Characteristics of mental capacity of secondary schoolchildren in the conditions of implementation of various educational programs
Abstract
Introduction. The growth of information load in the context of the introduction of the latest educational programs puts forward increased demands on the psychophysiological capabilities of the organism of schoolchildren, creates serious emotional, cognitive and physical problems. Mental capacity is considered as a characteristic of an individual’s ability to perform educational activities and a prognostic criterion for the development of fatigue. Purpose: to determine the dynamic features of mental capacity indicators in the implementation of traditional and meritocratic educational program. Materials and methods. The research involved 56 students of the 9th year of study, divided into 2 groups depending on the educational program. The level of mental capacity was assessed with the help of V. Anfimov’s proofreading samples throughout the cycle of studying subjects of different levels of severity and educational industries with a simultaneous assessment of the study schedule. One-factor analysis of variance and t-test in the IBM SPSS Statistics 20 software package were used for statistical data processing. Results. An analysis of the mental capacity of students of different gender groups revealed a higher level of it in girls in terms of quantitative (437.75 ± 5.14 signs), qualitative (7.20 ± 0.24 errors) and complex indicator (38.23 ± 0.53 units; p < 0.01). The degree of influence of the educational program on accuracy and performance was determined; type of subject – the number of traced signs and errors, the coefficient of productivity of mental work; day of the week – on the initial and final level of the volume and accuracy of the test (p < 0.001). It was found that the most productive lessons are from the 2nd to the 4th, the day is Monday, the subjects are Ukrainian Language and English. The lowest productivity of mental l work was revealed in the lessons of Geometry and Computer Science, the 7th lesson and days with the maximum study load were determined to be the most critical. Under the meritocratic system, a lower level of accuracy was recorded regardless of the educational field and the severity of the subject (p < 0.01) and work productivity with its significant decrease in the educational fields «Languages and Literature» and «Natural Science» and an increase of 10 % after the lessons of a mathematical profile. Conclusion. The gender characteristics of mental capacity for work, as well as the influence of the educational program, the type of subject in the educational field and difficulty, the place of the lesson in the daily and weekly schedule on the quality and productivity of work have been established. With the introduction of the meritocratic system, a more favorable schedule of training sessions was formed, which ensures more effective assimilation of educational material. The motivation of students and a reasonable approach to their selection for training in a specific educational program with a certain prospect of acquiring basic knowledge for a future profession ensures an increase in the intensity and productivity of mental work of schoolchildren at the stage of transition to specialized education.
Downloads
References
Pol’ka NS, redaktor. Rozumova pratsezdatnist’, navchal’ne navantazhennia ta sposib zhyttia suchasnykh shkoliariv: hihiienichni aspekty: monohrafiia. NAMN Ukrainy, DU «In-t hromad. zdorov’ia im. O.M. Marzieieva». Kyiv: Medinform; 2018. 214 р. [in Ukrainian].
Hozak SV, Yelizarova OT, Shumak OV, Filonenko OO. Zalezhnist’ rozumovoi pratsezdatnosti uchniv seredn’oho shkil’noho viku vid orhanizatsii rezhymu dnia. Molodyj vchenyj. 2016; 9.1 (36.1): 50–4. [in Ukrainian].
Miziuk MI, Suslyk ZB, Yeremchuk YaO. Osoblyvosti rozumovoi pratsezdatnosti ta uspishnosti uchniv starshykh klasiv, iaki rozpochaly navchannia z shesty ta semyrichnoho viku. Environment & Health. 2018; (1): 73–6. [in Ukrainian]. DOI: https://doi.org/10.32402/dovkil2018.01.073
Causse M, Chua Z, Peysakhovich V, Del Campo N, Matton N. Mental workload and neural efficiency quantified in the prefrontal cortex using fNIRS. Sci Rep. 2017; (7): 1–15. DOI: https://doi.org/10.1038/s41598-017-05378-x
Jansen EC, Peterson KE, O’Brien L, Hershner Sh, Boolani A. Associations between mental workload and sleep quality in a sample of young adults recruited from a US College Town. Behavioral Sleep Medicine. 2020; 18 (4): 513–522. DOI: https://doi.org/10.1080/15402002.2019.1626728
Kurata YB, Lou RM, Bano P, Matias AC. Effects of workload on academic performance among working students in an undergraduate engineering program. Procedia Manufacturing. 2015;(3):3360-7. DOI: https://doi.org/10.1016/j.promfg.2015.07.497
Okeke NU, Anene NA, Agu NA. Assessment of over-schooling and social skills as determinants of academic achievement among selected private owned secondary schools in Anambra
State-Nigeria. Academic Journal of Current Research. 2022; 9 (3): 19–27. Available from: https://cirdjournal.com/index.php/ajcr/article/view/654/607
Ogba FN. Managing relationship between over schooling and students achievement in curriculum content of junior secondary education. African Journal of Education Management, Teaching and Entrepreneurship Studies. 2020; 1 (1): 99–112. Available from: https://ajemates.org/index.php/ajemates/article/view/16/15
Os’mak M. Biorytmolohichna orhanizatsiia rozumovoi pratsezdatnosti shkoliariv. Bezpeka zhyttiediial’nosti, ekolohiia i okhorona zdorov’ia ditej i molodi KhKhI storichchia: suchasnyj stan, problemy ta perspektyvy: zb. materialiv Mizhnarod. nauk. prakt. internet-konf.; 2016 ver. 29–30; Pereiaslav-Khmel’nyts’kyj, Ukraina; 2016. с. 167–171.
