Pub Date : 2023-10-31DOI: 10.12731/2658-4034-2023-14-5-24-33
Anna V. Kalita
Purpose. The article is devoted to the analysis of the specifics of the process of forming professionally significant competencies in the training of future international affairs specialists and to the analysis of how the resource of digital technologies used in the process of independent work influences the formation of professional and personal competencies. This problem is revealed using the example of the Chinese language. Methodology. Fundamental to the research is a systematic approach; main theoretical research methods are analysis, synthesis, deduction Results. The article substantiates the role of independent work in the formation of professional competencies. The study allows us to draw conclusions about the need to use digital technologies in the process of independent work in order to develop the professional competencies of students. The author offers a number of educational resources that allow you to effectively integrate digital technologies into the independent work of international relations students, taking into account the specifics of Chinese language. Practical implications. The results can be used in the practice of teaching international specialists, especially studying Chinese.
{"title":"FORMATION OF PROFESSIONAL COMPETENCES OF INTERNATIONAL-RELATIONS STUDENTS BY USING DIGITAL TECHNOLOGIES IN AUTONOMOUS WORK","authors":"Anna V. Kalita","doi":"10.12731/2658-4034-2023-14-5-24-33","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-5-24-33","url":null,"abstract":"Purpose. The article is devoted to the analysis of the specifics of the process of forming professionally significant competencies in the training of future international affairs specialists and to the analysis of how the resource of digital technologies used in the process of independent work influences the formation of professional and personal competencies. This problem is revealed using the example of the Chinese language. Methodology. Fundamental to the research is a systematic approach; main theoretical research methods are analysis, synthesis, deduction Results. The article substantiates the role of independent work in the formation of professional competencies. The study allows us to draw conclusions about the need to use digital technologies in the process of independent work in order to develop the professional competencies of students. The author offers a number of educational resources that allow you to effectively integrate digital technologies into the independent work of international relations students, taking into account the specifics of Chinese language. Practical implications. The results can be used in the practice of teaching international specialists, especially studying Chinese.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308250","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}
Pub Date : 2023-10-31DOI: 10.12731/2658-4034-2023-14-5-151-176
O. Kholodkova, G. L. Parfenova
Introduction. The article is devoted to an urgent problem in modern reality: the state of self-efficacy and life-meaning orientations among high school students as factors of life achievements, well-being and success in the chosen field. Purpose: to summarize the empirical results of the study of the relationship between self-efficacy and high school students, which will allow psychologists to take into account the revealed facts in working with students aimed at developing their self-efficacy in the personal and activity sphere, based on a real assessment of the meaning of life, life plans and values. The scientific novelty of the presented data is in confirming the fact of the relationship between the types and components of self-efficacy, on the one hand, and the meaning-of-life orientations of the individual, on the other. Methodology and methods. The research was carried out on the basis of subject-activity and humanistic approaches with the implementation of psychodiagnostic and theoretical methods (analysis, comparison, generalization), methods of structural and genetic data analysis. Results. The relevance of identifying and taking into account the relationship of self-efficacy and life-meaning orientations in the context of effective maturation and personality formation of high school students is substantiated; empirical data and their author’s analysis are presented using three methods. The scope of the results: education, development, psychological counseling, psychocorrection, psychoprophylaxis, socio-psychological design. Conclusion. The presented results confirmed that there is a direct relationship between the components of the CSR and the self-efficacy of the individual: the higher the life-sense orientations are developed, the higher the level of self-efficacy in general, self-efficacy in the subject and interpersonal spheres; the higher the self-efficacy of the individual, the more mature the life-sense orientations are.
