The main idea of the presented work is the assumption that innovative behavior is largely predetermined by the synthesis of values and motives, the relationship of which has not been sufficiently studied. The article presents a theoretical and empirical analysis of the value-motivational characteristics of managers with different levels of expression of innovativeness. On the basis of the theoretical study, the authors of the article formulated a hypothesis about the presence of significant differences in value-motivational characteristics among managers with different levels of innovativeness. The hypothesis determined the goal of the empirical study, which was to establish links between value-motivational characteristics and the specificity of the severity of innovativeness among middle managers working in manufacturing companies. The study involved 83 respondents from 25 to 50 years old, working in manufacturing companies in the Moscow region. The survey was carried out using the following methods: (1) methodology "Diagnostics of the real structure of personal value orientations" by S.S. Bubnova; (2) questionnaire "Diagnostics of the motivational structure of personality" by V.E. Milman; (3) "Scale of self-assessment of innovative personality traits" (N.M. Lebedeva, A.N. Tatarko). For statistical verification of the results, the Kruskal-Wallis H-test and Spearman's rank correlation coefficient were used. The empirical results obtained made it possible to identify managers with different levels of self-assessment of innovativeness among the respondents and to obtain in each of the groups specific data on the manifestation of value-motivational characteristics of behavior and activity. At the end of the article, the authors formulated recommendations to enhance the professional activity of managers with different levels of self-assessment of innovativeness. In particular, it is important to develop training programs that correct the value-motivational sphere of the individual, taking into account the synthesis of those values and motives of activity that are characteristic of groups with high, medium and low self-esteem of innovativeness.
{"title":"Value-motivational characteristics of managers with different levels of innovation","authors":"O. Mikhailova, Dmitrij Koba","doi":"10.15862/38psmn421","DOIUrl":"https://doi.org/10.15862/38psmn421","url":null,"abstract":"The main idea of the presented work is the assumption that innovative behavior is largely predetermined by the synthesis of values and motives, the relationship of which has not been sufficiently studied. The article presents a theoretical and empirical analysis of the value-motivational characteristics of managers with different levels of expression of innovativeness. On the basis of the theoretical study, the authors of the article formulated a hypothesis about the presence of significant differences in value-motivational characteristics among managers with different levels of innovativeness.\u0000The hypothesis determined the goal of the empirical study, which was to establish links between value-motivational characteristics and the specificity of the severity of innovativeness among middle managers working in manufacturing companies. The study involved 83 respondents from 25 to 50 years old, working in manufacturing companies in the Moscow region. The survey was carried out using the following methods: (1) methodology \"Diagnostics of the real structure of personal value orientations\" by S.S. Bubnova; (2) questionnaire \"Diagnostics of the motivational structure of personality\" by V.E. Milman; (3) \"Scale of self-assessment of innovative personality traits\" (N.M. Lebedeva, A.N. Tatarko). For statistical verification of the results, the Kruskal-Wallis H-test and Spearman's rank correlation coefficient were used.\u0000The empirical results obtained made it possible to identify managers with different levels of self-assessment of innovativeness among the respondents and to obtain in each of the groups specific data on the manifestation of value-motivational characteristics of behavior and activity.\u0000At the end of the article, the authors formulated recommendations to enhance the professional activity of managers with different levels of self-assessment of innovativeness. In particular, it is important to develop training programs that correct the value-motivational sphere of the individual, taking into account the synthesis of those values and motives of activity that are characteristic of groups with high, medium and low self-esteem of innovativeness.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130083287","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 psychological and pedagogical characteristics of a first grader as a continuity problem indicator between preschool and primary school education levels. The increase in the number of children with special educational needs, inclusion, and modernization of education put children, teachers, and parents in new socio-psychological conditions in which kindergarten graduates may have difficulties in passing the educational route. In preschool and school educational organizations, there are differences in the assessment of the child's psychophysical development specifics, there is a mismatch in the leading education and training lines. The authors show that the continuity problem is currently very relevant and contains problems of an organizational and methodological nature, sharing responsibility problems between a child, family, society, and educational organizations, as well as cooperation problems of all participants in the children transition from one education stage to another. According to the research data, more than a third of future first-graders may fall into the risk group for possible school maladjustment. More than half of children have impaired hand-to-eye coordination and a high level of anxiety. The revealed relative disadvantage indicators of the children's psychophysical development indicate the need for meaningful cooperation between kindergarten teachers, educational institutions, and parents to create conditions for success in the continuity of various stages for adequate readiness for school for each child. The main areas of interaction can be the kindergarten teachers-psychologists training in early prevention of school maladjustment, psychological and pedagogical education of parents of future first-graders on school readiness, and increasing the kindergarten teachers competence in working with children with special educational needs.
