Gonzalez et. Al., 1996; it has been shown that peer influence has a more powerful effect than immediate family. Support peer group was positively associated with cumulative mean student scores.Wilkinson and Fanga, (2002) concluded that; grouping students in heterogeneous learning ability (low ability students into a group with high ability students) will show improvements in learning and outcomes. students can positively influence less capable students Schindler (2003) who found that mixing abilities will affect weak students positively, however the effect for good students is negative This is in contrast to Goethals (2001) who found that students in homogeneous groups (regardless of ability or low ability) perform better than students in a heterogeneous group. Booking hotels giuliodori, so, Lujan and savages (2006) that by interacting with peers, students can enhance their ability to solve quality problematic issues. Peer learning also promotes student participation and increased academic achievement. (Rao and di Carlo 2000), Torke, Abraham & Upadhya (2007).

3. Data analysis and processing

This section presents the results and interpretations of the collected information. Data analysis consists of two sections in which:

Section 1 - Analysis of respondent profiles and demographic variables. There are gender, age, English score in JMP, parents' income, father's education and mother's education level.

Section 2 - Analysis of the relationship between student achievement and active forms of learning, participation in extracurricular activities, peer influence and, of course, assessment.

Questionnaires were sent out at random to diploma students from part II of part VI (semester July-November 2008). Out of 500 questionnaires, 418 questionnaires were completed, 82 questionnaires were rejected. Of the 418 respondents, 62.2% are women and 37.8% are men. The respondents are divided into four groups. The result shows that 64.8% of students aged 20-21; 28.5% aged 18-19; 6% are aged 22-23, and only 0.7% are 24 and above.

English grade B level JMPs are subdivided into grade eights. There are A1, A2, B3, B4, C5, C6, D7 and E8. The result showed that 23.4% scored C5 in the English class B level of RP; B3 scored 20.6%; 18.7% scored B4; C6 scored 12.2%; 11.5% scored A2; A1 scored 9.6%; 3.8% scored D7 and 2% students scored E8.

It was found that 42.8% of student parents' monthly income was below RM1000; 29.9% was 1000 RM2500; 12.4% was between RM2501 - RM4000; It was 8.9% between RM4001-RM5500 and only 6% above RM5500.

We found that 11.2% of student fathers had a high level of education in elementary school, 61% - at the secondary level (STPM, RP and PSA holder); while 27.8% was at the tertiary level (diploma, degree and above and other certificates)

Tertiary education of mothers 12% at the primary level; 68.7% at the average level (STTM, RP and PSA holder); and 19.3% was at the tertiary level (diploma, degree and above and other certificates)

Pearson Correlation Coefficient: Testing Hypotheses

There are five hypotheses that have been tested:

H1: there is a relationship between the performance of demographic variables and students H2: there is a relationship between active learning and student achievement

H3: There is a relationship between student attendance and student achievement.

H4: There is a relationship between participation in extracurricular activities and student achievement.

H5: there is a relationship between course assessment and student work

As in the relationship between the independent variables, based on the Pearson correlation, the correlation values between the independent variables in our study of at least 0.7 indicates that the correlations between the independent variables are not too high. Active learning and student attendance were significant at the 0.01 level and 0.05 level, respectively.

This study is being conducted to identify factors that affect student performance at the diploma level in Whitm sneakers. The researchers found that there are five factors affecting student performance, demographics, student attendance, active learning, participation in extracurricular activities, and course evaluation. The relationship of the independent variables with the dependent variable was also examined. The CGPA is used as a measure of student performance. Of all the factors, four factors appear to be positively associated with CGPA students, which are demographics, student attendance, active learning, and participation in extracurricular activities, whereas scores showed a negative association. The results of the study have been summarized and discussed in the following paragraphs.

The results suggest that demographic variables are positively correlated with CGPA; it's 0.094. This means that those students whose parents have a college education and a high income have a larger CGPA. This conclusion is supported by Checchi (2000) in their study of university education in Italy. Checchi concluded that wealthier parents invest more in their children's education. Agus and Makhbul (2002) found that students from high-income families perform better in academic assessment (CGPAA) compared to those who come from low-income families.

The results show that students who are actively involved in the learning process have a positive correlation with CGPA; which is 0.139, significant at the 0.01 level. This means that students who are actively involved in the learning process have a greater CGPA. This conclusion is also supported by a number of researchers such as Felder and Brent (2003), Wilkie (2002), Wilke (2002), Laws et. al. (1999), Hake (1998) and Bonwell & Eison (1991).

The researchers found that students who attended classes regularly received more CGPAU compared to those who were absent from class. It is proven by attendance results that the student has a positive relationship with the CGPA; it is 0.108, significant at the 0.05 level. Previous studies of machine tool (2006), Roger (2001), marburger (2001), Romer (1993), Darden and Ellis (1995) also concluded with the same finding.

The researchers found that students who actively participate in extracurricular activities received greater PAKU. This has been proven as a result of participation in extracurricular activities has a positive relationship with CGPA; which is 0.07. Although the ratio of participation in extracurricular activities to academic achievement was not found to be statistically significant, there is strong evidence showing a positive association between the two variables; as in previous studies by Galiher (2006), Kimiko (2005), Lauren Sparks (2004), Marsh & Kleitman, (2002).

The researchers found that grades certainly had a negative relationship with CGPA students; this is -0.027. This result is contradicted by previous researchers such as Hanna (1993), Blair (2000) and Rum, Sparzo, & Bennett (1986), Dempster (1991) and Cotton (2001). This means that our survey respondents believe that frequent assessment does not help them improve their CGPA, more frequent assessment of the CGPA course lowers students.

Based on the findings and discussion of this study, the researchers made several recommendations in order to overcome the limitations and achieve better results for further research. These guidelines will also be helpful to administrators and educators. This study was done on the basis of students from Whitm Kedah only. Generalizing the results to other universities should be considered with some caution. For future research, the researchers suggest that research should cover all uitm students to better generalize the factors influencing student achievement. Research in general Whitm or universities of other Malaysians can also consider other factors such as student effort and personality.

The researchers suggest that "factual checks" should be carried out so that the conclusion is not only based on the students' perceptions, but also on the real situation. For example, to see the relationship between student attendance and performance, a researcher must choose a sample size of students who attended school and students with the most absence and compare their CGPA. The same observation can be made as well from other factors.

This study provides information on student participation in extracurricular activities and whether it benefits or hinders student achievement. Further research can be carried out on various extra-curricular activities such as homogeneous bodies, sports, arts and drama, since each activity can have a different impact on student achievement. Active learning, student attendance, and participation in extracurricular activities were found to have a positive impact on academic achievement, so the researchers suggest several actions by teachers and administrators to help improve students' CGPA. Teachers are advised to improve their teaching method and encourage students to actively participate in the classroom, so that learning will be more effective. Students with a high rate of absenteeism should be screened and the necessary action taken against them to prevent any problems that would be detrimental to their PAC. Teachers and administrators should constantly remind students that extracurricular activities will indirectly contribute to their academic performance, for example, through the development of a healthy mind in a healthy body, developing a set of moral and moral values, developing social competence and high attendance.

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Full text of the publication (eng.). pdf format

The success of any activity, including educational, primarily depends on the level of intellectual development. The relationship between intellectual abilities and activity is dialectical: effective involvement in any activity requires a certain level of ability for this activity, which, in turn, appropriately affects the process of development and formation of abilities.

