Psychological and Pedagogical Aspects of Eliminating Student Failure

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Abay Duisenbayev, Karlygash Sansyzbayeva, Aktoty Akzholova, Gulzhanat Suleimenova, Gulbanu Saduakas


The problem of school failure is one of the central issues in pedagogy and pedagogical psychology. It was revealed that school failure can be a consequence of factors of both a socio-pedagogical nature – family conditions, pedagogical neglect, level of education of parents –, and psychological – deficiencies in the cognitive, need-motivational spheres, individually psychological characteristics of students, lack of analysis and synthesis.

In the study of psychological and pedagogical literature, we have identified a contradiction between a large number of psychological and pedagogical literature on the problem of student failure, on the one hand, and a small number of methodological developments to address these causes.

As a result of student assessment, the problem of academic failure or failure in the studies of individual students arises. Underperformance refers to a situation in which the behavior and learning outcomes do not meet the educational and didactic requirements of the school. Underachievement is expressed in the fact that the student has poor reading, counting skills, weak knowledge of the intellectual skills of analysis, generalization, etc. Systematic underachievement leads to pedagogical neglect, which is understood as a set of negative personality traits that contradict the requirements of the school and society. This phenomenon is extremely undesirable and dangerous from a moral, social, economic point of view. Pedagogically neglected children often drop out of school, fill up at-risk groups.

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