{"title":"Psychological and pedagogical characteristics of a future first grader: kindergarten and school continuity problems","authors":"S. Shabas, N. Vasilyeva","doi":"10.15862/21psmn421","DOIUrl":"https://doi.org/10.15862/21psmn421","url":null,"abstract":"The article examines the psychological and pedagogical characteristics of a first grader as a continuity problem indicator between preschool and primary school education levels. The increase in the number of children with special educational needs, inclusion, and modernization of education put children, teachers, and parents in new socio-psychological conditions in which kindergarten graduates may have difficulties in passing the educational route. In preschool and school educational organizations, there are differences in the assessment of the child's psychophysical development specifics, there is a mismatch in the leading education and training lines. The authors show that the continuity problem is currently very relevant and contains problems of an organizational and methodological nature, sharing responsibility problems between a child, family, society, and educational organizations, as well as cooperation problems of all participants in the children transition from one education stage to another. According to the research data, more than a third of future first-graders may fall into the risk group for possible school maladjustment. More than half of children have impaired hand-to-eye coordination and a high level of anxiety. The revealed relative disadvantage indicators of the children's psychophysical development indicate the need for meaningful cooperation between kindergarten teachers, educational institutions, and parents to create conditions for success in the continuity of various stages for adequate readiness for school for each child. The main areas of interaction can be the kindergarten teachers-psychologists training in early prevention of school maladjustment, psychological and pedagogical education of parents of future first-graders on school readiness, and increasing the kindergarten teachers competence in working with children with special educational needs.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123809208","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}
Today, the world around us, including the professional environment, is changing rapidly. Employers are having new requirements for employees. The employee must not only be a good performer, but also have spatial and functional mobility, i.e. be a creative person who is able to adapt and improve in connection with changing circumstances. Therefore, at present, it is necessary to pay great attention to the development of students ' creativity in educational classes at universities. The authors understand creativity as the ability of a person to non-standard creative thinking and behavior, with further awareness and development of their experience. Well-organized training sessions that develop creative abilities, such as business and role-playing games, case studies, project activities, combined with the use of electronic educational resources, contribute to the education of students ' confidence, self-control, teamwork, teach business communication and respect for others, teach them an unconventional approach to traditional habitual phenomena and help them in the initial development of professional activity. The authors note the great role of the teacher in the development of students ' creative abilities, especially if the teacher himself is a creative person. A creative teacher has professional and personal attractiveness in the eyes of students, due to his openness, benevolence and accessibility in communication, especially with the "alienated" communication that is common in the modern educational world. The authors prove on the basis of data from constant surveys and conversations with students and graduates in training classes, during personal meetings, in social messengers (VKontakte, WhatsApp, LinkedIn) and other means of communication that their active participation in business and role-playing games, project competitions, student debates, solving cases helped them in the initial development of professional activity.
