Pub Date : 2023-08-31DOI: 10.12731/2658-4034-2023-14-4-29-39
Elena E. Alekseeva
The article reveals the concepts of digital technologies and digital educational technologies as a way of organizing a digital educational environment and a means of forming students’ universal skills that will be applicable in their future professional and personal growth. The purpose of the article is to identify the possibilities of digital educational technologies, as well as the classification of digital resources and tools that contribute to improving the effectiveness of schoolchildren’s learning. Methodology. The basis of the research is formed by the methods of studying and analyzing scientific publications that study aspects of the problem under study, summarizing one’s own experience in the use of digital educational technologies in the educational process, as well as systematizing the studied information. Results. The possibilities of digital educational technologies in the educational process are described as a way of organizing a digital educational environment. It was revealed that digital educational technologies in close connection with digital educational resources in the educational process give the educational process dynamism, activating mental, cognitive, communicative and educational functions in the classroom. Practical implications. The results obtained can be applied in the didactics of higher and secondary schools.
{"title":"POSSIBILITIES OF DIGITAL EDUCATIONAL TECHNOLOGIES AS A WAY OF ORGANIZING A DIGITAL EDUCATIONAL ENVIRONMENT","authors":"Elena E. Alekseeva","doi":"10.12731/2658-4034-2023-14-4-29-39","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-29-39","url":null,"abstract":"The article reveals the concepts of digital technologies and digital educational technologies as a way of organizing a digital educational environment and a means of forming students’ universal skills that will be applicable in their future professional and personal growth. The purpose of the article is to identify the possibilities of digital educational technologies, as well as the classification of digital resources and tools that contribute to improving the effectiveness of schoolchildren’s learning. Methodology. The basis of the research is formed by the methods of studying and analyzing scientific publications that study aspects of the problem under study, summarizing one’s own experience in the use of digital educational technologies in the educational process, as well as systematizing the studied information. Results. The possibilities of digital educational technologies in the educational process are described as a way of organizing a digital educational environment. It was revealed that digital educational technologies in close connection with digital educational resources in the educational process give the educational process dynamism, activating mental, cognitive, communicative and educational functions in the classroom. Practical implications. The results obtained can be applied in the didactics of higher and secondary schools.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347358","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: 10.12731/2658-4034-2023-14-4-70-97
Valeria V. Uranova, Alla A. Starikova, O. Bliznyak
Introduction. This article is devoted to the study of the influence of the teacher’s activity on the level of motivation of students of higher educational institutions. Purpose: to study the characteristics of the motivation of students studying in the specialty 33.05.01. “Pharmacy”. Materials and methods. The study is based on a preliminary study and analysis of data obtained by domestic scientists and presented in the sources of psychological and pedagogical literature. The implementation of the tasks set was carried out in the course of a sociological survey. The results were processed using the methods of mathematical statistics. Results. A technology has been developed to increase the motivational level of students in the form of an algorithm, introduced into the work of the teaching staff of the Department of Chemistry of the Faculty of Pharmacy in the preparation of future pharmacists. Scope. The algorithm of professional orientation of students developed by the authors can be used when teaching students in a higher educational institution. The applicability of the obtained statistically significant results as a basis for further work on increasing students’ motivation for the implementation of educational activities is substantiated. Conclusion. It was revealed that changes in the deep motives of students occurred when the teaching staff used new methods that make it possible to modernize the standard learning process, taking into account the interests and psychological characteristics of future pharmacists.
