In the article, the author presents the results of an empirical study conducted as part of a master's thesis. The article is devoted to the study and comparison of the preferred coping strategies of coping behavior of students-teachers of different courses. The study involved students of the second and fourth courses in the amount of 99 people. Analysis of the study conducted by the author using the Mann-Whitney U test showed only one statistically significant difference between groups of students of different courses — in the parameter "Taking responsibility". The level of application of this coping strategy among fourth-year students is significantly higher than among second-year students. The data obtained in the course of the study allow us to conclude that, in general, the priority coping strategies for the coping behavior of future teachers are constructive strategies that contribute to solving the problem that has arisen, namely: self-control, planning, problem solving and positive reassessment. At the same time, the "flight-avoidance" strategy has a rather high rate in both groups of subjects. Respondents of both groups least often resort to such destructive coping strategies as confrontational coping and distancing. The results obtained for the parameter "search for social support" have equally high data in both groups of subjects, which allows us to conclude that there is a need for psychological support and support for students. The conducted comparative static analysis showed that with all the variety of coping strategies of coping behavior periodically used by all participants in the study, fourth-year students slightly, but still more often, use constructive behavior strategies in difficult and conflict situations compared to second-year students.
{"title":"Comparative analysis of priority coping strategies of student teachers of various courses","authors":"S. Volodina","doi":"10.15862/44psmn522","DOIUrl":"https://doi.org/10.15862/44psmn522","url":null,"abstract":"In the article, the author presents the results of an empirical study conducted as part of a master's thesis. The article is devoted to the study and comparison of the preferred coping strategies of coping behavior of students-teachers of different courses. The study involved students of the second and fourth courses in the amount of 99 people. Analysis of the study conducted by the author using the Mann-Whitney U test showed only one statistically significant difference between groups of students of different courses — in the parameter \"Taking responsibility\". The level of application of this coping strategy among fourth-year students is significantly higher than among second-year students.\u0000The data obtained in the course of the study allow us to conclude that, in general, the priority coping strategies for the coping behavior of future teachers are constructive strategies that contribute to solving the problem that has arisen, namely: self-control, planning, problem solving and positive reassessment. At the same time, the \"flight-avoidance\" strategy has a rather high rate in both groups of subjects.\u0000Respondents of both groups least often resort to such destructive coping strategies as confrontational coping and distancing. The results obtained for the parameter \"search for social support\" have equally high data in both groups of subjects, which allows us to conclude that there is a need for psychological support and support for students.\u0000The conducted comparative static analysis showed that with all the variety of coping strategies of coping behavior periodically used by all participants in the study, fourth-year students slightly, but still more often, use constructive behavior strategies in difficult and conflict situations compared to second-year students.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116822407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Sokolova, Olga Chalova, A.B. Denisova, Artem Adzhemov
The article is devoted to the analysis of the effectiveness of the use of modern electronic visual aids (Trello virtual whiteboard, Core platform, Mind Maps, interactive books) in the engineering training of future specialists. The growth of digitalization and the abundance of information in all areas of life, including education, offer teachers and students to solve most educational problems using digital technologies and visual aids. The quality of the educational information received and processed by students, as well as the insufficient development of the use of relevant electronic visual means at the present stage of the development of the educational system makes our research relevant. The empirical basis of the study was the teaching of one of the disciplines of the Master's program of engineering training of the National Research University "MEI" of the Department of Philosophy, Political Science, Sociology named after G.S. Arefieva. In the 2020/21 and 2021/22 academic years, a pedagogical experiment was conducted as part of teaching the second-year masters of the discipline "Organizational Behavior": part of the groups studied traditionally, the other part — with the use of new educational resources. During the study, visual learning aids (Mind Maps and interactive books), the peculiarities of information perception, including educational ones, were examined in detail, the domestic and foreign experience of using visual aids in teaching humanities disciplines was studied, the effectiveness of using several modern aids and services in engineering education at a technical university was tested. The article describes the features of the experiment, presents its results and analysis, and formulates recommendations for the effective use of modern visual aids for university training.