The progress of students depends not only on the general intellectual development and special abilities, which is quite understandable even from the point of view of common sense, but also on interests and motives, character traits, temperament, personality orientation, self-awareness, etc.

An important condition for optimizing the potential of a person is his activity, focus on a certain type of activity. It is precisely what is especially significant for a person that ultimately acts as the motives and goals of his activity.

One of the basic needs of students is communication. In communication, they learn not only others, but also themselves, master the experience of social life. The need for communication contributes to the establishment of diverse connections, the development of partnership, friendship, stimulates the exchange of knowledge and experience, opinions, moods and experiences.

Another important need of the individual is the need for achievement. The life of students is specific in terms of the possibilities of meeting a number of needs. There are known limitations in meeting their spiritual and material needs. Research data show that increasing the efficiency of a student's activity is primarily associated with the development of their spiritual needs in accordance with the requirements of studying at a university and future profession.

As studies have shown and various samples have confirmed, the success of student learning depends on the characteristics of self-awareness and self-understanding, for example, on the degree of adequacy of self-assessment. With excessive complacency, carelessness and high self-esteem, students, as a rule, fall into the number of dropouts. Many students, even during the examination session, do not consider it necessary to work hard, they study only part of the days allotted for exam preparation (as a rule, they use 1-2 days “for lecturing”). This is 66.7% of first-year students, 92.3% of fifth-year students. Some students go to the exam, by their own admission, having prepared far from all the questions highlighted by the teacher (58.3% of first-year students, 77% of fifth-year students).

A significant part of students strives to rationalize their educational activities, to find the most effective methods of studying the material.

The success of their efforts in this area depends on the level of development:

1) intellect,

2) introspection,

An insufficient level of development of any of these properties leads to significant miscalculations in the organization of independent work, which results in a low level of regularity of classes, incomplete preparation for exams.

Easily assimilating educational material, intellectually more developed students in the usual, designed for the average student learning conditions, do not strive to develop rational methods of acquiring knowledge. Their style of study - assault, risk, underlearning of the material - is formed at school.

The potential possibilities of such students remain undiscovered, especially with insufficient development of the will, responsibility, and purposefulness of the individual.

In this regard, there is a need for differentiated education, especially at the university. The principle “from each according to his ability” should be understood not as a reduction in requirements when comparing to the weak, but as an increase in requirements for capable students. Only with such training, the intellectual and volitional abilities of each individual are fully realized, and its harmonious development is possible. Students with a higher level of regularity of educational work are, according to self-assessment, more strong-willed, while those studying less regularly rely more on their intellectual capabilities.

There are two types of students - with high and low levels of regularity of educational activity. The ability to work systematically, even with average intellectual abilities, provides students with stable high academic performance. The lack of the ability to organize oneself, evenly distribute training sessions, even in the presence of a sufficiently developed intellect, reduces the ability to assimilate the program material and hinders successful learning. Consequently, the lack of systematic training sessions is one of the significant factors in student dropout.

Psychology and pedagogy can approach the optimization of the educational process from different positions: improving teaching methods, developing new principles for constructing curricula and textbooks, improving the work of deans, creating a psychological service in universities, individualizing the process of training and education, provided that individual characteristics are taken into account more fully the student, etc. In all these approaches, the central link is the personality of the student. Knowledge of the psychological characteristics of the student's personality - abilities, general intellectual development, interests, motives, character traits, temperament, performance, self-awareness, etc. - allows you to find real opportunities to take them into account in the conditions of modern mass education in higher education.

Many factors influence the success of students in higher education institutions: financial situation, state of health, age, marital status, level of pre-university training, skills of self-organization, planning and control of their activities (primarily educational), motives for choosing a university, the adequacy of the initial ideas about the specifics of university education; form of education (full-time, evening, part-time, remote, etc.), the availability of tuition fees and their amount, the organization of the educational process at the university, the material base of the university, the level of qualification of teachers and staff, the prestige of the university and, finally, individual psychological characteristics of students.

Why do some students work hard and willingly on mastering knowledge and professional skills, and the difficulties that arise only add to their energy and desire to achieve their goal, while others do everything as if under pressure, and the appearance of any significant obstacles sharply reduces their activity up to the destruction of educational activity? Such differences can be observed under the same external conditions of educational activity (socio-economic situation, organization and methodological support of the educational process, teacher qualifications, etc.).

When explaining this phenomenon, psychologists and teachers most often appeal to such individual psychological characteristics of students as intelligence level(the ability to acquire knowledge, skills, abilities and successfully apply them to solve problems), creativity(the ability to develop new knowledge yourself); learning motivation, providing strong positive experiences in achieving learning goals, a high self-evaluation, leading to the formation of a high level of claims, etc. But none of these qualities individually, or even their combination, are sufficient to guarantee the formation of a student's attitude to everyday, hard and hard work in mastering professional and social competence in the conditions of fairly frequent or prolonged failures that are inevitable in any -fight complex activities.

Recently, in psychology, as a relatively independent species, social intelligence, understood as a set of abilities that underlie communicative competence (competence in communication), which ensures the successful solution of tasks for an adequate perception of a person by a person, establishing and maintaining contacts with other people, influencing them, ensuring joint activities, occupying a worthy position in collective and society (social status).

A high level of social intelligence is important for mastering professions of the “man-to-man” type, according to the classification of E.A. Klimov. At the same time, there is evidence that a high level of social intelligence sometimes develops as a compensation for a low level of subject (general) intelligence and creativity. In favor of the fact that a high level of social intelligence often correlates with a low level of learning success, some typologies of student personality are also fixed, which will be discussed below. However, the formal progress of such students can be overestimated due to the skillful influence on teachers in order to obtain the desired higher grade.

In many studies, rather high correlations were obtained between the level of general intellectual development and the academic performance of students. At the same time, only slightly more than half of the students increase the level of general intelligence from the first year to the fifth, and, as a rule, such an increase is observed in weak and average students, and strong ones often leave the university with the same things they came with. This fact expresses the predominant orientation of our entire system of education towards the average (and in a sense, the average) student. All teachers are well aware of the phenomenon when a very capable and “brilliant” student in the first years has an inadequately high self-esteem, a sense of superiority over others, he stops working systematically and sharply reduces the success of training. This phenomenon also found its expression in almost all typologies of the student's personality.

The vast majority of authors consider high self-esteem and the associated self-confidence and a high level of aspirations to be important positive factors for successful student learning. A student who is not confident in his abilities often simply does not take on the solution of difficult problems, and admits his defeat in advance.

The most important factor for successful study at a university is character of educational motivation, its energy level and structure. Some authors directly divide the motivation of educational activity into insufficient and positive, referring to the latter cognitive, professional and even moral motives. In this interpretation, a straightforward and almost unambiguous relationship between positive motivation and learning success is obtained. With a more differentiated analysis of the motives of educational activity, there are directions for obtaining knowledge, a profession and a diploma.

There is a direct correlation betweenfocus on acquiring knowledge and learning success. The other two types of orientation did not find such a relationship. Students aimed at gaining knowledge are characterized by high regularity of educational activities, purposefulness, strong will, etc. Those who are aimed at obtaining a profession often show selectivity, dividing disciplines into “necessary” and “not-necessary” for their professional formation, which may affect academic performance. The attitude towards obtaining a diploma makes the student even less selective in the choice of means on the way to obtaining it - irregular classes, “storming”, cheat sheets, etc.