{"title":"Development of creativity of the \"digital generation\" students through the organization of creative activities in the creatively oriented educational process of the university","authors":"N. Matolygina, E. Podgornaya, Lidia Ruglova","doi":"10.15862/20pdmn421","DOIUrl":"https://doi.org/10.15862/20pdmn421","url":null,"abstract":"Today, the world around us, including the professional environment, is changing rapidly. Employers are having new requirements for employees. The employee must not only be a good performer, but also have spatial and functional mobility, i.e. be a creative person who is able to adapt and improve in connection with changing circumstances. Therefore, at present, it is necessary to pay great attention to the development of students ' creativity in educational classes at universities.\u0000The authors understand creativity as the ability of a person to non-standard creative thinking and behavior, with further awareness and development of their experience.\u0000Well-organized training sessions that develop creative abilities, such as business and role-playing games, case studies, project activities, combined with the use of electronic educational resources, contribute to the education of students ' confidence, self-control, teamwork, teach business communication and respect for others, teach them an unconventional approach to traditional habitual phenomena and help them in the initial development of professional activity.\u0000The authors note the great role of the teacher in the development of students ' creative abilities, especially if the teacher himself is a creative person. A creative teacher has professional and personal attractiveness in the eyes of students, due to his openness, benevolence and accessibility in communication, especially with the \"alienated\" communication that is common in the modern educational world.\u0000The authors prove on the basis of data from constant surveys and conversations with students and graduates in training classes, during personal meetings, in social messengers (VKontakte, WhatsApp, LinkedIn) and other means of communication that their active participation in business and role-playing games, project competitions, student debates, solving cases helped them in the initial development of professional activity.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126748261","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 presents an analysis of the modern work methods inclusion with educational and scientific information into the “Resistance of materials” course educational process. Over the course of five years, the author has tested the information search technic, students work organizing technic with educational and scientific literature in different formats, cooperation technic, self-presentation technic to involve students in active work on the theoretical material study necessary for every engineer. The educational process, organized using a blended learning technic encouraged students to work independently, adhering to the discipline studying plan in the semester. Modern technologies for working with information are based on working with scientific electronic libraries, educational platforms, and online scientific publications. Mind mapping technology allows you to optimize the theoretical material studying time. An independently executed mind map helps the student to understand and remember the procedure for calculating structural elements, to systematize the strength characteristics of various materials. Classwork and self-guided work in mini-groups allow students to form a communication culture. Students learn to prove their opinions on professional topics, show respect for others' opinions, and evaluate various situations that arise in the process of teamwork. Collaboration technic encourages learners to assign tasks and roles. Students who work in the executor role and the lead role, acquire the collective presentation skill while defending laboratory work. In the transition to individual educational trajectories, it is necessary to combine various educational technologies for the successful universal and general professional competencies acquisition by students. Various modern digital resources should be included in the educational process for checking purposes of the strength, structural elements, and mechanisms stiffness, and stability problems solution.
{"title":"The use of modern work methods with information in teaching the strength of materials","authors":"Zoya Kutrunova","doi":"10.15862/49pdmn421","DOIUrl":"https://doi.org/10.15862/49pdmn421","url":null,"abstract":"The article presents an analysis of the modern work methods inclusion with educational and scientific information into the “Resistance of materials” course educational process. Over the course of five years, the author has tested the information search technic, students work organizing technic with educational and scientific literature in different formats, cooperation technic, self-presentation technic to involve students in active work on the theoretical material study necessary for every engineer. The educational process, organized using a blended learning technic encouraged students to work independently, adhering to the discipline studying plan in the semester. Modern technologies for working with information are based on working with scientific electronic libraries, educational platforms, and online scientific publications. Mind mapping technology allows you to optimize the theoretical material studying time. An independently executed mind map helps the student to understand and remember the procedure for calculating structural elements, to systematize the strength characteristics of various materials. Classwork and self-guided work in mini-groups allow students to form a communication culture. Students learn to prove their opinions on professional topics, show respect for others' opinions, and evaluate various situations that arise in the process of teamwork. Collaboration technic encourages learners to assign tasks and roles. Students who work in the executor role and the lead role, acquire the collective presentation skill while defending laboratory work. In the transition to individual educational trajectories, it is necessary to combine various educational technologies for the successful universal and general professional competencies acquisition by students. Various modern digital resources should be included in the educational process for checking purposes of the strength, structural elements, and mechanisms stiffness, and stability problems solution.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134209358","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 examines the educational and professional motives peculiarities of first-year medical university students studying with different financial capabilities (publicly-funded, employer-sponsored education, and commercial training). Based on the questionnaires "Methodology of teaching pedagogical university students" (S.A. Pakulina, S.M. Ketko) and "Motivation for choosing a medical profession" (A.P. Vasilkova), as well as mathematical and statistical processing and obtained data interpretation, the author concludes that there is general and specific peculiarities of the studied phenomenon in the selected groups of students. Common features in the dominant motives section for choosing a profession include a set of internal motives (interest in the profession, wish to heal people, alleviate the severely ill and elderly people's and children's suffering, taking care of their own health and the health of their loved ones), as well as external motives (the need to solve scientific medical problems). In the section of actually working educational and professional activity motives, the external competitive motive ("keep up with fellow students") is the structure-forming motive in all three subjects categories? as well as receiving rewards motive ("to achieve the respect of teachers"). Among the professional motives of all respondents, the leading ones are internal motives for self-realization, self-improvement, and getting an interesting job, combined with external motives for achieving social recognition, respect, and guaranteed financial stability, including through starting a business. The specific educational and professional motives features are due to differences in the correlation relationships within each of the sections, which complement and clarify the general motivational aspirations of first-year male and female students. General and specific features generalization allowed the author to compose "motivational portraits" of three students groups and characterize them as "motivation of the prestigious-due” among students on a publicly-funded basis, "quasi-professional motivation" — among students studying in the employer-sponsored education direction; "Utilitarian motivation" — among students studying on a paid-for basis. The portrait's content suggests that employer-sponsored and paid-for education is more valuable for future doctors, especially in terms of understanding their professional future trajectory. The publicly-funded students' motivation has a more pronounced consumer gradation since it is not associated with the financial conditions of education and contractual obligations in relation to third parties — medical institutions and organizations.
