Relationship between students’ mental representation of project activity experience and changes in their personal potential: The case of the student expedition ‘School Educational Environment’
DOI:
https://doi.org/10.33910/2686-9527-2025-7-4-476-491Keywords:
self-efficacy, responsibility, life position, tolerance for uncertainty, narrative method, personal potentialAbstract
Introduction. This study investigates how students’ mental representation of their experience of uncertainty and self-efficacy in project activities aimed at transforming the educational environment relates to changes in personal potential parameters — tolerance for uncertainty, responsibility, professional self-efficacy, and life position — considering the presence, stability over time, and direction of change.
Materials and Methods. The study employed the Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II) (D. McLain, adapted by D. Leontiev, E. Osin and E. Lukovitskaya); the Responsibility Scale (D. Leontiev); the Questionnaire of the Life Position of the Individual (D. Leontiev, A. Shilmanskaya); and General SelfEfficacy Scale (GSE) (R. Schwarzer, M. Jerusalem, and V. Romek, as adapted by T. Gordeeva). Additionally, a narrative method, a formative experiment, content analysis, and statistical analysis methods were used. The sample consisted of university students who participated in the student expedition.
Results. No significant changes in personal potential parameters were observed among students who did not form mental representations of the experience of uncertainty or who described their self-efficacy through a generalized representation of project activities. In contrast, students who had mental representations of the experience of uncertainty or provided a detailed description of the experience of self-efficacy exhibited multidirectional changes in personal potential parameters; over time, there was a recovery of parameters that may have temporarily decreased immediately after project activities.
Conclusions. The study confirmed the hypothesized relationship between students’ mental representation of the experience of uncertainty and their self-efficacy in project activities, which were aimed at developing parameters of their personal potential and resulted in changes to these parameters. These findings can be used to organize work aimed at developing students’ personal potential during professional training.
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