Recently, significant differences have been revealed in the motivation of the educational activities of students of commercial departments or universities in comparison with "state employees". The students of the first group have about 10% higher self-esteem than the second, the desire for achievements in business is more pronounced (18.5% vs. 10%), the importance of a good education and professional training is higher (40% vs. 5%), greater importance is attached to fluency in foreign languages (37% versus 22%).

The internal structure of the motivation for obtaining higher education among "commercial" and "budget" students also differs. For the latter, the motives “get a diploma”, “acquire a profession”, “conduct scientific research”, “live a student life”, and for the first - “achieve material well-being”, “be fluent in foreign languages”, “become a cultured person”, are more significant. “to get the opportunity to study abroad”, “to master the theory and practice of entrepreneurship”, “to achieve respect among acquaintances”, “to continue the family tradition”. Nevertheless, the educational success of "commercial" students is significantly worse than that of "state employees", especially in prestigious universities, where high competition ensures the selection of the strongest and most prepared applicants.

As the authors of one of the most voluminous studies of the psychological characteristics of students note, the main factor determining the success of educational activity is not the severity of individual mental properties of a person, but their structure, in which volitional qualities play a leading role ( Ivannikov V.A. Psychological mechanisms of volitional regulation. - M., 1991). According to V.A. Ivannikov, a person shows his volitional qualities when he performs an action that is initially not sufficiently motivated, i.e. yields to other actions in the struggle for "behavioral output".

The mechanism of volitional action can be called filling the deficit of implementation motivation by deliberately strengthening the motive for this action and weakening the motives of competing actions. This is possible, in particular, by giving the action a new meaning. The big problem lies in the construction of the educational process in such a way that the student has to overcome himself as rarely as possible, to force him to join in the educational activity. Apparently, it is impossible to completely eliminate the need to appeal to the student's volitional qualities, but it is also unacceptable to blame all the problems and shortcomings in the organization of the educational process on students' laziness and lack of will.

The motive for learning should lie within the learning activity itself or as close as possible to its process. This can be achieved in this way: to make the learning process as interesting as possible for the student, bringing him satisfaction and even pleasure; help the student to form such motives and attitudes that will allow him to experience satisfaction from overcoming internal and external obstacles in educational activities.

“Factors affecting school performance:

Pure Oksana Igorevna

Moscow, 2016

« Factors affecting school performance:

psychological and pedagogical factor "

Content

Introduction

1 .one. The system of performance indicators.

2.1. Mental development.

Conclusion

Bibliography

Introduction.

“A student is not a vessel,

to be filled

but a torch to be lit"

K. D. Ushinsky,

It is difficult to overestimate the importance of the school period of a person's life. Much in a person's life depends on how it develops - successfully or unsuccessfully, including many personal qualities that are formed under the influence and as a result of certain features of the school period of a person's life.

Many of the problems of an adult can be better understood by looking at his years of schooling. It’s not even a matter of whether a person studied successfully or unsuccessfully, but how comfortable he felt at school, whether he went to school with a desire every day, how his relationship with teachers and classmates developed. It is under the influence of these circumstances that certain personal qualities are formed. In many ways, this depends not so much on the student himself, but on what the school process itself is, how it is organized, and how society sees the goals and objectives of schooling.

Objective: determine the psychological and pedagogical factors that affect school performance.

Tasks:

Define what school failure is;

To study success factors;

Define what is meant by psychological readiness for schooling;

Determine the impact of mental development on school performance;

Determine the impact of the age at which a child begins schooling on school performance.

It is known that schoolchildren, despite the same programs and conditions of education and upbringing at school, have unequal knowledge, different performance indicators. Progress as a concept means the degree of success of students in mastering knowledge, the school curriculum.

School performance is an important criterion for evaluating a child as a person by adults and peers. The role of academic achievement in the development of the student is huge! The relevance of this problem has always been and will be significant for students, teachers and parents.

The main success factors.

The requirements for students form the basis for the development of tests and assessment criteria. The requirements for the content of education can only be met when they do not exceed the physical and mental capabilities of schoolchildren and are in accordance with the conditions for teaching and educating children.

In the capabilities of children, two sides are closely related to each other - physical capabilities (the state of the body, its development) and mental (development of thinking, memory, imagination, perception, attention). When developing requirements for students, specialists in each academic subject are guided by a certain norm of the capabilities of children of a particular school age.

The psychophysical abilities of children change and improve under the influence of social conditions, including the influence of the educational work of the school. The content and methods of teaching increase (and sometimes delay, lower) the abilities of students.

Social conditions (in the broadest sense of the word) as a factor in academic achievement also interact with the abilities of children. These are the conditions in which children live, study, and are brought up, living conditions, the cultural level of parents and the environment, class occupancy, school equipment, teacher qualifications, the availability and quality of educational literature, and much more. And this factor, one way or another, is taken into account when determining the content of training.

The same conditions of education and upbringing have a different effect on children brought up in different conditions, having differences in the body, in general development. Not only education, but the whole life of a child affects the formation of his personality, and personality development is not carried out under the influence of external conditions alone.

In determining the elements of poor progress, it is necessary to rely on didactic, methodological and psychological literature, using programs and textbooks, as well as the results of observations of pedagogical processes.

The most important task of pedagogical science is to reveal the essence of academic performance, to identify the structure of academic performance, the features by which its components can be identified, and the development of scientifically based methods for detecting these features. Without this, it is impossible to scientifically study the factors of academic failure and develop measures to combat it.

The modern explanatory dictionary of pedagogy defines academic performance as the degree of assimilation of knowledge, abilities, skills established by the curriculum, in terms of their completeness, depth, consciousness and strength. Finds its external expression in the estimated scores. Comparative data of grades in individual subjects characterize the progress in each academic subject, in the cycle of subjects, in classes or in the school as a whole. High student achievement is achieved by a system of didactic methods, forms and means, as well as educational measures.

It is necessary to proceed from the fact that the content of education prescribed for the school is expressed not only in programs and textbooks, but also in the literature explaining them. Methodological materials, programs and textbooks reveal the specific content of each subject and partially - the general principles and ideas underlying them. Psychological and pedagogical literature explains the goals and objectives of the new content, its features.

1.1. Performance Scorecard:

first - make at least one indirect conclusion, combine existing knowledge, skills and abilities in obtaining new knowledge;

second - apply existing knowledge, skills and abilities in a new situation, selecting them and combining them, performing separate indirect conclusions;

third - to strive for knowledge of a theoretical nature, for their independent acquisition;

fourth - actively overcome difficulties in the process of creative activity;

fifth - strive to evaluate their achievements in cognitive activity.

Failure to comply with the set of these requirements characterizes the poor progress of schoolchildren.

Psychological and pedagogical factors of development

and their impact on school performance.

2.1. Mental development.

One of the factors influencing the success of schooling and largely predetermining the difficulties of the student in learning is the level of mental development of children. Certain difficulties in teaching arise in the event of a discrepancy between the requirements imposed by the educational process on the level of implementation of the cognitive activity of the student, with the real level of his mental development.

Mental development is considered as one of the sides of the general mental development of a person. In schoolchildren, mental development plays a significant role, since the success of educational activities sometimes depends on it. And the success of educational activity is reflected in all aspects of the personality - emotional, motivational, strong-willed, characterological. What influences mental development? To a certain extent, it takes place as a result of the natural maturation of the brain, which is an indispensable prerequisite for mental development in general. But mainly mental development occurs under social influence - training and education.