{"title":"Educational and professional motives peculiarities among first-year medical university students, studying with different financial capabilities.","authors":"M. Chizhkova","doi":"10.15862/21psmn321","DOIUrl":"https://doi.org/10.15862/21psmn321","url":null,"abstract":"This article examines the educational and professional motives peculiarities of first-year medical university students studying with different financial capabilities (publicly-funded, employer-sponsored education, and commercial training). Based on the questionnaires \"Methodology of teaching pedagogical university students\" (S.A. Pakulina, S.M. Ketko) and \"Motivation for choosing a medical profession\" (A.P. Vasilkova), as well as mathematical and statistical processing and obtained data interpretation, the author concludes that there is general and specific peculiarities of the studied phenomenon in the selected groups of students. Common features in the dominant motives section for choosing a profession include a set of internal motives (interest in the profession, wish to heal people, alleviate the severely ill and elderly people's and children's suffering, taking care of their own health and the health of their loved ones), as well as external motives (the need to solve scientific medical problems). In the section of actually working educational and professional activity motives, the external competitive motive (\"keep up with fellow students\") is the structure-forming motive in all three subjects categories? as well as receiving rewards motive (\"to achieve the respect of teachers\").\u0000Among the professional motives of all respondents, the leading ones are internal motives for self-realization, self-improvement, and getting an interesting job, combined with external motives for achieving social recognition, respect, and guaranteed financial stability, including through starting a business. The specific educational and professional motives features are due to differences in the correlation relationships within each of the sections, which complement and clarify the general motivational aspirations of first-year male and female students. General and specific features generalization allowed the author to compose \"motivational portraits\" of three students groups and characterize them as \"motivation of the prestigious-due” among students on a publicly-funded basis, \"quasi-professional motivation\" — among students studying in the employer-sponsored education direction; \"Utilitarian motivation\" — among students studying on a paid-for basis. The portrait's content suggests that employer-sponsored and paid-for education is more valuable for future doctors, especially in terms of understanding their professional future trajectory. The publicly-funded students' motivation has a more pronounced consumer gradation since it is not associated with the financial conditions of education and contractual obligations in relation to third parties — medical institutions and organizations.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132884034","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 coronavirus pandemic has actualized the digital transition of universities. At the same time, it introduced an element of chaos. Educational policy also played a role here. At this stage, there is a contradiction that has arisen between the fragmentation of interpretations and the need to develop a digital university model. This determines the need for structuring the methodological construct of a digital university, which will allow developing not only a theoretical methodology that allows more focused theoretical and applied research, but also a practical methodology that makes it possible to more rationally structure a set of techniques and tools to achieve the goal of practical implementation of the digital transformation of universities and higher education. The author of the article formulated the methodological construct of a digital university as an integrative phenomenon. A digital university is a combination of four interdependent elements: a teaching format; digital environment; digital resources; digital platform. The digital format is a form of combining digital technologies (in what form the interaction takes place) and at the same time content (which is an act of interaction, the content itself). The digital environment is a space, a place (where interaction takes place). Digital resources are tools for activating the idea of a digital university (what the participants use). A digital platform is an algorithm, a way to implement the idea of a digital university (how interaction is embodied) and, at the same time, a platform for interaction (within which structure the interaction takes place). The article shows that a digital university cannot be interpreted solely as a twin of a "physical" university, since digital technologies allow creating new conditions, making changes in the real environment, organizing processes, both teaching and management. At the same time, the "physical" university, existing in the real, not the virtual world, is a whole space in which technical and human resources are placed. In other words, it is impossible to talk about the concept of a digital university only from the standpoint of the digital (virtual) world, or from the standpoint of only the technical infrastructure.