{"title":"MEANINGFULNESS OF LIFE AND SELF-EFFICACY OF HIGH SCHOOL STUDENTS","authors":"O. Kholodkova, G. L. Parfenova","doi":"10.12731/2658-4034-2023-14-5-151-176","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-5-151-176","url":null,"abstract":"Introduction. The article is devoted to an urgent problem in modern reality: the state of self-efficacy and life-meaning orientations among high school students as factors of life achievements, well-being and success in the chosen field. Purpose: to summarize the empirical results of the study of the relationship between self-efficacy and high school students, which will allow psychologists to take into account the revealed facts in working with students aimed at developing their self-efficacy in the personal and activity sphere, based on a real assessment of the meaning of life, life plans and values. The scientific novelty of the presented data is in confirming the fact of the relationship between the types and components of self-efficacy, on the one hand, and the meaning-of-life orientations of the individual, on the other. Methodology and methods. The research was carried out on the basis of subject-activity and humanistic approaches with the implementation of psychodiagnostic and theoretical methods (analysis, comparison, generalization), methods of structural and genetic data analysis. Results. The relevance of identifying and taking into account the relationship of self-efficacy and life-meaning orientations in the context of effective maturation and personality formation of high school students is substantiated; empirical data and their author’s analysis are presented using three methods. The scope of the results: education, development, psychological counseling, psychocorrection, psychoprophylaxis, socio-psychological design. Conclusion. The presented results confirmed that there is a direct relationship between the components of the CSR and the self-efficacy of the individual: the higher the life-sense orientations are developed, the higher the level of self-efficacy in general, self-efficacy in the subject and interpersonal spheres; the higher the self-efficacy of the individual, the more mature the life-sense orientations are.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308840","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}
Pub Date : 2023-10-31DOI: 10.12731/2658-4034-2023-14-5-88-108
Elena Vladimirovna Slavutskaya, L. Slavutskii
The research is devoted to the mathematical description possibility of the personality development dynamics within the factor models framework. The dynamic Ornstein-Uhlenbeck equation is used, which describes a stochastic stationary process tending to an equilibrium state. This equation has already been used by psychologists to describe the dynamics of development within the framework of personality “Big Five” model. In this paper, this approach is used for qualitative interpretation and visual demonstration of the integration and differentiation principles in personality development based on the transformation of R. Cattell’s factor model. A simple analytical solution of the equation for averaged psychological indicators is compared with the results of the author’s longitudinal study of the dynamics of changes in the personal traits interrelations for schoolchildren in the transition period between primary school and adolescence. When comparing theoretical and experimental results, it is shown that the model makes it possible to assess the patterns of mental development in a transitional (crisis) period, to interpret the mechanism of development, the manifestation of heterochrony and the integro-differentiation principle.
该研究致力于在因素模型框架内对人格发展动态进行数学描述。研究中使用了动态奥恩斯坦-乌伦贝克方程，该方程描述了一个趋于平衡状态的随机静止过程。心理学家已经使用该方程来描述人格 "五大 "模型框架内的动态发展。本文在对 R. Cattell 的因子模型进行转换的基础上，采用这种方法对人格发展中的整合与分化原则进行定性解释和直观演示。将平均心理指标方程的简单分析解法与作者对小学和青春期过渡时期学童个人特质相互关系动态变化的纵向研究结果进行了比较。在对理论和实验结果进行比较时，结果表明该模型可以评估过渡（危机）期的心理发展模式，解释发展机制、异时性的表现和整体-分化原理。
{"title":"INTEGRO-DIFFERENTIAL PRINCIPLE IN PERSONALITY DEVELOPMENT: THE POSSIBILITY OF MATHEMATICAL DESCRIPTION WITHIN THE STRUCTURAL THEORY FRAMEWORK","authors":"Elena Vladimirovna Slavutskaya, L. Slavutskii","doi":"10.12731/2658-4034-2023-14-5-88-108","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-5-88-108","url":null,"abstract":"The research is devoted to the mathematical description possibility of the personality development dynamics within the factor models framework. The dynamic Ornstein-Uhlenbeck equation is used, which describes a stochastic stationary process tending to an equilibrium state. This equation has already been used by psychologists to describe the dynamics of development within the framework of personality “Big Five” model. In this paper, this approach is used for qualitative interpretation and visual demonstration of the integration and differentiation principles in personality development based on the transformation of R. Cattell’s factor model. A simple analytical solution of the equation for averaged psychological indicators is compared with the results of the author’s longitudinal study of the dynamics of changes in the personal traits interrelations for schoolchildren in the transition period between primary school and adolescence. When comparing theoretical and experimental results, it is shown that the model makes it possible to assess the patterns of mental development in a transitional (crisis) period, to interpret the mechanism of development, the manifestation of heterochrony and the integro-differentiation principle.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308275","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}