{"title":"Analysis of the visual aid effectiveness in engineering education","authors":"J. Sokolova, Olga Chalova, A.B. Denisova, Artem Adzhemov","doi":"10.15862/02pdmn422","DOIUrl":"https://doi.org/10.15862/02pdmn422","url":null,"abstract":"The article is devoted to the analysis of the effectiveness of the use of modern electronic visual aids (Trello virtual whiteboard, Core platform, Mind Maps, interactive books) in the engineering training of future specialists. The growth of digitalization and the abundance of information in all areas of life, including education, offer teachers and students to solve most educational problems using digital technologies and visual aids. The quality of the educational information received and processed by students, as well as the insufficient development of the use of relevant electronic visual means at the present stage of the development of the educational system makes our research relevant. The empirical basis of the study was the teaching of one of the disciplines of the Master's program of engineering training of the National Research University \"MEI\" of the Department of Philosophy, Political Science, Sociology named after G.S. Arefieva. In the 2020/21 and 2021/22 academic years, a pedagogical experiment was conducted as part of teaching the second-year masters of the discipline \"Organizational Behavior\": part of the groups studied traditionally, the other part — with the use of new educational resources.\u0000During the study, visual learning aids (Mind Maps and interactive books), the peculiarities of information perception, including educational ones, were examined in detail, the domestic and foreign experience of using visual aids in teaching humanities disciplines was studied, the effectiveness of using several modern aids and services in engineering education at a technical university was tested. The article describes the features of the experiment, presents its results and analysis, and formulates recommendations for the effective use of modern visual aids for university training.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"2018 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131472295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Olga Chalova, N. Zhurbenko, O. Sheypak, Elena Balyk
The article is devoted to the development of the technology of an individual path of teaching a foreign language, considering the student's self-assessment in a technical university. The theoretical and practical lack of elaboration of this problem both at the psychological and pedagogical levels in the domestic educational system makes our research relevant. Currently, the requirements imposed on a university graduate often do not coincide with the requirements that a future specialist imposes on himself. There is an internal contradiction and conflict, both interpersonal and intrapersonal. To minimize this discomfort, the authors of the article propose to build the educational process according to the requirements of the university and the desires of students, using the technology of individual educational path. The authors consider in detail the concept of «self-assessment» from a psychological point of view, the understanding and awareness of their level of knowledge in a foreign language will help in the development of these skills and abilities. In this paper, students independently determined the level of their skills and abilities to read and write in a foreign language according to the proposed test. Then the level of foreign language proficiency of students was analyzed based on the Common European Framework of Reference for Languages, highlighting the features of self-assessment of foreign language proficiency (reading and writing) of students. The paper provides recommendations on the implementation of the technology of individual learning trajectory in the educational process according to the data obtained on self-assessment and assessment of the level of proficiency in reading and writing based on the Common European Framework of Reference for Languages to ensure the effectiveness of teaching foreign languages to students of technical specialties.