{"title":"APPROACHES TO INCREASING MOTIVATION FOR LEARNING ACTIVITIES OF MEDICAL UNIVERSITY STUDENTS","authors":"Valeria V. Uranova, Alla A. Starikova, O. Bliznyak","doi":"10.12731/2658-4034-2023-14-4-70-97","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-70-97","url":null,"abstract":"Introduction. This article is devoted to the study of the influence of the teacher’s activity on the level of motivation of students of higher educational institutions. Purpose: to study the characteristics of the motivation of students studying in the specialty 33.05.01. “Pharmacy”. Materials and methods. The study is based on a preliminary study and analysis of data obtained by domestic scientists and presented in the sources of psychological and pedagogical literature. The implementation of the tasks set was carried out in the course of a sociological survey. The results were processed using the methods of mathematical statistics. Results. A technology has been developed to increase the motivational level of students in the form of an algorithm, introduced into the work of the teaching staff of the Department of Chemistry of the Faculty of Pharmacy in the preparation of future pharmacists. Scope. The algorithm of professional orientation of students developed by the authors can be used when teaching students in a higher educational institution. The applicability of the obtained statistically significant results as a basis for further work on increasing students’ motivation for the implementation of educational activities is substantiated. Conclusion. It was revealed that changes in the deep motives of students occurred when the teaching staff used new methods that make it possible to modernize the standard learning process, taking into account the interests and psychological characteristics of future pharmacists.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347727","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: 10.12731/2658-4034-2023-14-4-54-69
Svetlana I. Belovitskaya, Nadezhda P. Epova
The article is dedicated to the issues of improving the professional competencies of educational professionals through the organization of methodological support within the framework of creating a unified system of professional development and implementing the “Modern School” federal project. The authors disclose the specifics of methodological support for educators aimed at identifying professional deficits, employing individual educational route technologies, and developing competence enhancement programs. The authors present a model of organizing methodological support for educational professionals, including a component for future educators, thereby proving the importance of organizing methodological interaction with practicing educators to shape a new type of university graduate capable of continuous professional growth. The authors are convinced that involving educators and students, i.e. future educators, in scientific and methodological events, including joint planning, contributes to the development of analytical skills and methodological culture, enhances professional mastery, fosters the establishment of conscious professional positions, and improves communication formats. Special attention is given by the authors to the application of normative and legal foundations for the organization of a multi-level methodological support system involving various methodological structures, professional communities, and subject associations. The article is addressed to the faculty and staff of the supplementary professional education system, research workers, doctoral students, teachers, and students of educational institutions, as well as those interested in educational issues in the field of improving the professional competence of educational professionals.
{"title":"ENHANCEMENT OF PROFESSIONAL COMPETENCE OF EDUCATIONAL PROFESSIONALS IN THE CONTEXT OF ORGANIZING METHODOLOGICAL SUPPORT","authors":"Svetlana I. Belovitskaya, Nadezhda P. Epova","doi":"10.12731/2658-4034-2023-14-4-54-69","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-54-69","url":null,"abstract":"The article is dedicated to the issues of improving the professional competencies of educational professionals through the organization of methodological support within the framework of creating a unified system of professional development and implementing the “Modern School” federal project. The authors disclose the specifics of methodological support for educators aimed at identifying professional deficits, employing individual educational route technologies, and developing competence enhancement programs. The authors present a model of organizing methodological support for educational professionals, including a component for future educators, thereby proving the importance of organizing methodological interaction with practicing educators to shape a new type of university graduate capable of continuous professional growth. The authors are convinced that involving educators and students, i.e. future educators, in scientific and methodological events, including joint planning, contributes to the development of analytical skills and methodological culture, enhances professional mastery, fosters the establishment of conscious professional positions, and improves communication formats. Special attention is given by the authors to the application of normative and legal foundations for the organization of a multi-level methodological support system involving various methodological structures, professional communities, and subject associations. The article is addressed to the faculty and staff of the supplementary professional education system, research workers, doctoral students, teachers, and students of educational institutions, as well as those interested in educational issues in the field of improving the professional competence of educational professionals.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347587","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: 10.12731/2658-4034-2023-14-4-248-268
P. Y. Naumov
Relevance. The development of the intelligence of a future officer in the educational environment of a military educational institution of higher education presupposes, among other things, the appropriate organization of the pedagogical process. This is necessary to achieve the desired results of training, education and development of personality traits of a cadet. To achieve the effective construction of the specified pedagogical process, it is necessary: firstly, not to overload the cadet with educational and educational activities, since the process of obtaining education in a military university is already quite intense; secondly, to use the potential of the educational subjects and educational events already built into the pedagogical process in the development of the intelligence of future officers; thirdly, to organically integrate author’s developments (program, courses, conditions) into the pedagogical process in order to solve problems of developing the intelligence of the future officer. Materials and methods. In preparing and conducting the study, the methodological principles of a systematic, activity and subjective approach were applied. These approaches in this study perform organizational, epistemological, explanatory-content, structural-logical and prognostic functions. Within the framework of these approaches, various types of analysis and synthesis (systemic and functional, conceptual and structural-component), analogy and comparison, abstraction, hypothetical-deductive method are applied. Results of the study. It has been established that the construction of a pedagogical process for the development of the intelligence of a future officer is based on the principles of consistency, complexity, continuity, dynamism, purposefulness, plasticity, algorithm city, cyclicality and is carried out in the following areas: organizational and programmatic; regulatory and legal; subject-communicative; meaningful; emotional and intellectual; valuable; activity-functional. The implementation of these areas involves the optimal combination of traditional and innovative forms of organization of the pedagogical process and the effective application of methods for its implementation, which correspond to the modern development of psychological and pedagogical science. When implementing the pedagogical process, taking into account diagnostic data, it is necessary to optimize and improve it. The design and implementation of the author’s features of the organization and implementation of the pedagogical process will make it possible to purposefully develop the psychological properties of the intelligence of the future officer in the educational environment of a military university.