Pub Date : 2023-08-31DOI: 10.12731/2658-4034-2023-14-4-40-53
Anna A. Voloshenko, Natalia V. Khomovich
The article discusses innovative learning models, as well as trends in the development of hybrid education, including alternative forms of education, and its impact on the teaching methods of medical university students. The aim of the study was to study the formation of the content of education in conditions of simultaneous combination of digital and traditional teaching methods. An analysis of the works of both Russian and European authors has shown that some identify mixed and hybrid education; others distinguish between these concepts, while mixed learning consists of online (distance) and offline (traditional) forms. Whereas hybrid learning combines various forms of learning: informal and independent education, tutoring. In this work, a mixed methodology was used, as well as interdisciplinary and interpretative analysis. The conducted research allowed the author to conclude that hybrid training is designed to solve a number of tasks that are being put forward today in the medical education system: increasing the availability of information, taking into account the personality-oriented educational needs of students. At the same time, the importance of the thoughtfulness of the hybrid educational process is emphasized, otherwise, with the inept design and use of hybrid learning, it is possible to create uncomfortable conditions for all participants in the educational process.
{"title":"INFLUENCE OF HYBRID EDUCATION TRENDS ON THE TEACHING METHODS OF MEDICAL STUDENTS","authors":"Anna A. Voloshenko, Natalia V. Khomovich","doi":"10.12731/2658-4034-2023-14-4-40-53","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-40-53","url":null,"abstract":"The article discusses innovative learning models, as well as trends in the development of hybrid education, including alternative forms of education, and its impact on the teaching methods of medical university students. The aim of the study was to study the formation of the content of education in conditions of simultaneous combination of digital and traditional teaching methods. An analysis of the works of both Russian and European authors has shown that some identify mixed and hybrid education; others distinguish between these concepts, while mixed learning consists of online (distance) and offline (traditional) forms. Whereas hybrid learning combines various forms of learning: informal and independent education, tutoring. In this work, a mixed methodology was used, as well as interdisciplinary and interpretative analysis. The conducted research allowed the author to conclude that hybrid training is designed to solve a number of tasks that are being put forward today in the medical education system: increasing the availability of information, taking into account the personality-oriented educational needs of students. At the same time, the importance of the thoughtfulness of the hybrid educational process is emphasized, otherwise, with the inept design and use of hybrid learning, it is possible to create uncomfortable conditions for all participants in the educational process.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347243","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}
Pub Date : 2023-08-31DOI: 10.12731/2658-4034-2023-14-4-179-195
S. Gurieva, E. Yumkina, Alena S. Timofeeva
Proactivity today is one of the concepts actively developed in applied psychology and is considered as a key feature of job crafting or constructive design by a person of his work. The purpose of this article is to study personal proactivity in mediating the career orientations of working professionals. The study involved 40 sales managers. Data collection methods: questionnaire “Career Anchors” by E. Shane and “PVQ self-rating” (author’s development). The construct of proactivity was presented in the self-assessment methodology through the qualities of initiative, independence, perseverance, responsibility. Conclusions. Initiative, as the central link of proactivity, is associated with a whole range of properties that are responsible both for the general self-confidence of the individual and with specific skills to express and implement their goals. Factor analysis showed that initiative and responsibility are different aspects of personal proactivity. Proactive personal qualities indirectly mediate success in the implementation of career strategies and subjective satisfaction with professional self-realization.