{"title":"Development of individual educational path technology of foreign language teaching in non-linguistic universities using the student's self-assessment","authors":"Olga Chalova, N. Zhurbenko, O. Sheypak, Elena Balyk","doi":"10.15862/11pdmn322","DOIUrl":"https://doi.org/10.15862/11pdmn322","url":null,"abstract":"The article is devoted to the development of the technology of an individual path of teaching a foreign language, considering the student's self-assessment in a technical university. The theoretical and practical lack of elaboration of this problem both at the psychological and pedagogical levels in the domestic educational system makes our research relevant. Currently, the requirements imposed on a university graduate often do not coincide with the requirements that a future specialist imposes on himself. There is an internal contradiction and conflict, both interpersonal and intrapersonal. To minimize this discomfort, the authors of the article propose to build the educational process according to the requirements of the university and the desires of students, using the technology of individual educational path. The authors consider in detail the concept of\u0000«self-assessment» from a psychological point of view, the understanding and awareness of their level of knowledge in a foreign language will help in the development of these skills and abilities.\u0000In this paper, students independently determined the level of their skills and abilities to read and write in a foreign language according to the proposed test. Then the level of foreign language proficiency of students was analyzed based on the Common European Framework of Reference for Languages, highlighting the features of self-assessment of foreign language proficiency (reading and writing) of students. The paper provides recommendations on the implementation of the technology of individual learning trajectory in the educational process according to the data obtained on self-assessment and assessment of the level of proficiency in reading and writing based on the Common European Framework of Reference for Languages to ensure the effectiveness of teaching foreign languages to students of technical specialties.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117137544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Soft skills have become an essential attribute for a successful career in engineering in recent decades. The role of soft skills in engineering qualifications increases each year. It is observed that this European trend has been adopted by other countries and at present is inherent throughout the world. For an engineer today it is extremely important to focus not only on technical or technological issues while studying but to acquire a wider range of abilities and skills that are aimed at expanding professional and career opportunities. A new course has been introduced into the Master's curriculum in National Research University “Moscow Power Engineering Institute” in 2020/2021 academic year to enhance soft-skills component in engineering training. Organizational Management is an interdisciplinary area of knowledge which is closely related to such fields as psychology, social sciences, management, economics, philosophy and history. As a part of curriculum this course is aimed at supplementing engineering qualifications with a whole range of skills and abilities of a social nature. Introduction of this course into the curriculum of the last year of the Master's program of engineer training permits to supplement technical and technological qualifications with a number of soft skills necessary not only for future professional activities, but also for the performance of a Master's thesis.
{"title":"Soft skills in engineering education. Practical approach of National Research University “Moscow Power Engineering Institute”","authors":"J. Sokolova, Olga Chalova, Valeriia Khominskaia","doi":"10.15862/21pdmn222","DOIUrl":"https://doi.org/10.15862/21pdmn222","url":null,"abstract":"Soft skills have become an essential attribute for a successful career in engineering in recent decades. The role of soft skills in engineering qualifications increases each year. It is observed that this European trend has been adopted by other countries and at present is inherent throughout the world. For an engineer today it is extremely important to focus not only on technical or technological issues while studying but to acquire a wider range of abilities and skills that are aimed at expanding professional and career opportunities.\u0000A new course has been introduced into the Master's curriculum in National Research University “Moscow Power Engineering Institute” in 2020/2021 academic year to enhance soft-skills component in engineering training. Organizational Management is an interdisciplinary area of knowledge which is closely related to such fields as psychology, social sciences, management, economics, philosophy and history. As a part of curriculum this course is aimed at supplementing engineering qualifications with a whole range of skills and abilities of a social nature.\u0000Introduction of this course into the curriculum of the last year of the Master's program of engineer training permits to supplement technical and technological qualifications with a number of soft skills necessary not only for future professional activities, but also for the performance of a Master's thesis.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129972672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article examines the relationship of different types of procrastination with the components of self-attitude and conscience of university students, reveals predictors of personal procrastination. The study involved 55 students of the Faculty of Psychology, 19–21 уears. The author proceeded from the assumption of the presence of interconnection and mutual influence of different types of procrastination with different installation components of self-attitude and conscientiousness of the individual. The results prove the hypothesis of the study and reveal a close relationship, and the interdependence of different types of procrastination with different components of self-attitude. The core of the positive self-attitude of students is self-acceptance and self-interest in their «I». It is revealed that there is a close negative relationship of personal procrastination with the self-attitude of students: self-understanding, self-acceptance, self-confidence. A positive close relationship of students' personal procrastination has been established with a negative self-attitude — self-blame. A close negative relationship of situational procrastination with self-leadership has been established. Conscientiousness as a feeling of guilt has a close positive relationship with personal procrastination. Predictors that affect the development of personal procrastination of university students are identified. Predictors of personal procrastination of students are self-acceptance as a key emotional and evaluative component of self-attitude and self-confidence as understanding one's capabilities and faith in one's own strength. Conscientiousness is similar in its functionality to the negative modality of self-attitude and also affects the formation and manifestation of personal procrastination of students of the mental faculty. The author plans to associate further research with the study of procrastination in professional activity as a specific behavior in response to the external conditions of professional activity, as well as with the development of tools for studying the conscious procrastination of employees.
