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Exploring Happiness: A Journey through the Well-being of Primary School Students in Western Kazakhstan
(2024-06-14)
Malika Maksatovna Knissarina
;
Syzdykbayeva Aigul
;
Salima Seitenova
;
Raissa Izmagambetova
;
Ussenova Аkkenzhe
This study delves into the world of primary school students in Western Kazakhstan, exploring their happiness and well-being within the framework of the IRN AP19678139 project. Through the eyes of these young learners, the research investigates the factors that contribute to their overall sense of well-being, including friendships, access to education, family support, safety, and technology. Utilizing a mix of playful activities, interviews, and surveys tailored to their age group, insights are gathered from 285 enthusiastic participants. The findings illuminate the diverse experiences and emotions of primary school students, revealing nuances in their well-being levels and highlighting areas for improvement. By listening to the voices of these young individuals, this study aims to inform policies and initiatives that promote happiness and create a nurturing environment for their growth and development in Western Kazakhstan's educational landscape.
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Assessing student well-being indicators in the higher education context of Western Kazakhstan
(2025-01-01)
Aigul Syzdykbayeva
;
Malika Maksatovna Knissarina
;
G. Onlanbekkyzy
;
Baikulova Aigerim Meirkhanovna
This research examines the well-being indicators of students in Western Kazakhstan, focusing on four major cities: Aktobe, Aktau, Atyrau, and Uralsk. The research employed a quantitative methodology with a cross-sectional design, involving 1,377 students aged 16-21 from leading universities in these cities. The study utilized a questionnaire based on The Global Youth Wellbeing Index and youth development index calculation methodology developed by Kazakhstan's Ministry of Information and Social Development. The assessment covered six key domains: citizenship, economic opportunities, education, health, information and communication technologies (ICT), and security. The findings revealed an overall well-being index of 0.787 out of 1.00 across Western Kazakhstan as of August 2024, with variations among cities: Atyrau (0.809), Aktobe (0.784), Uralsk (0.780), and Aktau (0.778). The research demonstrated very high levels of well-being in education (0.84), ICT (0.83), and health (0.82) domains across all cities. Notable regional differences emerged, with Atyrau showing the highest scores in civic participation (0.79) and economic opportunities (0.83), while Aktobe led in ICT usage (0.86). The study provides valuable insights for policymakers and educational institutions to enhance student well-being and development in Western Kazakhstan.
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Quantitative analysis of students' errors in the interpretation of hydronyms: linguocognitive difficulties in learning the hydronymic system of Western Kazakhstan
(Frontiers Media, 2026-04-28)
Akmaral Dautkulova
;
Gulmira B. Madiyeva
;
Maxot Rakhmetov
;
Yussup Parkhat
This study presents a quantitative analysis of errors in the perception and interpretation of hydronyms by university students in Western Kazakhstan. The aim of the study is to identify the types of errors that occur when students interpret hydronymic units and to reveal the cognitive difficulties underlying these errors. The study involved 120 university students who had previously completed courses in linguistics, cognitive onomastics, and regional geography. The main attention is paid to the analysis of errors in the perception of hydronyms in four analytical aspects: similarity of hydronyms, contextual perception of hydronyms, perceptual errors, and incorrect associative interpretations of hydronyms. Errors are classified into three types: inattentive errors, cognitive errors, and interpretative errors. The results showed that most of the errors are related to cognitive difficulties in interpreting the meanings of hydronyms and perceiving them in context. Problems also arise due to the inattention of students, which leads to errors in the analysis of similar hydronyms and their combinations. The greatest number of errors is observed in the perception of hydronyms with different origins, historical context and cultural significance. It is important that students have a clear understanding of both procedural and conceptual knowledge in order to successfully interpret hydronyms and use them correctly in context. Recommendations for teachers include the need to focus on the accuracy of the perception and interpretation of hydronyms, as well as on the prevention of errors that may disrupt the correct understanding of the cultural and historical significance of hydronyms in the educational process. The findings contribute to a deeper understanding of how students cognitively process hydronymic information and provide pedagogical insights for improving onomastic education in higher education.
Цитирования (OpenAlex) 1

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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