What is mental development (intelligence)? Different authors have different definitions of this concept. Thus, F. Klix defines intellect as the ability to organize cognitive activity in such a way that a given goal (problem) can be achieved in the most efficient way, that is, with the least amount of time and resources; Cold M.A. believes that the intellect is a system of mental mechanisms that determine the possibility of constructing a subjective picture of what is happening. From the point of view of Kolmykova Z.I. - this is a complex dynamic system of quantitative and qualitative changes occurring in the intellectual activity of the subject in connection with his mastery of human experience in accordance with the socio-historical conditions in which he lives, and the individual age characteristics of his psyche. The modern view of the content and ways of mental development of schoolchildren is closely connected with theoretical ideas about cognitive structures, with the help of which a person extracts information from the environment, analyzes and synthesizes all new impressions and information. The more they are developed, the greater the possibility of obtaining, analyzing and synthesizing information, the more a person sees and understands in the world around him and in himself. In connection with this representation, the main task of school education should be the formation of structurally organized and well-internally dissected cognitive structures, which are the psychological base of acquired knowledge. Only such a base can provide flexibility and mobility of thinking, the ability to mentally compare different objects in a variety of ways and aspects, in other words, the acquired knowledge will not be formal, but effective, making it possible to operate them in a wide and versatile way. Therefore, in the process of schooling, the child needs not only to be informed of the amount of knowledge, but also to form in him a system of knowledge that forms an internally ordered structure. This can be achieved in two ways: purposefully and systematically develop the thinking of students; offer for assimilation a system of knowledge, compiled taking into account the formation of cognitive structures, which leads to an increase in the quality of mental activity.

2.2. Psychological readiness of children for schooling.

What is meant bypsychological readiness of children for schooling? We are talking about a radical restructuring of the entire way of life and activity of the child, about the transition to a qualitatively new stage of development, which is associated with profound changes in the entire inner world of the child, which cover not only the intellectual, but also the motivational, emotional and volitional spheres of the child's personality. Readiness for school education means the achievement of a certain level of development of cognitive abilities, personal qualities, socially significant needs, interests, motives.

The main condition for the formation of psychological readiness for school isfull satisfaction of the needs of each child in the game . It is in the game, as you know, that all the cognitive processes of the child are formed, the ability to arbitrarily control their behavior, obeying the rules set by the game roles, all psychological neoplasms of the preschool period of development are formed and the prerequisites are laid for the transition to a new qualitative level of development. However, in life, especially in recent years, there is an alarming situation of psychological unpreparedness for a considerable number of children who come to study in the 1st grade. One of the reasons for this negative phenomenon is the fact that modern preschoolers not only play little, but also do not know how to play. Thus, a developed form of play occurs only in 18% of the children in the preparatory group of the kindergarten, and 36% of the children in the preparatory group do not know how to play at all. This distorts the normal path of mental development and negatively affects the formation of children's readiness for schooling.

One of the reasons for this is the misunderstanding by parents and educators of the preparation of children for schooling. Instead of providing the child with the best conditions for the development of his play activity, adults, taking time away from play activities and artificially accelerating child development, teach him to write, read and count, that is, those learning skills that the child should master in the next period. age development.

Psychological readiness for school education does not consist in the child's learning skills of writing, reading and counting. But its necessary condition is the formation of the psychological prerequisites for educational activity.

These prerequisites include the ability to analyze and copy a sample, the ability to perform tasks on the verbal instructions of an adult, the ability to listen and hear, the ability to subordinate one's actions to a given system of requirements and control their implementation.

Without these, at first glance, simple and even elementary, but basic, psychological skills, training is impossible. .

Educational activity does not impose special requirements on the natural characteristics of the student, the innate organization of his higher nervous activity. Differences in the natural organization of higher nervous activity determine only the ways and means of work, the peculiarities of the individual style of activity, but not the level of achievement. Differences in temperaments are differences not in terms of the level of mental capabilities, but in the originality of their manifestations.

The natural basis of temperament are types of higher nervous activity. These properties include strength-weakness, mobility-inertia, balance-unbalance of nervous processes.

Without determining the level of the final result of training, the psychological characteristics of temperament to a certain extent can impede the learning process. That is why it is important to take into account the peculiarities of the temperament of schoolchildren when organizing educational work.

2.3. Age at which schooling begins.

The factor significantly influencing the success of children's assimilation of knowledge, and, consequently, their academic performance, is the psychological and pedagogical factor, the components of which are the age of the child who begins systematic education at school, and the didactic and methodological system within which schooling will be carried out.

Let's consider a number of questions related to this factor. Why does the age of a child starting school turn out to be closely related to his future school success or failure?

The need to start schooling at a certain age is due, first of all, to the presence of sensitive periods in mental development, which create favorable conditions for the development of mental processes, which can then gradually or sharply weaken. Not to use these opportunities means to cause serious damage to the further mental development of the child. The early start of schooling turns out to be ineffective due to the non-appearance of a period of special sensitivity to educational influences and the need for them. That is why, as school practice shows, it is so difficult to teach too young children who hardly perceive what is easily given to children aged 6-7 years. But the beginning of education at a later age (8-9 years) is also not very successful, because. the period of the child's best susceptibility to learning influences has passed.

L.S. Vygotsky attached great importance to the beginning of the process of schooling. He pointed to the existence of optimal terms for each type of training. This means that only in certain age periods, teaching a given subject, given knowledge, skills and abilities is the easiest, most economical and fruitful.

So, trying to understand the nature of a child's learning difficulties, it is necessary first of all to identify at what age he began systematic schooling, since there may already be a hidden reason for his school failure.

2.4. Didactic-methodical system of school education.

Another component of the psychological and pedagogical factor, as already noted, is the didactic and methodological system within which schooling is carried out. What role does this component play in determining the success and failure of training? Before answering this question, let us briefly consider the question of the relationship between learning and mental development. Vygotsky L.S. noted that the learning process should be considered not only as the formation of skills, but also as an intellectual activity aimed at identifying and transferring the structural principles found in solving one problem to a number of others. Learning some particular operation, the child thereby acquires the ability to form structures of a certain type, regardless of the material with which he operates, and of the individual elements that make up this structure. Consequently, by taking a step in learning, the child advances in development by two steps, i.e. learning and development are not the same.

It is undeniable that education must be in keeping with the developmental level of the child. In order to find out the real relationship of the development process to learning opportunities, it is necessary to determine at least two levels of a child's development: the first is the level of actual development and the second is the zone of proximal development.

Despite the recognition of the important role of education in the processes of mental development, school curricula for many years focused on yesterday in the development of the child, that is, on the level of his current development. Dissatisfaction with this situation has led many scientists and methodologists to develop developing curricula for elementary schools. The difference between developing programs is that they create a zone of proximal development of schoolchildren by means of special structuring of the content on the basis of the basic laws of mental development. This means that in the course of assimilation of knowledge a number of internal processes of development are set in motion, which would be impossible without such training.

Conclusion

The results of the study of literature and Internet sources in this area showed the significance of the influence of psychological, personal factors on the student's progress against the background of a much weaker influence of other factors. Therefore, a significant help in organizing a normal educational process will be to ensure continuity between the school and preschool periods of a child's education; taking into account the peculiarities of the psyche, educational difficulties and mistakes of children in their causal relationship; the orientation of general class work to eliminate educational errors, group work to overcome educational difficulties, individual work to neutralize negative actions caused by the mental characteristics of individual children.

Achievement is a multifaceted phenomenon of school reality, requiring versatile approaches in its study.