{"title":"Components of self-attitude as predictors of procrastination of university students","authors":"E. Goncharova","doi":"10.15862/16psmn222","DOIUrl":"https://doi.org/10.15862/16psmn222","url":null,"abstract":"The article examines the relationship of different types of procrastination with the components of self-attitude and conscience of university students, reveals predictors of personal procrastination. The study involved 55 students of the Faculty of Psychology, 19–21 уears.\u0000The author proceeded from the assumption of the presence of interconnection and mutual influence of different types of procrastination with different installation components of self-attitude and conscientiousness of the individual. The results prove the hypothesis of the study and reveal a close relationship, and the interdependence of different types of procrastination with different components of self-attitude. The core of the positive self-attitude of students is self-acceptance and self-interest in their «I». It is revealed that there is a close negative relationship of personal procrastination with the self-attitude of students: self-understanding, self-acceptance, self-confidence. A positive close relationship of students' personal procrastination has been established with a negative self-attitude — self-blame. A close negative relationship of situational procrastination with\u0000self-leadership has been established. Conscientiousness as a feeling of guilt has a close positive relationship with personal procrastination. Predictors that affect the development of personal procrastination of university students are identified. Predictors of personal procrastination of students are self-acceptance as a key emotional and evaluative component of self-attitude and self-confidence as understanding one's capabilities and faith in one's own strength. Conscientiousness is similar in its functionality to the negative modality of self-attitude and also affects the formation and manifestation of personal procrastination of students of the mental faculty.\u0000The author plans to associate further research with the study of procrastination in professional activity as a specific behavior in response to the external conditions of professional activity, as well as with the development of tools for studying the conscious procrastination of employees.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127294189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article discusses the features of digital reading at the stage of search, relevance assessment and selection of information in native and foreign languages. The formation of skills to navigate information flows, understand what is read in a foreign language, and use the information to solve professional problems is one of the goals of teaching foreign languages at the present stage of development of higher education. However, the abundance of information sources on the Internet gives rise to problems in their choice. The author analyzes the difficulties faced by students in the process of searching and selecting relevant information both in their native and foreign languages. When using foreign sources, students experience more difficulties at the stage of information search, caused by differences between reading in their native and foreign languages. It is noted that most studies in the field of features of searching and selecting information from digital sources are limited to one language, most often native, and there is a shortage of works on the material of the Russian language. The purpose of this study was to determine whether the strategies for searching and assessing the relevance of a source of information in the native (Russian) and foreign (English) languages differ among first and second year university students of non-linguistic faculties. The article presents the results of a survey conducted among first and second year students of non-linguistic faculties. The results of the study indicate that the skills formed by students when working with Russian-language sources are generally transferred to English-language ones, but students prefer to work with information in their native language. The article reveals similarities and differences in the process of searching for educational and / or professional information and concludes that the skill of evaluating and verifying online sources is insufficiently developed.
