RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4567310.22363/2313-1683-2024-21-4-992-1011LGENVAPERSONALITY IN CONTEMPORARY EDUCATIONAL SPACE: ACADEMIC SUPERVISION, DIGITALIZATION, COMMUNICATIONЛИЧНОСТЬ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ: НАУЧНОЕ РУКОВОДСТВО, ЦИФРОВИЗАЦИЯ, КОММУНИКАЦИЯResearch ArticleSatisfaction with Relationship with Supervisor among Students with Different Academic Motivation: Case of Students Majoring in Psychology and PedagogyУдовлетворенность отношениями с научным руководителем у студентов с разной академической мотивацией (на примере студентов психолого-педагогических направлений подготовки)https://orcid.org/0000-0001-8389-22759471-8985MiklyaevaAnastasia V.МикляеваАнастасия Владимировна

Doctor of Psychology, Associate Professor, Professor of the Department of General and Social Psychology

доктор психологических наук, доцент, профессор кафедры общей и социальной психологии

a.miklyaeva@gmail.comhttps://orcid.org/0000-0001-5425-78386644-6059BezgodovaSvetlana A.БезгодоваСветлана Александровна

Candidate of Psychological Sciences, Associate Professor, Associate Professor of the Department of Psychology of Professional Activity and Information Technologies in Education

кандидат психологических наук, доцент, доцент кафедры психологии профессиональной деятельности и информационных технологий в образовании

s.a.bezgodova@gmail.comhttps://orcid.org/0000-0002-3528-31221910-5422PanferovVladimir N.ПанферовВладимир Николаевич

Doctor of Psychological Sciences, Professor, Professor of the Department of General and Social Psychology

доктор психологических наук, профессор, профессор кафедры общей и социальной психологии

v-panferov@mail.ruHerzen State Pedagogical University of RussiaРоссийский государственный педагогический университет им. А. И. Герцена15122024214VOL 21, NO4 (2024)ТОМ 21, №4 (2024)992101129082025Copyright ©; 2024, Miklyaeva A.V., Bezgodova S.A., Panferov V.N.Copyright ©; 2024, Микляева А.В., Безгодова С.А., Панферов В.Н.2024Miklyaeva A.V., Bezgodova S.A., Panferov V.N.Микляева А.В., Безгодова С.А., Панферов В.Н.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/45673

Satisfaction with the relationship with the academic supervisor is a significant factor in students’ academic success; however, its motivational determinants, which may significantly contribute to students’ expectations of interaction with their supervisor, remain understudied. The purpose of this study was to analyze satisfaction with the relationship with the supervisor among students with different academic motivations in the context of modern Russian higher education. The study involved 192 final-year undergraduate and graduate students majoring in psychology and pedagogy (average age = 26.5 years, females = 85.4%). The empirical data were collected using a short version of the questionnaire “Scales of Academic Motivation” by T.O. Gordeeva, O.A. Sychev, & E.N. Osin, the authors’ questionnaire for assessing student satisfaction with the relationship with the supervisor and the questionnaire on supervisor-doctoral student interaction (QSDI) by T. Mainhard, R. van der Rijst, J. van Tartwijk, & T. Wubbels, translated into Russian with acceptable indicators of structural validity and scale consistency. The results showed that the students with autonomous academic motivation, regardless of their educational level, were more satisfied with the relationship with their supervisor than the students with controlled motivation and, in addition, characterized their supervisor as more collaborative. The predictors of satisfaction with this relationship were leadership, friendly help and, negatively, unpredictability for the students with autonomous academic motivation, but only friendly help for the students with controlled motivation. The motivation indicators were not significant predictors of satisfaction for the undergraduate students, although they made a significant contribution to it in the sample of the graduate students. In addition, the authors discuss the possibilities of applying the research results in the practice of scientific supervision of students majoring in psychology and pedagogy, the limitations of the study, as well as the prospects for overcoming them.

Удовлетворенность отношениями с научным руководителем является значимым фактором академической успешности студентов, однако к сегодняшнему дню недостаточно изучены ее мотивационные детерминанты, которые могут вносить существенный вклад в ожидания студентов от взаимодействия с научным руководителем. Цель исследования - анализ удовлетворенности отношениями с научным руководителем у студентов с разной академической мотивацией в условиях современного российского высшего образования. В исследовании приняли участие 192 студента, обучающихся на выпускных курсах бакалавриатов и магистратур по психолого-педагогическим направлениям подготовки (средний возраст 26,5 лет, 85,4% женщин). Для сбора эмпирических данных использовались краткая версия Шкал академической мотивации (Т.О. Гордеева, О.А. Сычев, Е.Н. Осин), авторская анкета для оценки удовлетворенности обучающегося отношениями с научным руководителем, а также опросник «Взаимодействие научного руководителя и студента» (Т. Майнхард, Р. ван Дер Рейст, Й. ван Тартвейк, Т. Вуббельс), переведенный на русский язык и продемонстрировавший в русскоязычном варианте приемлемые показатели структурной валидности и согласованности шкал. Согласно эмпирическим результатам, студенты с автономной академической мотивацией, независимо от образовательной ступени, более удовлетворены отношениями с научным руководителем, чем студенты с контролируемой мотивацией, и, кроме того, характеризуют научного руководителя как более ориентированного на сотрудничество. Предикторами удовлетворенности отношениями с научным руководителем для студентов с автономной академической мотивацией являются лидерство, дружелюбная помощь и, с отрицательным знаком, непредсказуемость, для студентов с контролируемой мотивацией - дружелюбная помощь. Показатели мотивации не являются значимыми предикторами удовлетворенности отношениями с научным руководителем для студентов бакалавриатов, однако вносят значимый вклад в удовлетворенность отношениями с научным руководителем в выборке магистрантов. Обсуждаются возможности применения результатов исследования в практике научного руководства работой студентов психолого-педагогических направлений подготовки, ограничения исследования, а также перспективы их преодоления.

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