Дерека, Тетяна Григорівна (2016) Acme-motivational component of physical education specialists’acmeological competence: the dynamics of formation during lifelong professional training Вісник Чернігівського національного педагогічного університету (139). pp. 307-311.
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Abstract
In the article the author defined components of physical education specialists’ acmeological competence such as: acme-motivational, cognitive, activity and personal (acme-traits of personality). The features of physical education specialists’ acmeological competence formation in the process of continuous professional training based on the acmeology. It was reviled that the emphasis in the acmeological competence formation shift from entry level to higher education Bachelor and Master levels. The results of the correlation analysis show interconnection between acme-motivational component of physical education specialists’ acmeological competence. The strongest dependence of acme-motivational component observed with following group of components: social motives (r = 0,99), educational and cognitive motivation (r = 0,97) and professional reasons (r = 0,966). The results of the factor analysis carried grouping of physical education specialists’ acmeological competence constituents on following four factors: personal motivational, personal, emotional and psychological, studies on research basis. Determined that the first group of factors includes such components as acme-motivation: reasons of prestige, professional motivation, training and learning motivation, achievement motivation, together with some components of the personal component such as attitude to himself ("I-concept"), the ability to psychological contiguity with another person, empathy. Motivational-personal factor is the most significant. It has the largest percentage of the total variance up to 43.53%. Motivational-personal factor includes the biggest number of variables (the components of acmeological competence). The greatest "weight factor" among the variables motivational and personality factors are: achievement motivation (0,83), the ability to psychological contiguity with another person (0,80) attitude to himself ( "I-concept") (0,79), empathy (0,77), educational and cognitive motives (0,74), the motives of prestige (0,71), professional motives (0,70). It was reviled that the formation of acmeological competence acme-motivational component determines, activates, steers and regulates a specialist’s acme-oriented self-development.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | acmeology; acme-motivation acmeological competence; professional training; physical education |
| Subjects: | Це архівна тематика Київського університету імені Бориса Грінченка > Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН) |
| Divisions: | Це архівні підрозділи Київського університету імені Бориса Грінченка > Кафедра фізичної культури та спортивної майстерності |
| Depositing User: | Елена Е.В. Бисмак |
| Date Deposited: | 30 Nov 2016 09:59 |
| Last Modified: | 30 Nov 2016 09:59 |
| URI: | https://elibrary.kubg.edu.ua/id/eprint/17174 |
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