The formation level of the components of the reflective experience as a factor of the students’ educational success.

Abstract

The purpose of the article is to verify the hypotheses about an effect of the formation level of the system of reflective experience and some of its components on the success of students’ learning. The author has offered a structural-functional model of the reflective experience as an open, dynamic system that integrates three components: the reflective potential, the reflective competence and the procedural components of the experience. Each component performs its function, which is needed for reflexivity, the general ability of the person to observe, analyze and manage the internal processes of his life. The reflective potential that is presented by the reflective resources system provides internal activity by the necessary resources and information, the reflective competence manages the processes of a functioning and development of the experience’s system, the procedural components implement activity as a process. The results obtained by a one-factor and two-factor schemes of the dispersion analysis, have identified the significance of the effect of each component of the system and the general formation level of the reflective experience on the educational success. It is proved that the formation level of the personality’s reflective competence has the most significant effect on the educational success through the activation of the knowledge system about the reflection, about the basis of the reflective activity and the advantages of its using, about the methods of its regulation and development. It was found that a high level of the educational success is demonstrated by those students, who have a high formation level of the system of the abilities to predictive own activity (actively planning its internal operations, determine the prospects of own future) and actively use the strategy of “Deep processing and critical analysis of information that are based on a rational approach to a searching solution”. The author has shown that the destructive effects of reflexivity depends primarily on the mobilization of the inadequate amount of the reflective resources, that promotes a complicating of the subject’s internal activity, an excessive dipping into the inner world.

Keywords: reflexivity, reflective experience, reflective potential, reflective competence, reflective activity, educational success.