{"title":"CAREER ATTITUDES AND PROACTIVE BEHAVIOR OF EMPLOYEE","authors":"S. Gurieva, E. Yumkina, Alena S. Timofeeva","doi":"10.12731/2658-4034-2023-14-4-179-195","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-179-195","url":null,"abstract":"Proactivity today is one of the concepts actively developed in applied psychology and is considered as a key feature of job crafting or constructive design by a person of his work. The purpose of this article is to study personal proactivity in mediating the career orientations of working professionals. The study involved 40 sales managers. Data collection methods: questionnaire “Career Anchors” by E. Shane and “PVQ self-rating” (author’s development). The construct of proactivity was presented in the self-assessment methodology through the qualities of initiative, independence, perseverance, responsibility. Conclusions. Initiative, as the central link of proactivity, is associated with a whole range of properties that are responsible both for the general self-confidence of the individual and with specific skills to express and implement their goals. Factor analysis showed that initiative and responsibility are different aspects of personal proactivity. Proactive personal qualities indirectly mediate success in the implementation of career strategies and subjective satisfaction with professional self-realization.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347142","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}
Pub Date : 2023-08-31DOI: 10.12731/2658-4034-2023-14-4-7-28
A. M. Shekhmirzova, Lyudmila V. Gribina, Fatima A. Tuguz
The article reveals the essence of project-based learning through the allocation of the basic principle of its definition – the principle of independent acquisition of knowledge by students in the course of solving subject practical problems using various subject knowledge (including integrated). On its basis, the substantiation of the component composition of the methodology of project training at the level of general education is presented. The relevance of the research lies in the possibility of its implementation in the educational process to achieve the planned results of the federal state educational standard in the form of subject and meta-subject (UUD) competencies formed by students. On the example of the general biology course, the effectiveness of the implementation of the component composition of the project training methodology is shown. Its justification is based on the presented results of experimental work. Purpose: substantiation of the component composition of the project training methodology in the form of a system of goals, content, principles, approaches, methods, didactic tools, diagnostics and monitoring of the levels of subject and metasubject competencies formed in students. Methodology: the article presents a set of theoretical and empirical methods of pedagogical research used in the identification, justification and implementation of the component composition of the methodology of project-based learning in the practice of teaching. Results: improving the effectiveness of the educational process in the formation of subject and meta-subject (UUD) competencies of students in the federal state educational standard by applying the component composition of the project-based learning methodology. Practical implications: the results of the study can be used by subject teachers in the implementation of the required educational results according to the federal state educational standard and taken into account in the development of educational programs at the school level by administrative and managerial personnel.
{"title":"THE COMPONENT COMPOSITION OF THE PROJECT-BASED LEARNING METHODOLOGY IN THE CONTEXT OF THE EDUCATIONAL STANDARD (USING THE EXAMPLE OF A GENERAL BIOLOGY COURSE)","authors":"A. M. Shekhmirzova, Lyudmila V. Gribina, Fatima A. Tuguz","doi":"10.12731/2658-4034-2023-14-4-7-28","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-7-28","url":null,"abstract":"The article reveals the essence of project-based learning through the allocation of the basic principle of its definition – the principle of independent acquisition of knowledge by students in the course of solving subject practical problems using various subject knowledge (including integrated). On its basis, the substantiation of the component composition of the methodology of project training at the level of general education is presented. The relevance of the research lies in the possibility of its implementation in the educational process to achieve the planned results of the federal state educational standard in the form of subject and meta-subject (UUD) competencies formed by students. On the example of the general biology course, the effectiveness of the implementation of the component composition of the project training methodology is shown. Its justification is based on the presented results of experimental work. Purpose: substantiation of the component composition of the project training methodology in the form of a system of goals, content, principles, approaches, methods, didactic tools, diagnostics and monitoring of the levels of subject and metasubject competencies formed in students. Methodology: the article presents a set of theoretical and empirical methods of pedagogical research used in the identification, justification and implementation of the component composition of the methodology of project-based learning in the practice of teaching. Results: improving the effectiveness of the educational process in the formation of subject and meta-subject (UUD) competencies of students in the federal state educational standard by applying the component composition of the project-based learning methodology. Practical implications: the results of the study can be used by subject teachers in the implementation of the required educational results according to the federal state educational standard and taken into account in the development of educational programs at the school level by administrative and managerial personnel.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"169 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347165","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}