I have identified the following reasons for the school performance of younger students: readiness for learning, which is expressed in three different aspects.

The first aspect: personal readiness. It is expressed in the child's attitude to school, to educational activities. The child must have developed motivation and good emotional stability.

The second aspect: the intellectual readiness of the child for school. He suggests:

Differentiated perception;

Analytical thinking;

Rational approach to reality;

Logical memorization;

Interest in knowledge, in the process of obtaining it through additional efforts;

Mastering by ear colloquial speech and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

And third: socio-psychological readiness for schooling. This aspect includes:

The development in children of the need to communicate with others;

The ability to obey the interests and customs of the children's group;

Ability to play the role of a student.

For a child to study well, it is necessary:

1) the absence of significant mental deficiencies;

2) a sufficient cultural level of the family, or at least the desire to achieve such a level;

3) material opportunities to meet the most important spiritual needs of a person;

4) the skill of teachers working with the child at school.

Bibliography.

1. Babanovsky Yu.K. On the study of the reasons for the failure of schoolchildren. - "Soviet Pedagogy", 1972, No. 1

2. Bardin K.V. How to teach children to learn. - M., 1989.

3. Vakhrushev S.V. Psychodiagnostics of difficulties in teaching by teachers head of classes. - M., 1995.

4. Vygotsky L.S. Problems of study and mental development. – Fav. Research - M., 1974.

5. Internet sources http://www.psyh.ru/rubric/3/articles/8/

6. Stepanova O.A. Prevention of school difficulties in children: Methodological guide. - M.: TC Sphere, 2003. - 128 p.

State public educational institution of the Leningrad region
“Boarding school implementing adapted educational programs, “Krasnye Zori”
"The main factors
influencing the success of schooling» Topic: Factors affecting school performance: psychological and pedagogical factor.
Done: teacher
Melnikova V.A.
Saint Petersburg
2016
Content
1. Introduction.
2. Factors affecting school performance.
3.Psychological - pedagogical factors.
4. Education and mental development.
5. Mental development and quality of knowledge acquisition.
6. Mental development and school performance.
7. Didactic and methodological system of school education.
8. Conclusion.
9. Literature.
Weak children are not ugly, but the most fragile, the most tender
flowers in the infinitely varied flower garden of humanity.
V. A. Sukhomlinsky
Introduction
It is difficult to overestimate the importance of the school period of a person's life. Much in a person's life depends on how it develops - successfully or unsuccessfully, including many personal qualities that are formed under the influence and as a result of certain features of the school period of a person's life.
Many of the problems of an adult can be better understood by looking at his years of schooling. It’s not even a matter of whether a person studied successfully or unsuccessfully, but how comfortable he felt at school, whether he went to school with a desire every day, how his relationship with teachers and classmates developed. It is under the influence of these circumstances that certain personal qualities are formed. In many ways, this depends not so much on the student himself, but on what the school process itself is, how it is organized, and how society sees the goals and objectives of schooling.
It is known that schoolchildren, despite the same programs and conditions of education and upbringing at school, have unequal knowledge, different performance indicators. Progress as a concept means the degree of success of students in mastering knowledge, the school curriculum.
School performance is an important criterion for evaluating a child as a person by adults and peers. The role of academic achievement in the development of the student is huge! The relevance of this problem has always been and will be significant for students, teachers and parents.
It is difficult to overestimate the importance of the school period of a person's life. Much in a person's life depends on how it develops - successfully or unsuccessfully, including many personal qualities that are formed under the influence and as a result of certain features of the school period of a person's life. Many of the problems of an adult can be better understood by looking at his years of schooling. It’s not even a matter of whether a person studied successfully or unsuccessfully, but how comfortable he felt at school, whether he went to school with a desire every day, how his relationship with teachers and classmates developed. It is under the influence of these circumstances that certain personal qualities are formed. In many ways, this depends not so much on the student himself, but on what the school process itself is, how it is organized, and how society sees the goals and objectives of schooling.
It is known that from 15 to 40% of primary school students experience various difficulties in the process of schooling.
The teacher does not always have the opportunity to timely identify the causes of various kinds of difficulties in educational work with students of different ages, overcome deviations in the intellectual and personal development of schoolchildren, and provide psychological assistance in resolving conflict situations. According to the data obtained, the unreliability of this approach is manifested in the fact that approximately 60% of teachers, based only on their experience and knowledge of the student, indicated the causes of students' difficulties incorrectly, about 30% of teachers called them incompletely or partially incorrectly, and only 10% of the teachers surveyed correctly understood the reasons for the occurrence of certain difficulties of students. This confirms the idea that “by eye”, without the use of techniques and methods of psychodiagnostics, it is almost impossible to understand the psychological causes of certain difficulties in the educational activities of schoolchildren, and, consequently, to carry out effective corrective work. What causes learning difficulties for some children? It is known that all mental processes have a complex multicomponent structure and are based on the work of many brain structures, each of which makes its own specific contribution to their course. In this regard, each difficulty can occur with dysfunction of various parts of the brain, but in each of these cases it manifests itself in a specific way, qualitatively different from the features of its manifestation with developmental deficiencies in other brain structures. The “weak”, insufficiently formed and fixed components of mental functions in preschool childhood are the most vulnerable in conditions requiring the mobilization of mental activity.
Factors affecting school performance