{"title":"Features of searching and selecting information when reading online in native and foreign languages by students of non-linguistic universities","authors":"V. Lopatinskaya","doi":"10.15862/49pdmn222","DOIUrl":"https://doi.org/10.15862/49pdmn222","url":null,"abstract":"The article discusses the features of digital reading at the stage of search, relevance assessment and selection of information in native and foreign languages. The formation of skills to navigate information flows, understand what is read in a foreign language, and use the information to solve professional problems is one of the goals of teaching foreign languages at the present stage of development of higher education. However, the abundance of information sources on the Internet gives rise to problems in their choice. The author analyzes the difficulties faced by students in the process of searching and selecting relevant information both in their native and foreign languages. When using foreign sources, students experience more difficulties at the stage of information search, caused by differences between reading in their native and foreign languages. It is noted that most studies in the field of features of searching and selecting information from digital sources are limited to one language, most often native, and there is a shortage of works on the material of the Russian language.\u0000The purpose of this study was to determine whether the strategies for searching and assessing the relevance of a source of information in the native (Russian) and foreign (English) languages differ among first and second year university students of non-linguistic faculties.\u0000The article presents the results of a survey conducted among first and second year students of non-linguistic faculties. The results of the study indicate that the skills formed by students when working with Russian-language sources are generally transferred to English-language ones, but students prefer to work with information in their native language. The article reveals similarities and differences in the process of searching for educational and / or professional information and concludes that the skill of evaluating and verifying online sources is insufficiently developed.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126242219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction. The formation relevance of an inclusive culture in an educational organization is due to the need to resolve the contradiction between the society need to ensure equal rights to education for various population categories and insufficiently systematized knowledge about the model diversity for applying an integrated approach in the implementation of both formalized and meaningful measures to increase the educational environment accessibility for students with disabilities and various educational needs. The technical arrangement of educational organization external and internal territories, despite the rapid implementation, without taking into account the building structure features, the aperture dimension, including in buildings that classified as old buildings, does not lead to the establishment of a full-fledged accessible environment, as well as the implementation of the adaptive program without teaching staff appropriate professional training and professional education. In this regard, the formation of an educational organization inclusive culture as a complex of substantive and technological measures, implemented consistently and step by step, seems to be one of the most important areas of its operations. Materials and methods. In the course of the study, the educational inclusion understanding by participants in the educational process in the higher education organization, the specifics of the formed organization atmosphere in the educational inclusion adoption, the teaching staff readiness level for its implementation was studied. Analysis methods, content analysis, questionnaires, interviews, conversations, and observation were used. Research results. The system-forming working principle with students of the initial study period at the university was formulated, factors and indicators of an organization positively oriented atmosphere were identified, in-demand interactions types among the participants in the educational process were established, including in the conditions of technical flaws in the accessible environment organization. Discussion and conclusion. The practical significance of the study results lies in their use in the educational organization work, in their application possibility in the programs of teaching staff professional training and professional education. The research prospects are to reveal the adapted program's components potential, their coordination with the technical educational environment modernization, and to identify the dynamics of the developmental effects in students with special educational needs.
{"title":"Formation of an inclusive culture in an educational organization","authors":"O. Leonova","doi":"10.15862/03pdmn122","DOIUrl":"https://doi.org/10.15862/03pdmn122","url":null,"abstract":"Introduction. The formation relevance of an inclusive culture in an educational organization is due to the need to resolve the contradiction between the society need to ensure equal rights to education for various population categories and insufficiently systematized knowledge about the model diversity for applying an integrated approach in the implementation of both formalized and meaningful measures to increase the educational environment accessibility for students with disabilities and various educational needs. The technical arrangement of educational organization external and internal territories, despite the rapid implementation, without taking into account the building structure features, the aperture dimension, including in buildings that classified as old buildings, does not lead to the establishment of a full-fledged accessible environment, as well as the implementation of the adaptive program without teaching staff appropriate professional training and professional education. In this regard, the formation of an educational organization inclusive culture as a complex of substantive and technological measures, implemented consistently and step by step, seems to be one of the most important areas of its operations. Materials and methods. In the course of the study, the educational inclusion understanding by participants in the educational process in the higher education organization, the specifics of the formed organization atmosphere in the educational inclusion adoption, the teaching staff readiness level for its implementation was studied. Analysis methods, content analysis, questionnaires, interviews, conversations, and observation were used. Research results. The system-forming working principle with students of the initial study period at the university was formulated, factors and indicators of an organization positively oriented atmosphere were identified, in-demand interactions types among the participants in the educational process were established, including in the conditions of technical flaws in the accessible environment organization. Discussion and conclusion. The practical significance of the study results lies in their use in the educational organization work, in their application possibility in the programs of teaching staff professional training and professional education. The research prospects are to reveal the adapted program's components potential, their coordination with the technical educational environment modernization, and to identify the dynamics of the developmental effects in students with special educational needs.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"681 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123051408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents the results of an empirical study aimed at revealing the connection between value orientations and coping strategies among second-year students of Moscow State Pedagogical University. The study was conducted on a sample of 49 students aged 18–21 years old. All respondents are studying for the "Pedagogical Education" humanities degree. The article focuses on the results of the third and final stage of the study. The method of correlation analysis was applied to determine the relationship between the values assigned by the students according to M. Rokich's test and coping strategies of coping behavior, which were identified by R. Lazarus and S. Follman. Folman. It was revealed that second-year teacher students have few moderate connections with coping strategies according to a number of studied indicators. Separate coping strategies are connected with indicators of importance of such values as self-confidence, health and love. A direct connection between the value "Self-confidence" and the coping-strategy "Distance" was determined, as well as an inverse connection between the value "Health" and "Confrontational" coping and between the value "Love" and the coping-strategy "Self-control". In the course of the study, using the r-Spearman correlation coefficient, two-sided asymptotic significance was established between the studied indicators, which allows us to talk about their interrelations. The obtained data allow us to conclude that the choice of coping strategies of students of pedagogical university partially depends on their significant value orientations. Students often choose coping strategies depending on a specific difficult situation and subjective attitude to it.
