Macro-genesis of a Frustrated Achievement Need as a Personal Determinant of Pupils’ Educational Achievements
DOI:
https://doi.org/10.32626/2227-6246.2019-45.296-317Keywords:
microgenesis, educational achievements, personal determinants, personality of a pupil, need for success, frustration.Abstract
The experimental study of the frustrated achievement need and the pecu-
liarities of its manifestation as a personal determinant of pupils’ educational
achievements are presented in the article. The frustrated achievement need of
pupils with di0exFB00rent academic achievements is analysed at two ontogenetic
stages: at primary school and at adolescence. The macrogenetic tendencies
of frustration formation concerning the achievement need of primary and se
condary school pupils are determined; they represent the school achievement
determination on an ontogenetic plane. The determined interconnected ten-
dencies in macrogenetic dynamics of the frustrated achievement need con-
vincingly testify that there are unfavourable lines in achievement need forma-
tion even at learning at primary school. The article shows that these tenden-
cies limit e0xFB03ciency of academic achievements, inhibit the achievement need
of even successful pupils, and, thus, narrow an action 0xFB01eld of pupils as actors
of education. The ontogenetic stabilization of pupils’ subjective potencies and
their personal e0exFB00ctiveness was recorded at transition to secondary school.
The article states that, even at such a relatively successful emergence of the
achievement need, there are obvious «strata» of destruction, which should
be traced closely by teachers, school psychologists and parents in order to
prevent the destruction of formation of pupils as successful learning actors. It
has been experimentally established that 0xFB01fthyear pupils with poor academic
results are characterized by an extremely unfavourable psychological back-
ground with a constellation of the factors hindering disclosure of personal
potentials for achievement of good academic results and personal e0xFB03ciency
formation. The destructive in0xFB02uence of the frustrated achievement need of
pupils with poor academic results is a sign that, during the transition from
primary to secondary school, such pupils are characterized by clear destabili-
zation of their subjectivity, which is manifested in even deeper destruction of
the achievement need.
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