Omede J, Jimba DN. Perception of parents about the consequence of over-schooling on the cognitive and psychosocial development of the Nigerian child at the private pre- primary schools. Academic Research Journal of Psychology and Counseling. 2019; 7 (2): 6–13.
Vadziuk SN, Ratyns’ka OM. Rozumova pratsezdatnist’ u starshoklasnykiv pry riznykh pohodnykh umovakh. Fiziolohichnyj zhurnal. 2020; 66 (1): 55–62. [in Ukrainian].
Ko LW, Komarov O, Hairston WD, Jung TP, Lin CT. Sustained attention in real classroom settings: An EEG study. Front. Hum. Neurosci. 2017; (11): 1–10. DOI: https://doi.org/10.3389/fnhum.2017.00388
Herlambang MB, Taatgen NA, Cnossen F. The role of motivation as a factor in mental fatigue. Hum Factors. 2019; 61 (7): 1171–1185. DOI: https://doi.org/10.1177/0018720819828569
Díaz-García J, González-Ponce I, Ponce-Bordón JC, López-Gajardo MÁ, Ramírez-Bravo I, Rubio-Morales A, García-Calvo T. Mental load and fatigue assessment instruments: a systematic review. Int. J. Environ. Res. Public Health. 2022; (19): 1–16. DOI: https://doi.org/10.3390/ijerph19010419
Gergelyfi M, Jacob B, Olivier E, Zenon A. Dissociation between mental fatigue and motivational state during prolonged mental activity. Frontiers in Behavioral Neuroscience. 2015; (9): 1–15. DOI: https://doi.org/10.3389/fnbeh.2015.00176
Grillon C, Quispe-Escudero D, Mathur A, Ernst M. Mental fatigue impairs emotion regulation. Emotion. 2015; (15): 383–389. DOI: https://doi.org/10.1037/emo0000058
Helton WS, Russell PN. Rest is best: The role of rest and task interruptions on vigilance. Cognition. 2015; (134): 165–173. DOI: https://doi.org/10.1016/j.cognition.2014.10.001
Helton WS, Russell PN. Rest is still best: The role of qualitative and quantitative load of interruptions on vigilance. Human Factors. 2017; 59 (1):91–100. DOI: https://doi.org/10.1177/0018720816683509
Hopstaken JF, van der Linden D, Bakker AB, Kompier MAJ. The window of my eyes: Task disengagement and mental fatigue covary with pupil dynamics. Biological Psychology. 2015; (110): 100–106. DOI: https://doi.org/10.1016/j.biopsycho.2015.06.013
Podrigalo L, Iermakov S, Rovnaya O, Zukov W, Nosko M. Peculiar features between the studied indicators of the dynamic and interconnections of mental workability of students. Journal of Physical Education and Sport. 2016; 16 (4): 1211–8. DOI: https://doi.org/10.7752/jpes.2016.04193
Volanen S-M, Lassander M, Hankonen N, Santalahti P, Hintsanen M, Simonsen N, Raevuori A, Mullola S, Vahlberg T, But A, Suominen S. Healthy Learning Mind – a school-based mindfulness and relaxation program: a study protocol for a cluster randomized controlled trial. BMC Psychol. 2016; 4 (1): 35. DOI: https://doi.org/10.1186/s40359-016-0142-3
Komisova TYe, Mamotenko AV, Kovalenko LP. Dynamika rozumovoi pratsezdatnosti pidlitkiv vprodovzh navchal’noho tyzhnia. Valeolohiia: suchasnyj stan, napriamky ta perspektyvy rozvytku : tezy dopovidej KhIV mizhnarodnoi nauk.-prakt. konf.; 2016 kvit. 14–16; Kharkiv – Drohobych, Ukraina; Kharkiv : KhNU,2016. С. 183–185. [in Ukrainian].