The study of relevant scientific data has made it possible to identify three main factors of academic achievement: the requirements for students arising from the goals of the school; psychophysical abilities of students; social conditions of their life, upbringing and education at school and outside of school.
The requirements for students form the basis for the development of tests and assessment criteria. The requirements for the content of education can only be met when they do not exceed the physical and mental capabilities of schoolchildren and are in accordance with the conditions for teaching and educating children.
In the capabilities of children, two sides are closely related to each other - physical capabilities (the state of the body, its development) and mental (development of thinking, memory, imagination, perception, attention). When developing requirements for students, specialists in each academic subject are guided by a certain norm of the capabilities of children of a particular school age.
The psychophysical abilities of children change and improve under the influence of social conditions, including the influence of the educational work of the school. The content and methods of teaching increase (and sometimes delay, lower) the abilities of students.
Social conditions (in the broadest sense of the word) as a factor in academic achievement also interact with the abilities of children. These are the conditions in which children live, study, and are brought up, living conditions, the cultural level of parents and the environment, class occupancy, school equipment, teacher qualifications, the availability and quality of educational literature, and much more. And this factor, one way or another, is taken into account when determining the content of training.
The same conditions of education and upbringing have a different effect on children brought up in different conditions, having differences in the body, in general development. Not only education, but the whole life of a child affects the formation of his personality, and personality development is not carried out under the influence of external conditions alone.
In determining the elements of poor progress, it is necessary to rely on didactic, methodological and psychological literature, using programs and textbooks, as well as the results of observations of pedagogical processes.
The most important task of pedagogical science is to reveal the essence of academic performance, to identify the structure of academic performance, the features by which its components can be identified, and the development of scientifically based methods for detecting these features. Without this, it is impossible to scientifically study the factors of academic failure and develop measures to combat it.
The modern explanatory dictionary of pedagogy defines academic performance as the degree of assimilation of knowledge, abilities, skills established by the curriculum, in terms of their completeness, depth, consciousness and strength. Finds its external expression in the estimated scores. Comparative data of grades in individual subjects characterize the progress in each academic subject, in the cycle of subjects, in classes or in the school as a whole. High student achievement is achieved by a system of didactic methods, forms and means, as well as educational measures.
It is necessary to proceed from the fact that the content of education prescribed for the school is expressed not only in programs and textbooks, but also in the literature explaining them. Methodological materials, programs and textbooks reveal the specific content of each subject and partially - the general principles and ideas underlying them. Psychological and pedagogical literature explains the goals and objectives of the new content, its features.
Psychological and pedagogical factors
A factor that significantly affects the success of children learning, and
therefore, their performance is also influenced by the psychological and pedagogical factor, the components of which are the age of the child (psychological readiness for schooling), who begins systematic education at school, and the didactic and methodological system within which schooling will be carried out.
Why does the age of a child starting school turn out to be closely related to his future school success or failure?
Only education that takes into account the psychological characteristics of the child, as well as the level of mental development he has achieved at the moment, can be effective. It is impossible to ignore this
since there is an internal logic of natural mental development, manifested in the acquisition of such properties and qualities that are the result of the interaction of external and internal. To violate it or not to reckon with its laws means to rudely interfere in the natural process, which will certainly lead to unpredictable
negative consequences. The great Ya. A. Comenius introduced into didactics the principle of conformity to nature, according to which the moment a child begins schooling must be precisely coordinated with the period of his best readiness for it. And such a period is the age of 6-7 years. Starting school at an earlier or later age
will not be as effective, will create a lot of difficulties for the child and will negatively affect learning outcomes.
The need to start schooling at a certain age is due, first of all, to the presence of sensitive periods in mental development, which create favorable conditions for the development of mental processes, which can then gradually or sharply weaken. Not to use these opportunities means to cause serious damage to the further mental development of the child. The early start of schooling (for example, at 5 years old, and for some children even at 6 years old) turns out to be ineffective due to the non-appearance of a period of special sensitivity to educational influences and therefore the need for them. That is why, as school practice shows, it is so difficult to teach too young children who hardly perceive what is easily given to children aged 6–7 years. But the beginning of schooling at a later age (8–9 years) is also not very successful, since the period of the child’s best susceptibility to learning influences has already passed, the perceiving “channels” have “closed”, and the child learns the material that was given with much greater difficulty. It would be much easier for him if he started training at an earlier age.
L. S. Vygotsky (2002) attached great importance to the beginning of the process of schooling. He pointed to the existence of optimal terms for each type of training. And this means that only in certain age periods, teaching a given subject, given knowledge, skills and abilities is the easiest, most economical and fruitful. The beginning of the learning process should be linked to the maturation of those properties and functions that are necessary as prerequisites for this type of learning. But it would also be wrong to assume that the later appropriate instruction begins, the easier it should be given to the child, since the necessary prerequisites for instruction have reached a greater degree of maturity. Teaching too late is as little fruitful for the child as too early. Thus, a child who begins learning to read and write at the age of 12 finds himself in unfavorable conditions and encounters such difficulties that he would not have encountered at an earlier start in learning this type of school skills. The point here, writes L. S. Vygotsky, is that learning relies not so much on already matured functions as on maturing ones. It is the period of maturation of the corresponding functions that is the most favorable period for the corresponding training.
What happens in reality, do parents, and even more so the school, always reckon with the laws of mental development and act in accordance with them so as not to harm the child? And now there is a desire of some parents to send their child to the first grade, who has not even reached the age of 6, and other parents - to delay the start of education in order to allegedly improve the child's starting opportunities.
Children admitted to school early experience significantly greater difficulties during their studies in primary school than their classmates who were admitted to the first grade later. But even delaying the start of schooling often does not have the expected beneficial effect. Here we can talk mainly about children of preschool age: the older the child, the less hope that such a delay will help to better prepare for schooling. Observations allow us to assert that the delay, although it protects against repetition in grades I and II, does not protect the child from the need to re-educate in one of the subsequent grades. It does not rule out a high probability of repetition already in grade III or IV. In addition, a suspension from school, even if it is temporary, can cause a child to have a negative attitude towards preschool.
Psychological readiness for school is formed throughout the entire preschool life of the child, and not only in the last preschool, or preschool, year. The school maturity of a child is a natural and inevitable result of his full-fledged living through the preschool period of development. This means, first of all, that the child must spend as much time in the preschool period of development as nature allots him for this, in order to ensure his anatomical, physiological and psychological maturation, so that he is ready to move to another, higher level of his development. And this time is equal to 6-7 years. It has already been noted above that the early start of schooling, as a rule, harms the child. It is worth remembering the words of the great educator J.-J. Rousseau: “Nature wants children to be children before they become adults. If we want to break this order, we will produce early-ripening fruits that will have neither maturity nor taste and will not slow down to spoil ... Let childhood ripen in children. The main condition for the formation of psychological readiness for school is the full satisfaction of the needs of each child in the game. It is in the game, as you know, that all the cognitive processes of the child are formed, the ability to arbitrarily control their behavior, obeying the rules set by the game roles, all psychological neoplasms of the preschool period of development are formed and the prerequisites are laid for the transition to a new qualitative level of development. However, in life, especially in recent years, there is an alarming situation of psychological unpreparedness for a considerable number of children who come to study in the 1st grade. One of the reasons for this negative phenomenon is the fact that modern preschoolers not only play little, but also do not know how to play. Thus, a developed form of play occurs only in 18% of the children in the preparatory group of the kindergarten, and 36% of the children in the preparatory group do not know how to play at all.
This distorts the normal path of mental development and negatively affects the formation of children's readiness for schooling. One of the reasons for this is the misunderstanding by parents and educators of the preparation of children for schooling. Instead of providing the child with the best conditions for the development of his play activity, adults, taking time away from play activities and artificially accelerating child development, teach him to write, read and count, that is, those learning skills that the child should master in the next period. age development.