{"title":"Relationship of value orientations and coping strategies in student teachers","authors":"S. Volodina","doi":"10.15862/52psmn122","DOIUrl":"https://doi.org/10.15862/52psmn122","url":null,"abstract":"This article presents the results of an empirical study aimed at revealing the connection between value orientations and coping strategies among second-year students of Moscow State Pedagogical University. The study was conducted on a sample of 49 students aged 18–21 years old. All respondents are studying for the \"Pedagogical Education\" humanities degree.\u0000The article focuses on the results of the third and final stage of the study. The method of correlation analysis was applied to determine the relationship between the values assigned by the students according to M. Rokich's test and coping strategies of coping behavior, which were identified by R. Lazarus and S. Follman. Folman. It was revealed that second-year teacher students have few moderate connections with coping strategies according to a number of studied indicators. Separate coping strategies are connected with indicators of importance of such values as self-confidence, health and love. A direct connection between the value \"Self-confidence\" and the coping-strategy \"Distance\" was determined, as well as an inverse connection between the value \"Health\" and \"Confrontational\" coping and between the value \"Love\" and the coping-strategy \"Self-control\".\u0000In the course of the study, using the r-Spearman correlation coefficient, two-sided asymptotic significance was established between the studied indicators, which allows us to talk about their interrelations.\u0000The obtained data allow us to conclude that the choice of coping strategies of students of pedagogical university partially depends on their significant value orientations. Students often choose coping strategies depending on a specific difficult situation and subjective attitude to it.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115001138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the issue of determining the level of environmental basic knowledge of students as the basis of environmental competence at the stage of higher education. It is obvious that people who already have a certain level of environmental knowledge and skills, with their own environmental thinking, come to get higher education. Thus, it is very important to determine the real level of environmental competence of students at the beginning of their professional training in higher education. The authors of the article conducted an oral survey to analyze the attitude of 1st-year students of a technical university to environmental education by means of a foreign language, then students were offered testing to determine their level of basic environmental knowledge, and completed the study with another oral survey of students to identify readiness to receive environmental knowledge in a foreign language. The conducted experiment showed an average level of background environmental knowledge, but at the same time demonstrated the interest of the subjects in studying environmental fundamentals by means of a foreign language. The need for environmentally competent highly qualified specialists poses one of the main tasks for the higher technical school — the training of engineers with good environmental knowledge. The authors propose to improve environmental competence through the introduction of an integrated educational and methodological complex "Ecology-English" by means of a foreign language.
