Pedagogical conditions for development of self-confidence in university students in the process of organized self-development activities
https://doi.org/10.54884/1815-7041-2025-84-3-152-163
Abstract
The article addresses the issue of developing self-confidence in university students as one of the key qualities necessary for successful personal and professional fulfillment. The relevance of identifying effective psychological and pedagogical technologies for solving this problem within the context of higher education is substantiated. A theoretical model is proposed, according to which self-confidence is not formed through direct teaching but emerges as a result of acquiring personal successful experience in overcoming difficulties. The methodological foundation of the study is the activity theory of A. N. Leontiev. The article describes the organization and results of the formative experiment aimed at testing the effectiveness of a developmental program based on the principles of autonomous choice and regular performance of a «developmental action» by students. Self-confidence was assessed using V.G. Romek’s Self-Confidence Test and S. Reisas’s Self-Confidence Scale. The research results suggest that participation in the program leads to a statistically significant increase in the general level of self-confidence, social courage, and initiative among university students. The conclusion is drawn that creation of pedagogical conditions which provide students with opportunities for deliberate activity in situations requiring volitional effort is an effective means of fostering stable and adequate self-confidence.
About the Author
M. V. Kiktenko
Yaroslav-the-Wise Novgorod State University
Russian Federation
Russian Federation
Maksim V. Kiktenko – Director of Maksim V. Kiktenko – Director of «Willpower Development» Center, PhD student
Velikiy Novgorod
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Review
For citations:
Kiktenko M.V. Pedagogical conditions for development of self-confidence in university students in the process of organized self-development activities. Man and Education. 2025;(3):152-163. (In Russ.) https://doi.org/10.54884/1815-7041-2025-84-3-152-163
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