{"title":"Digital university as an integrative methodological construct","authors":"E. Neborsky","doi":"10.15862/41pdmn321","DOIUrl":"https://doi.org/10.15862/41pdmn321","url":null,"abstract":"The coronavirus pandemic has actualized the digital transition of universities. At the same time, it introduced an element of chaos. Educational policy also played a role here. At this stage, there is a contradiction that has arisen between the fragmentation of interpretations and the need to develop a digital university model. This determines the need for structuring the methodological construct of a digital university, which will allow developing not only a theoretical methodology that allows more focused theoretical and applied research, but also a practical methodology that makes it possible to more rationally structure a set of techniques and tools to achieve the goal of practical implementation of the digital transformation of universities and higher education. The author of the article formulated the methodological construct of a digital university as an integrative phenomenon. A digital university is a combination of four interdependent elements: a teaching format; digital environment; digital resources; digital platform. The digital format is a form of combining digital technologies (in what form the interaction takes place) and at the same time content (which is an act of interaction, the content itself). The digital environment is a space, a place (where interaction takes place). Digital resources are tools for activating the idea of a digital university (what the participants use). A digital platform is an algorithm, a way to implement the idea of a digital university (how interaction is embodied) and, at the same time, a platform for interaction (within which structure the interaction takes place). The article shows that a digital university cannot be interpreted solely as a twin of a \"physical\" university, since digital technologies allow creating new conditions, making changes in the real environment, organizing processes, both teaching and management. At the same time, the \"physical\" university, existing in the real, not the virtual world, is a whole space in which technical and human resources are placed. In other words, it is impossible to talk about the concept of a digital university only from the standpoint of the digital (virtual) world, or from the standpoint of only the technical infrastructure.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128392952","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 provides data from a theoretical analysis of studies of non-constructive forms of behavior of schoolchildren. Over the past few years, domestic and foreign scientists have noted a significant increase in the manifestation of aggressive tendencies in the school environment. An analysis of scientific psychological and pedagogical literature shows that most studies on aggressiveness and aggression, manifestations of violence in the educational environment are devoted to adolescence. If earlier aggressiveness was a characteristic feature of adolescence, then at present manifestations of aggressiveness are becoming relevant already for pupils of primary school age. The problematic field of theoretical and applied research and its relevance is determined by the contradictions between: (a) the need of society indicated at the state level for the implementation of civil and spiritual and moral education of children, on the one hand, and insufficient theoretical and technological development of the problem of psychological and pedagogical prevention and correction of non-constructive forms elementary school behavior; (b) requirements for the formation of civil and spiritual and moral consciousness and the level of its scientific and methodological support in the education system; (c) the possibilities of developing an effective program of psychological and pedagogical prevention and correction of non-constructive forms of behavior of primary schoolchildren and its implementation in practice. The purpose of the psychological research is to develop the theoretical and methodological foundations of the content and practical ways of introducing a model of psychological and pedagogical prevention and correction of non-constructive forms of behavior in younger students. In the theoretical and empirical part of the study, the authors use an integrated methodology, qualitative and quantitative research methods. An integrated approach makes it possible to design and test a model of psychological and pedagogical prevention and correction of non-constructive forms of behavior in younger students. This article presents the results of the search-theoretical stage of the study, which included first grade students (58 people), their parents and teachers. The conducted theoretical and empirical research allowed to generalize well-known research projects on the problem of manifestation of aggression and aggressiveness, which were carried out by domestic and foreign scientists. Develop a program for diagnosing the forms and causes of the manifestation of aggression, aggressiveness and violence in children's school groups; to conduct a primary diagnosis of the severity of individual psychological characteristics of younger students (self-esteem, anxiety and behavioral reactions in critical situations), which cause aggressive reactions in the behavioral repertoire of junior schoolchild