Pub Date : 2023-08-31DOI: 10.12731/2658-4034-2023-14-4-148-162
T. I. Kulikova
Purpose. The article is devoted to the identification of peculiarities of interpersonal communication of adolescents in the Internet for further development of the program of development of skills of safe and productive interpersonal communication of adolescents in social networks. The relevance of the study is determined by the fact that the use of social networks not only generates the problem of adolescent Internet addiction, but also has a negative impact on the process of socialisation, as well as provokes bullying and other violent actions against the developing personality. Method. The study involved 56 adolescents aged 14-15 years - students of the centre of education of the city of Tula. As a diagnostic material were used methods to identify interpersonal and communicative features of adolescents (questionnaire of interpersonal relations A.A. Rukavishnikov and questionnaire K.S. Zhmyrko); determination of the level of communication of adolescents (questionnaire of interpersonal relations A.A. Rukavishnikov and questionnaire K.S. Zhmyrko). Zhmyrko); determining the level of communicative tolerance in the process of interpersonal interaction (the method of diagnostics of communicative tolerance V.V. Boyko); establishing the main orientations in the communication of schoolchildren (the method of diagnostics of motivational orientations in interpersonal communications I.D. Ladanov, V.A. Urazaeva). Results. The results obtained during the diagnostic survey allow us to conclude that adolescents, due to their psychological and personal characteristics, unformed culture of communication in social networks, inability to express their opinions and defend their own point of view, create situations of conflict in social networks and provoke cyberbullying. Practical implications. The materials of the study can be used in the work of psychological service of educational organisation and contribute to the development of skills of effective and safe communication in social networks among adolescents, formation of resistance to the negative impact of virtual environment.
{"title":"PECULIARITIES OF INTERPERSONAL COMMUNICATION ADOLESCENTS IN SOCIAL NETWORKS","authors":"T. I. Kulikova","doi":"10.12731/2658-4034-2023-14-4-148-162","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-148-162","url":null,"abstract":"Purpose. The article is devoted to the identification of peculiarities of interpersonal communication of adolescents in the Internet for further development of the program of development of skills of safe and productive interpersonal communication of adolescents in social networks. The relevance of the study is determined by the fact that the use of social networks not only generates the problem of adolescent Internet addiction, but also has a negative impact on the process of socialisation, as well as provokes bullying and other violent actions against the developing personality. Method. The study involved 56 adolescents aged 14-15 years - students of the centre of education of the city of Tula. As a diagnostic material were used methods to identify interpersonal and communicative features of adolescents (questionnaire of interpersonal relations A.A. Rukavishnikov and questionnaire K.S. Zhmyrko); determination of the level of communication of adolescents (questionnaire of interpersonal relations A.A. Rukavishnikov and questionnaire K.S. Zhmyrko). Zhmyrko); determining the level of communicative tolerance in the process of interpersonal interaction (the method of diagnostics of communicative tolerance V.V. Boyko); establishing the main orientations in the communication of schoolchildren (the method of diagnostics of motivational orientations in interpersonal communications I.D. Ladanov, V.A. Urazaeva). Results. The results obtained during the diagnostic survey allow us to conclude that adolescents, due to their psychological and personal characteristics, unformed culture of communication in social networks, inability to express their opinions and defend their own point of view, create situations of conflict in social networks and provoke cyberbullying. Practical implications. The materials of the study can be used in the work of psychological service of educational organisation and contribute to the development of skills of effective and safe communication in social networks among adolescents, formation of resistance to the negative impact of virtual environment.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347231","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}
Pub Date : 2023-08-31DOI: 10.12731/2658-4034-2023-14-4-196-227
Miсhaеl S. Belov, P. Kislyakov
Relevance. The contradictory and ambiguous situation that has developed in modern sports requires an expanded range of scientific research in the field of axiology and psychology of sports. The existing facts of negative manifestations in sports determine the search for socio-cultural and axiological features of the social orientation of athletes. The purpose of the study was to conduct a sociocultural and axiological analysis of the social orientation of athletes. Research methods: The methodological basis of the study was socio-philosophical, ethical-philosophical, cultural, macro-psychological and axiological characteristics of sports as a social institution, socio-psychological aspects of sports and sports activities; ideas of multidimensionality and systemic development of the social orientation of an athlete. When conducting a theoretical study, a theoretical analysis of the literature, the study of dissertation research, regulatory documents and scientific articles, generalization and systematization of the results obtained were used. The results of the study. It is substantiated that the phenomenon of sport, which demonstrates a general social orientation, is the object of a wide range of cultural, philosophical, psychological, sociological scientific works. The analysis made it possible to identify socio-cultural and axiological factors that determine the social orientation of athletes.
