Correlation of the level of development of academic autonomy of younger students with indicators of educational motivation and style of pedagogical activity (on the example of primary school students in Uzbekistan)

Primary school age, according to most researchers, is the most sensitive for the development of academic autonomy and educational motivation, which are key factors for the success of educational activities. The authors of the article suggested that the formation of student autonomy is associated with the learning environment, the nature of changes in the motivational sphere of the child's personality, including the predominance of internal or external motivation. The study was performed on a sample of 134 students and 18 teachers of schools in Uzbekistan. As diagnostic tools were: the method of “Diagnostics of level of school motivation in elementary school students” N. G. Lukanova, the method of “Diagnosis of educational autonomy of younger school student” S. Yu. Prokhorov, the method “Style of teaching” A. M. Markova and A. I. Nikonova. Previously, the methods were adapted for the Uzbek sample. The calculation of the x2 criterion was used as the main statistical tool. As a result of the study, a statistically reliable relationship was established between the indicators of educational motivation and the level of academic autonomy of younger students. The researchers found that the incentive for learning activities can be external motivation, that is, the motivation to avoid failure and Vice versa. Younger students with high and above-average levels of academic autonomy are mostly trained in teacher classes that ensure that students focus on both the content aspects of the material being studied motivation, psychological and pedagogical support of educational activities and on achieving their goals, and who are less likely to focus on assessing the failures of their students. Based on the results obtained, the article formulates pedagogical and psychological directions of work for the successful development of academic autonomy and educational motivation of primary school students.Младший школьный возраст, по мнению большинства исследователей, является наиболее сензитивным для развития академической самостоятельности и учебной мотивации, выступающих ключевыми факторами успешности образовательной деятельности. Авторы статьи предположили, что формирование самостоятельности учащегося связано с условиями обучения, характером изменений в мотивационной сфере личности ребенка, в том числе, в преобладании внутренней или внешней мотивации. Исследование выполнено на выборке 134 учащихся и 18 педагогов школ Узбекистана. В качестве диагностических средств выступили: методика «Диагностика уровня школьной мотивации учащихся начальной школы» Н. Г. Лускановой, методика «Диагностика учебной самостоятельности младшего школьника» С. Ю. Прохорова, методика «Стиль педагогической деятельности» А. М. Марковой и А. Я. Никоновой. Предварительно была проведена адаптация методик для узбекской выборки. В качестве основного статистического инструмента использовался расчет критерия Х2. В результате исследования была установлена статистически достоверная взаимосвязь между показателями учебной мотивации и уровнем академической самостоятельности младших школьников. Исследователи выявили, что стимулом учебной деятельности может быть внешняя мотивация, то есть мотивация избегать неудачи и наоборот. Младшие школьники с высокими и выше среднего показателями академической самостоятельности в основном обучаются в классах учителей, обеспечивающих сосредоточенность обучающихся как на содержательных аспектах изучаемого материала, так и на достижении целей своей деятельности, и которые менее склонны акцентировать внимание на оценке неудач своих учеников. На основании полученных результатов в статье сформулированы педагогические и психологические направления работы для успешного развития академической самостоятельности и учебной мотивации учащихся младших классов

Global characteristics and outcomes of SARS-CoV-2 infection in children and adolescents with cancer (GRCCC): a cohort study

Background: Previous studies have shown that children and adolescents with COVID-19 generally have mild disease. Children and adolescents with cancer, however, can have severe disease when infected with respiratory viruses. In this study, we aimed to understand the clinical course and outcomes of SARS-CoV-2 infection in children and adolescents with cancer. Methods: We did a cohort study with data from 131 institutions in 45 countries. We created the Global Registry of COVID-19 in Childhood Cancer to capture de-identified data pertaining to laboratory-confirmed SARS-CoV-2 infections in children and adolescents (<19 years) with cancer or having received a haematopoietic stem-cell transplantation. There were no centre-specific exclusion criteria. The registry was disseminated through professional networks through email and conferences and health-care providers were invited to submit all qualifying cases. Data for demographics, oncological diagnosis, clinical course, and cancer therapy details were collected. Primary outcomes were disease severity and modification to cancer-directed therapy. The registry remains open to data collection. Findings: Of 1520 submitted episodes, 1500 patients were included in the study between April 15, 2020, and Feb 1, 2021. 1319 patients had complete 30-day follow-up. 259 (19·9%) of 1301 patients had a severe or critical infection, and 50 (3·8%) of 1319 died with the cause attributed to COVID-19 infection. Modifications to cancer-directed therapy occurred in 609 (55·8%) of 1092 patients receiving active oncological treatment. Multivariable analysis revealed several factors associated with severe or critical illness, including World Bank low-income or lower-middle-income (odds ratio [OR] 5·8 [95% CI 3·8–8·8]; p<0·0001) and upper-middle-income (1·6 [1·2–2·2]; p=0·0024) country status; age 15–18 years (1·6 [1·1–2·2]; p=0·013); absolute lymphocyte count of 300 or less cells per mm3 (2·5 [1·8–3·4]; p<0·0001), absolute neutrophil count of 500 or less cells per mm3 (1·8 [1·3–2·4]; p=0·0001), and intensive treatment (1·8 [1·3–2·3]; p=0·0005). Factors associated with treatment modification included upper-middle-income country status (OR 0·5 [95% CI 0·3–0·7]; p=0·0004), primary diagnosis of other haematological malignancies (0·5 [0·3–0·8]; p=0·0088), the presence of one of more COVID-19 symptoms at the time of presentation (1·8 [1·3–2·4]; p=0·0002), and the presence of one or more comorbidities (1·6 [1·1–2·3]; p=0·020). Interpretation: In this global cohort of children and adolescents with cancer and COVID-19, severe and critical illness occurred in one fifth of patients and deaths occurred in a higher proportion than is reported in the literature in the general paediatric population. Additionally, we found that variables associated with treatment modification were not the same as those associated with greater disease severity. These data could inform clinical practice guidelines and raise awareness globally that children and adolescents with cancer are at high-risk of developing severe COVID-19 illness. Funding: American Lebanese Syrian Associated Charities and the National Cancer Institute