{"title":"Psychological and pedagogical prevention and correction of non constructive forms of behavior of primary schoolchildren","authors":"E. Kochneva, D. Zaytseva, Lutfiia Alimirzoeva","doi":"10.15862/30pdmn321","DOIUrl":"https://doi.org/10.15862/30pdmn321","url":null,"abstract":"The article provides data from a theoretical analysis of studies of non-constructive forms of behavior of schoolchildren. Over the past few years, domestic and foreign scientists have noted a significant increase in the manifestation of aggressive tendencies in the school environment. An analysis of scientific psychological and pedagogical literature shows that most studies on aggressiveness and aggression, manifestations of violence in the educational environment are devoted to adolescence. If earlier aggressiveness was a characteristic feature of adolescence, then at present manifestations of aggressiveness are becoming relevant already for pupils of primary school age.\u0000The problematic field of theoretical and applied research and its relevance is determined by the contradictions between: (a) the need of society indicated at the state level for the implementation of civil and spiritual and moral education of children, on the one hand, and insufficient theoretical and technological development of the problem of psychological and pedagogical prevention and correction of non-constructive forms elementary school behavior; (b) requirements for the formation of civil and spiritual and moral consciousness and the level of its scientific and methodological support in the education system; (c) the possibilities of developing an effective program of psychological and pedagogical prevention and correction of non-constructive forms of behavior of primary schoolchildren and its implementation in practice.\u0000The purpose of the psychological research is to develop the theoretical and methodological foundations of the content and practical ways of introducing a model of psychological and pedagogical prevention and correction of non-constructive forms of behavior in younger students. In the theoretical and empirical part of the study, the authors use an integrated methodology, qualitative and quantitative research methods. An integrated approach makes it possible to design and test a model of psychological and pedagogical prevention and correction of non-constructive forms of behavior in younger students. This article presents the results of the search-theoretical stage of the study, which included first grade students (58 people), their parents and teachers.\u0000The conducted theoretical and empirical research allowed to generalize well-known research projects on the problem of manifestation of aggression and aggressiveness, which were carried out by domestic and foreign scientists. Develop a program for diagnosing the forms and causes of the manifestation of aggression, aggressiveness and violence in children's school groups; to conduct a primary diagnosis of the severity of individual psychological characteristics of younger students\u0000(self-esteem, anxiety and behavioral reactions in critical situations), which cause aggressive reactions in the behavioral repertoire of junior schoolchild","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134285084","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 considers the motivation of senior students to take independent exercises in various types of physical activity. The purpose of the study is to develop educational and methodological materials in the discipline Physical Education and Sport in a technical university. It is assumed that it is possible to manage motivation development by focusing on typical motivation options conditioned by drivers of development and characterized by the typological structure of the motivational sphere. According to the survey data, processed by means of multivariate data analysis, typical motivation options for independent exercises in Physical Education are identified. They identified 7 types that differ not only in factors (drivers) of development and containment of motivation, the structure of the motivational sphere, but also in motivational activity, as well as the degree of formation of polymotivation. The “effective” type with the development driver “sportsmanship” and the “professional-social” type with the driver “social significance” have high motivational activity and formed polymotivation; the “effective-aesthetic” type with the driver “personal development” and the “individual” type with the driver “psycho-emotional health” have medium motivational activity and unformed polymotivation. The “effective-emotional” type with the development driver “hedonism”, the “aesthetic” type with the driver “active rest” and the “individual” type with the driver “sports intentions” have low motivational activity. Problems of development and psychological and pedagogical directions of their solution are indicated for each typical variation both at the stage of normative mastering of activities and in further independent exercises. The most common problems are the lack of formation of ideas about the impact of Physical Education on professionalization and professional health, mutual influence of health components in the process of health training, differentiation and consistency of achievement of goals in the process of independent occupations.