{"title":"SOCIAL ORIENTATION OF ATHLETES: SOCIO-CULTURAL AND AXIOLOGICAL ANALYSIS","authors":"Miсhaеl S. Belov, P. Kislyakov","doi":"10.12731/2658-4034-2023-14-4-196-227","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-196-227","url":null,"abstract":"Relevance. The contradictory and ambiguous situation that has developed in modern sports requires an expanded range of scientific research in the field of axiology and psychology of sports. The existing facts of negative manifestations in sports determine the search for socio-cultural and axiological features of the social orientation of athletes. The purpose of the study was to conduct a sociocultural and axiological analysis of the social orientation of athletes. Research methods: The methodological basis of the study was socio-philosophical, ethical-philosophical, cultural, macro-psychological and axiological characteristics of sports as a social institution, socio-psychological aspects of sports and sports activities; ideas of multidimensionality and systemic development of the social orientation of an athlete. When conducting a theoretical study, a theoretical analysis of the literature, the study of dissertation research, regulatory documents and scientific articles, generalization and systematization of the results obtained were used. The results of the study. It is substantiated that the phenomenon of sport, which demonstrates a general social orientation, is the object of a wide range of cultural, philosophical, psychological, sociological scientific works. The analysis made it possible to identify socio-cultural and axiological factors that determine the social orientation of athletes.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347605","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}
Pub Date : 2023-08-31DOI: 10.12731/2658-4034-2023-14-4-117-147
A. I. Chuloshnikov
Relevance. Denoted as the presence of deficiency, weak ordering of scientific opinions on classification criteria, differentiation, and description of manipulation and abuse (especially, psychological abuse) processes with current cultural and practical demand. Objective. A comparative analysis of manipulation and abuse (physical and psychological) phenomena as forms of unequal social exchange, the process and consequences of their implementation in particular was made. Methodology and basic concepts. The search of relevant literature on the topic with the help of which definitions and criteria describing and differentiating these phenomena were formulated. Results. As procedural criteria for comparison the author considers the attitude towards subjectivity of an abused/manipulated object (the simulation of subjectivity and its destruction); the influence targets (the motivational sphere, understanding of one’s needs or physical/psychological conditions for the implementation of volition); the subject of exchange (a wide range of possible resources, such as the need for security). As a result, the differences between manipulation and abuse is that in the first case motivational bases of the object’s activity gets distorted, but generally remains functioning, while in the second case the activity is interrupted and violated, and the exploitation implements through the desubjectivation. Thus, the consequences of manipulation are majorly associated with possible disorders of the motivational sphere, while the experienced abuse might affect mental qualities related to volitional functions, which determine not the direction of the one’s activity, but the activity itself, i.e., potentially a wider range of deformed structures.