Psychological readiness for school education does not consist in the child's learning skills of writing, reading and counting. But its necessary condition is the formation of the psychological prerequisites for educational activity. These prerequisites include the ability to analyze and copy a sample, the ability to perform tasks on the verbal instructions of an adult, the ability to listen and hear, the ability to subordinate one's actions to a given system of requirements and control their implementation. Without these, at first glance, simple and even elementary, but basic psychological skills, training is impossible.
By the end of preschool age, the child begins to realize himself for the first time as a member of society, realizes his social position as a preschooler, and strives for a new social role as a schoolchild. The social maturity of the child is manifested in the formation of the internal position of the student (“I want to go to school!”). This means that the child has psychologically moved into a new age period of his development - primary school age. The following indicators testify to the presence of the internal position of the student:
the child has a positive attitude towards entering school or staying in it, does not think of himself outside of school or in isolation from it, understands the need for learning;
shows a special interest in the new, actually school content of the classes: he prefers writing and counting lessons to classes of the “preschool” type (drawing, singing, physical education), has a meaningful idea of preparing for school;
the child refuses the organization of activities and behavior characteristic of preschool childhood: he prefers classroom classes to learning at home, has a positive attitude towards socially accepted norms of behavior, prefers the traditional way of assessing educational achievements (mark) to other types of encouragement characteristic of direct-personal relationships (sweets, gifts) ; recognizes the authority of the teacher.
“Many school teachers have a one-sided approach to the preschool period of development. All the successes of preschool education are considered exclusively through the prism of preparing children for school, and even in a very narrow range (the ability to read, write, count). In general, the approach to a particular period of development in childhood cannot be considered narrowly pragmatically, as preparation for the transition to the next stage of development. Everything is just the opposite. The very transition to the next, higher stage of development is prepared and determined by how fully the previous period has been lived, by how much those internal contradictions that can be resolved through such a transition have matured. If it is done before these contradictions have matured - artificially forced, not taking into account objective factors, then the formation of the child's personality will significantly suffer, and the damage may be irreparable. (Elkonin D. B., 1989a. - S. 98). Training and mental development
Another component of the psychological and pedagogical factor, as already noted, is the didactic and methodological system within which schooling is carried out. What role does this component play in determining the success or failure of training? Before answering this question, let us briefly consider the question of the relationship between learning and mental development.
One of the factors influencing the success of schooling and largely predetermining the difficulties of the student in learning is the level of mental development of children. Certain difficulties in teaching arise in the event of a discrepancy between the requirements imposed by the educational process on the level of implementation of the cognitive activity of the student, with the real level of his mental development.
Mental development is considered as one of the sides of the general mental development of a person. In schoolchildren, mental development plays a significant role, since the success of educational activities sometimes depends on it. And the success / failure of educational activities is reflected in all aspects of the personality - emotional, need-motivational, volitional,
characterological. Mainly mental development occurs under social influence - training and education. And here schooling is of paramount importance, in the process of which, through the assimilation of a system of scientific knowledge, the processes of thinking of the student develop, setting in motion their own internal processes of self-development.
What influences mental development? To a certain extent, it takes place as a result of the natural maturation of the brain, which is an indispensable prerequisite for mental development in general. But mainly mental development occurs under social influence - training and education.
What is mental development (intelligence)? Different authors have different definitions of this concept. Thus, F. Klix defines intellect as the ability to organize cognitive activity in such a way that a given goal (problem) can be achieved in the most efficient way, that is, with the least amount of time and resources; Cold M.A. believes that the intellect is a system of mental mechanisms that determine the possibility of constructing a subjective picture of what is happening. From the point of view of Kolmykova Z.I. - this is a complex dynamic system of quantitative and qualitative changes occurring in the intellectual activity of the subject in connection with his mastery of human experience in accordance with the socio-historical conditions in which he lives, and the individual age characteristics of his psyche.
The modern view on the content and ways of mental development of schoolchildren is closely connected with theoretical ideas about cognitive structures with the help of which a person extracts information from the environment, analyzes and synthesizes all incoming new impressions and information. The more they are developed, the greater the possibility of obtaining, analyzing and synthesizing information, the more a person sees and understands in the world around him and in himself.
In connection with this representation, the main task of school education should be the formation of structurally organized and well-organized, internally dissected cognitive structures, which are the psychological base of acquired knowledge. Only such a base can provide flexibility and mobility of thinking, the ability to mentally compare different objects in a variety of ways and aspects, in other words, the acquired knowledge will not be formal, but effective, making it possible to operate them in a wide and versatile way. Therefore, in the process of schooling, the child needs not only to be informed of the amount of knowledge, but also to form in him a system of knowledge that forms an internally ordered structure. This can be achieved in two ways:
- Purposefully and systematically develop the thinking of students;
- to offer for assimilation a system of knowledge, compiled taking into account the formation of cognitive structures, which leads to an increase in the quality of mental activity.
Mental development and quality of knowledge acquisition
Educational activity belongs to those specific human activities that make the highest demands on the level of development of the analytical-synthetic processes of schoolchildren. The assimilation of knowledge is one of the main tasks and one of the main results of educational activity. However, high-quality assimilation of knowledge is impossible without the full-fledged work of students' thinking, which means a sufficiently high level of development of such leading thought processes as analysis and synthesis, which themselves develop in the process of assimilation of knowledge. The high level of development of these mental operations, which characterizes the complication of mental activity in general, its improvement, determines not so much the accumulation and expansion of the total amount of knowledge, but the versatility of knowledge about the same content.
In the implementation of cognitive activity, the processes of analysis and synthesis function in close relationship, these are two sides of a single act of cognition. Thus, the processes of analysis, that is, the mental division of the perceived content into parts, signs, properties, are carried out in order to then, in accordance with the cognitive task that faces the subject, make a reverse transition from the parts identified by the analysis to their mental unification, restoration in a new , analyzed form, that is, to integrate these parts at a new, higher level, which indicates the development of the process of cognition as a whole.
The tightness of the relationship between analysis and synthesis is manifested in the fact that the effectiveness of synthesis processes largely depends on how well the processes of analysis carried out the division of the perceived whole in accordance with the cognitive task set. If the analysis of the material turned out to be superficial, shallow, if various properties or features are singled out partially or even fragmentarily, without any systemic connection with other properties or features, then the synthesis processes in most cases will not be able to ensure the subsequent full integration of the digestible material. S. L. Rubinshtein noted that "... the further the analysis is advanced, the wider the synthesis that implements the generalization contained in the concept" (2003, p. 143).
Many psychologists have pointed out the important role of the processes of analysis and synthesis in educational activity. So, S. L. Rubinshtein noted that the process of thinking is behind the assimilation of knowledge and that assimilation is the analysis, synthesis and generalization of knowledge. Therefore, psychological differences in the assimilation of knowledge essentially represent differences in the level and nature of the development of the processes of analysis and synthesis. The formation of the operation of analysis and synthesis occurs as new content appears at different stages of the child's development. The school educational material to be mastered is especially diverse in its content. Therefore, the requirements that educational activities
presents to the analytical-synthetic processes of schoolchildren. It is the need to carry out different types of analysis, due to the different content of the educational material, that can explain a number of difficulties in mastering knowledge that students experience when they are not formed.
Mental development and school performance.
Common sense dictates that such a relationship must exist. Indeed, it is quite understandable and understandable that students with a higher level of mental development show better results in schooling. And indeed, in the most general form, such a connection is found. On fig. Taken from the work of M.A. Kholodnaya (2002), a general pattern (dashed line) is shown, consisting in the fact that the higher the indicators of intellectual development of students, the higher their academic performance. It is important to note, however, that such a connection is most clearly and unambiguously manifested only at the initial stage of schooling.