{"title":"Psychological and pedagogical problems of typical types of motivation of students (youths) engaged in physical education at the initial stage of exercises","authors":"D. Piskova, D. Filchenkov, Svetlana E. Larina","doi":"10.15862/24psmn321","DOIUrl":"https://doi.org/10.15862/24psmn321","url":null,"abstract":"The article considers the motivation of senior students to take independent exercises in various types of physical activity. The purpose of the study is to develop educational and methodological materials in the discipline Physical Education and Sport in a technical university. It is assumed that it is possible to manage motivation development by focusing on typical motivation options conditioned by drivers of development and characterized by the typological structure of the motivational sphere. According to the survey data, processed by means of multivariate data analysis, typical motivation options for independent exercises in Physical Education are identified. They identified 7 types that differ not only in factors (drivers) of development and containment of motivation, the structure of the motivational sphere, but also in motivational activity, as well as the degree of formation of polymotivation. The “effective” type with the development driver “sportsmanship” and the “professional-social” type with the driver “social significance” have high motivational activity and formed polymotivation; the “effective-aesthetic” type with the driver “personal development” and the “individual” type with the driver “psycho-emotional health” have medium motivational activity and unformed polymotivation. The “effective-emotional” type with the development driver “hedonism”, the “aesthetic” type with the driver “active rest” and the “individual” type with the driver “sports intentions” have low motivational activity. Problems of development and psychological and pedagogical directions of their solution are indicated for each typical variation both at the stage of normative mastering of activities and in further independent exercises.\u0000The most common problems are the lack of formation of ideas about the impact of Physical Education on professionalization and professional health, mutual influence of health components in the process of health training, differentiation and consistency of achievement of goals in the process of independent occupations.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129873133","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 presents the results of a study devoted to the establishment of the strategy of competition for achieving various goals in professional activity among working subjects with perfectionistic orientation towards others. The subject of the research is the strategy of competition devoted to the leading goals of subjects with different intensity of the perfectionistic orientation of the personality; the object is the perfectionistic orientation of the working subjects. The subject of the study was 142 employed workers (112 women, 30 men). The perfectionistic orientation is considered as a complex of motives and attitudes of the individual, which are steadily manifested in various types of activity in conscious striving for perfection based on high demands for others, perceived from others, as well as on the person itself, which can provide advantages in achieving competitive goals. It was found that of the strategy of competition of working subjects with perfectionistic orientation towards others include: social goals ("leadership", "higher job position", "praise and support of colleagues"), goals, associated with professional activity ("stability of work performance", "high quality of work performance") and themselves as subjects of the professional activity ("demonstration of an individual style of work performance"). Than the content of the components of the competition strategy to achieve them was established. Competition strategies for achieving the goals of "praise and support of colleagues", "demonstration of an individual style of work performance", "stability of work performance" are insufficiently formed, since they are supported by the content of only one component of the competition strategy or are characterized by the negative influence of the content of all its components. Competition strategies devoted to the goals of "leadership", "higher job position" and "high quality of work performance" are more stable and formed due to their reinforcement by the content of all components of their competition strategy. The data obtained by the authors on the content of competition strategies to achieve these goals allow us to detect motives, behavioral attitudes and actions towards competitors, as well as ideas about them that can ensure the success of subjects with high demands on others in activities related to teamwork. The novelty of the work lies in the study of the achievement of various goals of competition in their complex conditionality by the content of each of the components of the competition strategy of subjects with a perfectionist orientation, focused on others.