{"title":"SIMILARITIES AND DIFFERENCES OF MANIPULATIONS AND ABUSE AS FORMS OF UNEQUAL SOCIAL EXCHANGE","authors":"A. I. Chuloshnikov","doi":"10.12731/2658-4034-2023-14-4-117-147","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-117-147","url":null,"abstract":"Relevance. Denoted as the presence of deficiency, weak ordering of scientific opinions on classification criteria, differentiation, and description of manipulation and abuse (especially, psychological abuse) processes with current cultural and practical demand. Objective. A comparative analysis of manipulation and abuse (physical and psychological) phenomena as forms of unequal social exchange, the process and consequences of their implementation in particular was made. Methodology and basic concepts. The search of relevant literature on the topic with the help of which definitions and criteria describing and differentiating these phenomena were formulated. Results. As procedural criteria for comparison the author considers the attitude towards subjectivity of an abused/manipulated object (the simulation of subjectivity and its destruction); the influence targets (the motivational sphere, understanding of one’s needs or physical/psychological conditions for the implementation of volition); the subject of exchange (a wide range of possible resources, such as the need for security). As a result, the differences between manipulation and abuse is that in the first case motivational bases of the object’s activity gets distorted, but generally remains functioning, while in the second case the activity is interrupted and violated, and the exploitation implements through the desubjectivation. Thus, the consequences of manipulation are majorly associated with possible disorders of the motivational sphere, while the experienced abuse might affect mental qualities related to volitional functions, which determine not the direction of the one’s activity, but the activity itself, i.e., potentially a wider range of deformed structures.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"247 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347209","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}
Pub Date : 2023-08-31DOI: 10.12731/2658-4034-2023-14-4-163-178
Ivan S. Shirshov, Olga M. Razumnikova
The article examines the relationship between self-assessment of time spent on computer gaming technologies and academic performance of university students. The novelty of the obtained results is the negative impact of the time spent on computer games on the academic performance of students. The most informative predictor of academic underachievement and the occurrence of academic debt among students is the measure of gaming time per week, i.e. engagement in gaming for more than 10 hours per week is reduced effectiveness in academic activities. The goal is to identify the relationship between engagement in computer gaming technologies and students’ academic performance. The sample consists of 389 students (average age of 19 years) studying in their first and second years at the university. The hypothesis is that the degree of involvement in computer gaming technologies affects students’ academic performance. Research methods: To determine the specifics of gaming engagement and preferences in computer gaming technologies (CGT), we created a questionnaire with questions about gaming activity and CGT preferences. Indices of average performance and academic debt were obtained from the university’s dean’s office databases. Statistical analysis of the data involved the use of correlation and regression analysis. According to the survey results, 75% of the students in the entire sample play computer games. Regression analysis results revealed that longer gaming time (per day, week, year) corresponds to a decrease in academic performance and an increase in student debt. The most informative predictor of students’ performance is the measure of self-assessed gaming time per week, and the most stable relationship between these measures is observed when the gaming time exceeds 10 hours per week. Conclusion: The hypothesis that the degree of involvement in computer gaming technologies affects students’ academic performance has been confirmed. The results of the conducted research can be used for psychological and pedagogical work with students, to inform about the impact of excessive engagement in CGT on academic performance and to prevent the initial signs of computer addiction.
{"title":"INFLUENCE OF COMPUTER GAMING TECHNOLOGIES ON UNIVERSITY STUDENTS’ ACADEMIC PERFORMANCE","authors":"Ivan S. Shirshov, Olga M. Razumnikova","doi":"10.12731/2658-4034-2023-14-4-163-178","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-163-178","url":null,"abstract":"The article examines the relationship between self-assessment of time spent on computer gaming technologies and academic performance of university students. The novelty of the obtained results is the negative impact of the time spent on computer games on the academic performance of students. The most informative predictor of academic underachievement and the occurrence of academic debt among students is the measure of gaming time per week, i.e. engagement in gaming for more than 10 hours per week is reduced effectiveness in academic activities. The goal is to identify the relationship between engagement in computer gaming technologies and students’ academic performance. The sample consists of 389 students (average age of 19 years) studying in their first and second years at the university. The hypothesis is that the degree of involvement in computer gaming technologies affects students’ academic performance. Research methods: To determine the specifics of gaming engagement and preferences in computer gaming technologies (CGT), we created a questionnaire with questions about gaming activity and CGT preferences. Indices of average performance and academic debt were obtained from the university’s dean’s office databases. Statistical analysis of the data involved the use of correlation and regression analysis. According to the survey results, 75% of the students in the entire sample play computer games. Regression analysis results revealed that longer gaming time (per day, week, year) corresponds to a decrease in academic performance and an increase in student debt. The most informative predictor of students’ performance is the measure of self-assessed gaming time per week, and the most stable relationship between these measures is observed when the gaming time exceeds 10 hours per week. Conclusion: The hypothesis that the degree of involvement in computer gaming technologies affects students’ academic performance has been confirmed. The results of the conducted research can be used for psychological and pedagogical work with students, to inform about the impact of excessive engagement in CGT on academic performance and to prevent the initial signs of computer addiction.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347185","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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