{"title":"Assessment of the level of basic environmental knowledge of technical university students as the basis of environmental competence in a foreign-language educational environment","authors":"Olga Chalova, J. Sokolova","doi":"10.15862/29pdmn122","DOIUrl":"https://doi.org/10.15862/29pdmn122","url":null,"abstract":"This article discusses the issue of determining the level of environmental basic knowledge of students as the basis of environmental competence at the stage of higher education. It is obvious that people who already have a certain level of environmental knowledge and skills, with their own environmental thinking, come to get higher education. Thus, it is very important to determine the real level of environmental competence of students at the beginning of their professional training in higher education. The authors of the article conducted an oral survey to analyze the attitude of 1st-year students of a technical university to environmental education by means of a foreign language, then students were offered testing to determine their level of basic environmental knowledge, and completed the study with another oral survey of students to identify readiness to receive environmental knowledge in a foreign language. The conducted experiment showed an average level of background environmental knowledge, but at the same time demonstrated the interest of the subjects in studying environmental fundamentals by means of a foreign language. The need for environmentally competent highly qualified specialists poses one of the main tasks for the higher technical school — the training of engineers with good environmental knowledge. The authors propose to improve environmental competence through the introduction of an integrated educational and methodological complex \"Ecology-English\" by means of a foreign language.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114674900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Igor Strelnikov, S. Maleeva, Lyubov’ Blinova, L. Blinov, N. Strelnikova, V. Ratnikova
The scientific article substantiates the introduction of the term «glyphotherapy» in order to further use it as a designation of a new method of prevention, correction and rehabilitation of the contingent, both without developmental peculiarities and with a violation of mental development of various genesis: mental retardation, autism spectrum disorders, etc., introduction into pedagogical, psychological, psychotherapeutic practice. The term «glyphotherapy» is based on the etymology of the concept’s «glyph» and «therapy», from various fields of ancient and modern historical and cultural knowledge; he is given a psychological and pedagogical justification. As a result, a new method «Glyphotherapy» was substantiated as a set of techniques that allow through the interactive use of historical, cultural and socio-psychological potential (resource) of glyphs (hieroglyphs) of Oriental languages, as an energy-informational matrix of the universe, to perform psychological and pedagogical support: prevention, correction and rehabilitation of children and adolescents using health-preserving psychological and pedagogical technologies. The basis of the new method «glyphotherapy» in the psychotherapeutic and pedagogical process consists of universal meanings, images-ideas contained in ideographic signs of written Oriental languages — Japanese and Chinese, glyphs (hieroglyphs) and their components — traits, radicals, ideograms, pictograms, which can later be used by specialists in professional activities as a health-preserving and health-enriching technology in psychological and pedagogical support for children and adolescents, including those with disabilities of various genesis.
{"title":"Glyphotherapy is a new method in the practice of psychological and pedagogical support","authors":"Igor Strelnikov, S. Maleeva, Lyubov’ Blinova, L. Blinov, N. Strelnikova, V. Ratnikova","doi":"10.15862/69psmn621","DOIUrl":"https://doi.org/10.15862/69psmn621","url":null,"abstract":"The scientific article substantiates the introduction of the term «glyphotherapy» in order to further use it as a designation of a new method of prevention, correction and rehabilitation of the contingent, both without developmental peculiarities and with a violation of mental development of various genesis: mental retardation, autism spectrum disorders, etc., introduction into pedagogical, psychological, psychotherapeutic practice. The term «glyphotherapy» is based on the etymology of the concept’s «glyph» and «therapy», from various fields of ancient and modern historical and cultural knowledge; he is given a psychological and pedagogical justification. As a result, a new method «Glyphotherapy» was substantiated as a set of techniques that allow through the interactive use of historical, cultural and socio-psychological potential (resource) of glyphs (hieroglyphs) of Oriental languages, as an energy-informational matrix of the universe, to perform psychological and pedagogical support: prevention, correction and rehabilitation of children and adolescents using health-preserving psychological and pedagogical technologies. The basis of the new method «glyphotherapy» in the psychotherapeutic and pedagogical process consists of universal meanings, images-ideas contained in ideographic signs of written Oriental languages — Japanese and Chinese, glyphs (hieroglyphs) and their components — traits, radicals, ideograms, pictograms, which can later be used by specialists in professional activities as a health-preserving and health-enriching technology in psychological and pedagogical support for children and adolescents, including those with disabilities of various genesis.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"58 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132666582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：