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All Journal International Journal of Evaluation and Research in Education (IJERE)
Kudysheva, Ainash
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Education

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Effectiveness of an author’s program for psychopedagogical support in the development of metacognitive abilities Popandopulo, Anar; Kudysheva, Ainash; Kudarova, Nazgul; Matayev, Berik; Antikeyeva, Samal
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30526

Abstract

In the context of the updated educational system emphasizing autonomy and critical thinking among students, it is necessary to develop effective approaches to support and enhance students’ metacognitive abilities. This research aims to evaluate the effectiveness of a proprietary psychological and pedagogical support program designed to develop metacognitive abilities in schoolchildren. Methods included conducting a quasi-experimental study with control and experimental groups, utilizing the metacognitive awareness assessment questionnaire (MAAQ) to assess outcomes. The study involved 184 students (grades 7-9; M=14.40; SD=0.81) from a school in Kazakhstan, where the experimental group underwent the intervention program. Statistical analysis revealed significant improvements in metacognitive abilities among students in the experimental group compared to the control group, including enhancements in self-awareness, self-regulation, critical thinking, decision-making, and problem-solving. These findings affirm the feasibility of integrating metacognitive approaches into educational programs and suggest further avenues for research in pedagogical support and student development.
The pedagogical support for early professional self-determination of schoolchildren Kudysheva, Ainash; Popandopulo, Anar; Xembayeva, Saule; Chsherbakova, Yelena; Khaimuldina, Anara; Pshembayeva, Elmira
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30176

Abstract

In a rapidly changing world, early professional self-determination becomes critically important for young people. The aim of this study is to evaluate a model of psychological and pedagogical support designed to assist schoolchildren in making informed career decisions at early stages of education. The problem lies in the lack of effective support systems within educational institutions, leading to a mismatch between graduates’ career choices and their actual professions. The proposed solution is a comprehensive model that integrates psychological, pedagogical, and methodological support, tailored to individual needs. The study involved 180 children from three schools, divided into control and experimental groups. The experimental group underwent a structured educational program that included self-assessment, exploration of career opportunities, goal setting, and enhancement of self-efficacy and motivation. Pre- and post-tests with developed scales were used to assess career clarity, self-efficacy, and motivation. The results showed that the support model significantly improved career clarity, self-efficacy, and motivation in the experimental group compared to the control group. Key improvements were observed in self-understanding, exploration of career opportunities, and goal setting. Thus, the developed model can aid in early professional self-determination, offering a valuable tool for educators and policymakers. Its implementation can better support students in their career choices, fostering their personal and professional growth.
Co-Authors Antikeyeva, Samal Chsherbakova, Yelena Khaimuldina, Anara Kudarova, Nazgul Matayev, Berik Popandopulo, Anar Pshembayeva, Elmira Xembayeva, Saule