{"title":"Features of the competition strategy devoted to the leading goals of subjects with a perfectionistic orientation towards others","authors":"A. Tuzlukova","doi":"10.15862/16psmn321","DOIUrl":"https://doi.org/10.15862/16psmn321","url":null,"abstract":"The article presents the results of a study devoted to the establishment of the strategy of competition for achieving various goals in professional activity among working subjects with perfectionistic orientation towards others. The subject of the research is the strategy of competition devoted to the leading goals of subjects with different intensity of the perfectionistic orientation of the personality; the object is the perfectionistic orientation of the working subjects. The subject of the study was 142 employed workers (112 women, 30 men). The perfectionistic orientation is considered as a complex of motives and attitudes of the individual, which are steadily manifested in various types of activity in conscious striving for perfection based on high demands for others, perceived from others, as well as on the person itself, which can provide advantages in achieving competitive goals. It was found that of the strategy of competition of working subjects with perfectionistic orientation towards others include: social goals (\"leadership\", \"higher job position\", \"praise and support of colleagues\"), goals, associated with professional activity (\"stability of work performance\", \"high quality of work performance\") and themselves as subjects of the professional activity (\"demonstration of an individual style of work performance\"). Than the content of the components of the competition strategy to achieve them was established.\u0000Competition strategies for achieving the goals of \"praise and support of colleagues\", \"demonstration of an individual style of work performance\", \"stability of work performance\" are insufficiently formed, since they are supported by the content of only one component of the competition strategy or are characterized by the negative influence of the content of all its components. Competition strategies devoted to the goals of \"leadership\", \"higher job position\" and \"high quality of work performance\" are more stable and formed due to their reinforcement by the content of all components of their competition strategy. The data obtained by the authors on the content of competition strategies to achieve these goals allow us to detect motives, behavioral attitudes and actions towards competitors, as well as ideas about them that can ensure the success of subjects with high demands on others in activities related to teamwork.\u0000The novelty of the work lies in the study of the achievement of various goals of competition in their complex conditionality by the content of each of the components of the competition strategy of subjects with a perfectionist orientation, focused on others.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132731868","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 is devoted to the study of the peculiarities of the ideas of modern youth about the personal qualities of the desired marriage partner and the connection of these ideas with intelligence. The article emphasizes the practical importance of this study for the current stage of development of society. The results of the study revealed the connection between the ideas of young men and women about the personal qualities of the desired marriage partner and intelligence, as well as the gender aspect of the peculiarities of the ideas about the desired marriage partner among modern youth. The description of the ideas of modern youth about the personal qualities of the desired marriage partner in boys and girls is presented. It is shown that girls prefer to see the following personal qualities in their desired future marriage partner: attractiveness, strong personality, muscularity. Whereas young men want to see femininity and dependence in their desired future marriage partner. The connection between the ideas of boys and girls about the personal qualities of the desired marriage partner and intellect is revealed. In young men, with an increase in IQ, the idea of muscularity as a personality trait of the desired marriage partner will decrease. In girls, with an increase in IQ, the overall attractiveness of the partner will increase, and the idea of the strength of the personality of the future partner will decrease. It is emphasized that the research results will help regulate behavior, form a system of relationships, optimize the processes of upbringing and teaching new generations of modern youth. They will be useful in the correctional, consulting, psychodiagnostic work of various specialists.
{"title":"The relationship between the ideas of boys and girls about the personal qualities of the desired marriage partner and intelligence","authors":"N. Kargina, Andrey Polyansky, Lyubov Bykovskaya","doi":"10.15862/52psmn221","DOIUrl":"https://doi.org/10.15862/52psmn221","url":null,"abstract":"The article is devoted to the study of the peculiarities of the ideas of modern youth about the personal qualities of the desired marriage partner and the connection of these ideas with intelligence. The article emphasizes the practical importance of this study for the current stage of development of society.\u0000The results of the study revealed the connection between the ideas of young men and women about the personal qualities of the desired marriage partner and intelligence, as well as the gender aspect of the peculiarities of the ideas about the desired marriage partner among modern youth. The description of the ideas of modern youth about the personal qualities of the desired marriage partner in boys and girls is presented. It is shown that girls prefer to see the following personal qualities in their desired future marriage partner: attractiveness, strong personality, muscularity. Whereas young men want to see femininity and dependence in their desired future marriage partner.\u0000The connection between the ideas of boys and girls about the personal qualities of the desired marriage partner and intellect is revealed. In young men, with an increase in IQ, the idea of muscularity as a personality trait of the desired marriage partner will decrease.\u0000In girls, with an increase in IQ, the overall attractiveness of the partner will increase, and the idea of the strength of the personality of the future partner will decrease.\u0000It is emphasized that the research results will help regulate behavior, form a system of relationships, optimize the processes of upbringing and teaching new generations of modern youth. They will be useful in the correctional, consulting, psychodiagnostic work of various specialists.","PeriodicalId":130356,"journal":{"name":"World of Science. Pedagogy and psychology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117051670","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}
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