Value-Semantic Measurement of Commitment: an Empirical Study
The article considers the value-semantic dimension of commitment using the case of students’ involvement in classroom activities. Commitment is a state that appears if the person and the environment match each other. Commitment has several levels: as a current state, as motivation and values, and as...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | article |
| Lenguaje: | EN RU |
| Publicado: |
Kemerovo State University
2021
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/c69441522d0e45868421745f333f49f6 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | The article considers the value-semantic dimension of commitment using the case of students’ involvement in classroom activities. Commitment is a state that appears if the person and the environment match each other. Commitment has several levels: as a current state, as motivation and values, and as an integral characteristic of human life. Meanings and values are responsible for the relations between the person and the environment, which are expressed as emotions, e.g., life satisfaction, psychological well-being, etc. The research objective was to determine the nature of the relationship between the current state of students' involvement in educational and professional activities and their motives, life orientations, life satisfaction, and psychological well-being. The Utrecht Work Engagement Scale (UWES-17) was used to diagnose commitment as a current state (W. Schaufeli, A. Bakker). The value-semantic aspects of commitment were measured using the Academic Motivation Scale (T. O. Gordeeva, O. A. Sychev, E. N. Osin), the Test of Life-Purpose Orientations (D. А. Leontiev), the Questionnaire of Life Orientations (E. Yu. Korzhova), the Scale of Psychological Well-Being (C. Ryff, in N. N. Lepeshinsky’s modification), and Life Satisfaction Index (A. O. Neugarten et al., adapted by N. V. Panina). The data were analyzed separately for secondand third-year students of Amur State University with high, moderate, and low commitment. The comparative analysis was based on ANOVA. Commitment as a current state appeared to correlate more with academic motivation, life-purpose orientations, and life satisfaction than with life subject-object orientations and psychological well-being. The results obtained can help psychological counselors to organize events aimed at increasing students’ commitment. |
|---|