Having a significant impact on school performance, mental development does not always unequivocally determine the school success or failure of the child. In middle and high school, other factors begin to have a strong influence on the success of schooling, blurring the influence of the factor of mental development. In other words, a direct relationship between the level of mental development of a schoolchild and the average score of his school performance is not always confirmed in school practice. This means that a child who is characterized by a low level of mental development can study well enough, and a student who shows high results on intellectual tests can demonstrate average or below average success in learning. This testifies to the variety of reasons that give rise to school failure, where the level of mental development is only one of them.
Didactic-methodical system of school education.
Another component of the psychological and pedagogical factor, as already noted, is the didactic and methodological system within which schooling is carried out. What role does this component play in determining the success and failure of training? Before answering this question, let us briefly consider the question of the relationship between learning and mental development. Vygotsky L.S. noted that the learning process should be considered not only as the formation of skills, but also as an intellectual activity aimed at identifying and transferring the structural principles found in solving one problem to a number of others. Learning some particular operation, the child thereby acquires the ability to form structures of a certain type, regardless of the material with which he operates, and of the individual elements that make up this structure. Consequently, by taking a step in learning, the child advances in development by two steps, i.e. learning and development are not the same.
It is undeniable that education must be in keeping with the developmental level of the child. To find out the real relationship of the development process to learning opportunities, it is necessary to determine at least two levels of a child's development: the first is the level of actual development and the second is the zone of proximal development. Despite the recognition of the important role of education in the processes of mental development, school curricula for many years focused on yesterday in the development of the child, that is, on the level of his current development. Dissatisfaction with this situation has led many scientists and methodologists to develop developing curricula for elementary schools. The difference between developing programs is that they create a zone of proximal development of schoolchildren by means of special structuring of the content on the basis of the basic laws of mental development. This means that in the course of assimilation of knowledge a number of internal processes of development are set in motion, which would be impossible without such training.
D. B. Elkonin wrote that the problem of learning and mental development becomes relevant every time when new tasks are faced by the school. In domestic child psychology, this problem arose for the first time in the late 1920s and early 1930s, when it became necessary to make education accessible to the masses of peasant children. For this, a comprehensive system of education was created, thanks to which the assimilation of knowledge approached the empirical experience of children. This gave a big leap in raising the literacy rate of children. However, such a system did not really introduce into the world of scientific concepts, so there was a transition to subject education. He had opponents who believed that education should be adapted to the current level of development of children. L. S. Vygotsky spoke out against them, believing that education, of course, should take into account the student’s available abilities, but its main goal should be to expand these opportunities, to develop them. The assimilation of scientific concepts by children with the help of a teacher leads to the development of their consciousness and thinking. L. S. Vygotsky reflected the internal connection between learning and development in the concept of “zone of proximal development”. Only such training can be considered good, which creates a zone of proximal development and thus goes ahead of it.
The problem of training and development became acute for the second time in the 1960s. It was then that a global problem began to be discussed: what should education be like in the era of the scientific and technological revolution? Attempts were made to modify the programs for the senior classes, which inevitably entailed a radical change in primary education. And again, the problem of training and development came to the fore. It was during these years that didactic systems for younger schoolchildren L. V. Zankova, V. V. Davydova - D. B. Elkonina, problem-based learning (M. I. Makhmutov and others), various programs built on the theory of P. Ya. Galperin on the phased formation of mental actions to study the influence of learning on the development of thinking of preschoolers (L. F. Obukhova and others). This problem (in a latent form) also manifested itself in the process of school reform in the 1980s in connection with the perestroika processes that were then taking place in our society. The appearance along with the three-year four-year initial stage and the beginning of education for children from the age of 6 (that is, the shift in the beginning of school education to an earlier period) required a meaningful consideration of the relationship between education and development, primarily from the point of view of the zone of proximal development of 6-year-old children and the success of their assimilation school knowledge.
As L. S. Vygotsky noted, the question of the relationship between the education and development of a child at school age is a central and fundamental issue, without which the problems of pedagogical psychology cannot be not only correctly resolved, but even posed.
Conclusion
Solving the problem of the relationship between learning and development should give its answer to an important question of teaching practice: should pedagogy build the learning process based on the level of development that the child has reached to date, on its passed and completed stages, or focus on structures that are still only are in the state of their formation? The answer to this question determines the fundamental position in the approach to building a learning system. Despite the recognition of the important role of education in the processes of mental development, school curricula for many years focused on yesterday in the development of the child, that is, on the level of his current development. This is the so-called traditional schooling, which, although it provides some progress in the development of students, still does not provide an opportunity to reveal the internal driving forces of development, not only in childhood, but also in adulthood. Dissatisfaction with this state of affairs led L. V. Zankov, and then V. V. Davydov and D. B. Elkonin, to the development of developing curricula for elementary schools. The difference between developing programs and the traditional program is that they create a zone of proximal development of schoolchildren by means of special structuring of the content on the basis of the basic laws of mental development. This means that in the course of assimilation of knowledge a number of internal processes of development are set in motion, which would be impossible without such training. As a result, the mental development of students rises to a higher level compared to the traditional system of education. If we consider this issue in the context of school failure, it becomes clear that training in developing curricula in the context of a constant focus on "tomorrow" in the mental development of the child, the creation today of those psychological prerequisites that will be necessary for him in the future to master the educational material, provide a higher degree of success in schooling. However, the choice of a didactic system for their child by parents is not always possible due to various reasons: the lack of teachers working on developmental programs in this school and the preference for a traditional curriculum, overcrowding of classes in which education is conducted according to developmental programs. And although, due to the polycausality of school failure, it cannot be argued that education in developmental programs in itself guarantees full school performance, and education in a traditional program, on the contrary, inevitably leads to academic failure, there are still good reasons to believe that teaching a child in The developing environment creates the best conditions for the successful assimilation of knowledge. The results of the study of literature and Internet sources in this area showed the significance of the influence of psychological, personal factors on the student's progress against the background of a much weaker influence of other factors. Therefore, a significant help in organizing a normal educational process will be to ensure continuity between the school and preschool periods of a child's education; taking into account the peculiarities of the psyche, educational difficulties and mistakes of children in their causal relationship; the orientation of general class work to eliminate educational errors, group work to overcome educational difficulties, individual work to neutralize negative actions caused by the mental characteristics of individual children.
Achievement is a multifaceted phenomenon of school reality, requiring versatile approaches in its study.
The following factors of student achievement can be distinguished:
1. Motivational readiness. The content of this component is that the child has a need to acquire knowledge as the dominant educational motive.
2. Intellectual readiness. This component is primarily associated with the degree of development of the child's mental activity.
3. Volitional readiness: you need to be able to subordinate your behavior to the rules, be able to manage your processes of attention, voluntary memorization, purposefully manage thought processes.
4. The nature of the child's social development: the child's ability to hear, understand the teacher, complete tasks, communicate in a certain, accepted style.
Learnability, or the pace of progress, is influenced by many features of the psyche of students - attention, memory, volitional qualities, etc. But since learning to a certain extent is a characteristic of mental abilities, its content, first of all, includes features of thinking that determine the degree of its productivity . What features of thought processes influence the process of acquiring knowledge? This is a qualitative originality of the development of the processes of analysis, synthesis, generalization, abstraction.
It is they that determine such individual-typical features of the thinking of schoolchildren as:
1) the depth or superficiality of thinking (the degree of materiality of the features abstracted when mastering new material and the level of their generalization);
2) flexibility or inertia of thinking (degree of ease of transition from direct to reverse connections, from one system of actions to another, rejection of habitual, template actions). For example, account
in the mind. Some students tend to avoid this form of work and replace the mental representation of the decision record with a column. This is the desire to create the possibility of reproducing the same system of purely external technical methods of calculation, that is, action according to a template;
3) stability or instability of thinking (the possibility of a more or less long-term focus on significant signs - one or a combination. The transition from one action to another under the influence of random associations is an indicator of the instability of thinking); 4) awareness (a verbal report on the progress of the decision adequate to practical actions problems, providing an opportunity to learn from their mistakes).
For a child to study well, it is necessary:
1) the absence of significant mental deficiencies;
2) a sufficient cultural level of the family, or at least the desire to achieve such a level;
3) material opportunities to meet the most important spiritual needs of a person;
4) the skill of teachers working with the child at school.
Literature
1. Lokalova N.P. “School failure. Causes, psychocorrection, psychoprophylaxis” 2. Vakhrushev S.V. Psychodiagnostics of difficulties in teaching primary school teachers. - M., 1995. 3. Vygotsky L.S. Problems of study and mental development. – Fav. Research - M., 1974. 4. Stepanova O.A. Prevention of school difficulties in children: Methodological guide. - M.: TC Sphere, 2003. - 128 p. 5. Internet sources http://www.psyh.ru/rubric/3/articles/8/