A model for developing self-management competence in students

Background. Formation of self-management competence in students is a relevant task, the solution of which requires targeted work. Self-management competence is understood as the ability to effectively set goals at various stages of life and manage available resources.

Purpose: development of a model for the formation of the self-management competence in students.

Materials and methods: theoretical analysis of literature, synthesis, modeling, experimental work. Wilcoxon T-test and Spearman rank correlation coefficient were used to process the data obtained during the experimental work.

Results. The model for developing students' self-management competence consists of four interconnected components: motivational, target, content-technological, and evaluative. The motivational component is aimed at creating and supporting students' motivation to master the self-management competence (improving the level). The target component represents the goal and levels of competence development. The content-technological component represents two interconnected blocks: content (theoretical knowledge about self-management, methods, techniques, tools (including digital ones), methods of using them) and procedural (a set of forms, methods, and types of work). The evaluative component is represented by materials for professor's assessment and student's self-assessment.

The effectiveness of the developed model is confirmed by the results of its implementation in the practice of teaching students. To identify the level of formation of self-management competence, the teacher's assessment and the students' self-assessment were used. The statistical significance of the results is confirmed by the obtained values of the Spearman rank correlation coefficient and the Wilcoxon T-criterion. The results of the study can be used in working with students of basic and additional educational programs.