Latina HO, Kalynychenko DO. Otsinka rozumovoi pratsezdatnosti vchyteliv riznykh pedahohichnykh katehorij ta fakhovykh hrup. Ukrains’kyj zhurnal medytsyny, biolohii ta sportu. 2021;6(33):401-7. [in Ukrainian]. DOI: https://doi.org/10.26693/jmbs06.05.401
Giorgi A, Ronca V, Vozzi A, Sciaraffa N, di Florio A, Tamborra L, Simonetti I, Aricò P, Di Flumeri G, Rossi D, Borghini G. Wearable technologies for mental workload, stress, and emotional state assessment during working-like tasks: a comparison with laboratory technologies. Sensors. 2021; (21): 2332. DOI: https://doi.org/10.3390/s21072332
Pol’ka NS, redaktor. Metodyky hihiienichnoi otsinky orhanizatsii navchal’noho protsesu u zahal’noosvitnikh navchal’nykh zakladakh: metodychni rekomendatsii. Kyiv: DU «Instytut hihiieny ta medychnoi ekolohii im. O.M. Marzieieva NAMN Ukrainy; 2015. 38 р. [in Ukrainian].
Nakaz Ministerstva okhorony zdorov’ia Ukrainy 2205 vid 25.09.2020 Pro zatverdzhennia Sanitarnoho rehlamentu dlia zakladiv zahal’noi seredn’oi osvity. [in Ukrainian]. URL: https://zakon.rada.gov.ua/laws/show/z1111-20#Text
Kimura T, Takemura N, Nakashima Y, Kobori H, Nagahara H, Numao M and Shinohara K. Warmer environments increase implicit mental workload even if learning efficiency is enhanced. Front. Psychol. 2020; (11): 568. DOI: https://doi.org/10.3389/fpsyg.2020.00568
Ramírez-Moreno MA, Carrillo-Tijerina P, Candela-Leal MO, Alanis-Espinosa M, Tudón-Martínez JC, Roman-Flores A, Ramírez-Mendoza RA, Lozoya-Santos JdJ. Evaluation of a fast test based on biometric signals to assess mental fatigue at the workplace—a pilot study. Int. J. Environ. Res. Public Health. 2021; (18): 11891. DOI: https://doi.org/10.3390/ijerph182211891
van Tetering M, van der Donk M, de Groot RHM and Jolles J. Sex differences in the performance of 7–12 year olds on a mental rotation task and the relation with arithmetic performance. Front. Psychol. 2019; (10): 107. DOI: https://doi.org/10.3389/fpsyg.2019.00107
Aydin L, Kiziltan E, Gundogan NU. Polyphasic temporal behavior of finger-tapping performance:
A measure of motor skills and fatigue. J Mot Behav. 2016; 48 (1): 72–8. DOI: https://doi.org/ 10.1080/00222895.2015.1040111
Lancia S, Cofini V, Carrieri M, Ferrari M, Quaresima V. Are ventrolateral and dorsolateral prefrontal cortices involved in the computerized Corsi block-tapping test execution? An fNIRS study. Neurophotonics. 2018; 5 (1): 011019. DOI: https://doi.org/10.1117/1.NPh.5.1.011019
Duan T, Zhang N, Li K, Hou X, Pei J. Study on the preferred application-oriented index for mental fatigue detection. Int J Environ Res Public Health. 2018; 15 (11): 2555. DOI: https://doi.org/10.3390/ijerph15112555
Zayed K, Jansen P. Gender differences and the relationship of motor, cognitive and academic achievement in Omani primary school-aged children. Front Psychol. 2018; (9): 2477. DOI: https://doi.org/10.3389/fpsyg.2018.02477
Danylenko HM, Sotnikova-Meleshkina ZhV. Vplyv orhanizatsii osvitn’oho protsesu na rozumovu pratsezdatnist’ uchniv bazovoi shkoly. Visnyk Vinnyts’koho natsional’noho medychnoho universytetu. 2020; 24 (3): 431–441. [in Ukrainian]. DOI: https://doi.org/10.31393/reports-vnmedical-2020–24 (3)–5
Havrysh IV, Tkachov AS. Teoretyko-metodolohichni osnovy realizatsii kompetentnisno oriientovanoi osvity obdarovanykh uchniv u mezhakh naukovo-pedahohichnoho proektu «Intelekt Ukrainy». Pedahohika formuvannia tvorchoi osobystosti u vyschij i zahal’noosvitnij shkolakh. 2017; (55): 133–141. [in Ukrainian].
Geertsen SS, Thomas R, Larsen MN, Dahn IM, Andersen JN, Krause-Jensen M, Korup V, Nielsen CM, Wienecke J, Ritz C, Krustrup P, Lundbye-Jensen J. Motor skills and exercise capacity are associated with objective measures of cognitive functions and academic performance in preadolescent children. PLoS One. 2016; 11 (8): e0161960. DOI: https://doi.org/10.1371/journal.pone.0161960
Milyavskaya M, Galla BM, Inzlicht M and Duckworth AL. More effort, less fatigue: the role of interest in increasing effort and reducing mental fatigue. Front. Psychol. 2021; (12): 755858. DOI: https://doi.org/10.3389/fpsyg.2021.755858
The Journal of V. N. Karazin Kharkiv National University, series Medicine has following copyright terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work, with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