{"title":"THEORETICAL GENERALIZATION OF THE PROGRAM FOUNDATIONS FOR THE DEVELOPMENT OF INTELLIGENCE OF FUTURE OFFICERS IN THE CONDITIONS OF A MILITARY UNIVERSITY","authors":"P. Y. Naumov","doi":"10.12731/2658-4034-2023-14-4-248-268","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-248-268","url":null,"abstract":"Relevance. The development of the intelligence of a future officer in the educational environment of a military educational institution of higher education presupposes, among other things, the appropriate organization of the pedagogical process. This is necessary to achieve the desired results of training, education and development of personality traits of a cadet. To achieve the effective construction of the specified pedagogical process, it is necessary: firstly, not to overload the cadet with educational and educational activities, since the process of obtaining education in a military university is already quite intense; secondly, to use the potential of the educational subjects and educational events already built into the pedagogical process in the development of the intelligence of future officers; thirdly, to organically integrate author’s developments (program, courses, conditions) into the pedagogical process in order to solve problems of developing the intelligence of the future officer. Materials and methods. In preparing and conducting the study, the methodological principles of a systematic, activity and subjective approach were applied. These approaches in this study perform organizational, epistemological, explanatory-content, structural-logical and prognostic functions. Within the framework of these approaches, various types of analysis and synthesis (systemic and functional, conceptual and structural-component), analogy and comparison, abstraction, hypothetical-deductive method are applied. Results of the study. It has been established that the construction of a pedagogical process for the development of the intelligence of a future officer is based on the principles of consistency, complexity, continuity, dynamism, purposefulness, plasticity, algorithm city, cyclicality and is carried out in the following areas: organizational and programmatic; regulatory and legal; subject-communicative; meaningful; emotional and intellectual; valuable; activity-functional. The implementation of these areas involves the optimal combination of traditional and innovative forms of organization of the pedagogical process and the effective application of methods for its implementation, which correspond to the modern development of psychological and pedagogical science. When implementing the pedagogical process, taking into account diagnostic data, it is necessary to optimize and improve it. The design and implementation of the author’s features of the organization and implementation of the pedagogical process will make it possible to purposefully develop the psychological properties of the intelligence of the future officer in the educational environment of a military university.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347793","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: 10.12731/2658-4034-2023-14-4-228-247
O. Moskalenko, I. Kasparova, R. Yaskevich
The purpose of the study. To study the influence of various metabolic syndrome clusters on the severity of situational and personal anxiety. Materials and methods. The study included 136 patients, including 60 with metabolic syndrome. Metabolic syndrome was diagnosed based on the criteria of clinical recommendations of the All-Russian Scientific Society of Cardiology in 2009. The severity of personal and situational anxiety was assessed using the scale of self-assessment of the level of anxiety by Ch.D. Spielberger modified by Yu.L. Khanina. Results. It was established that in the examined groups of men, the median scores of both personal and situational anxieties corresponded to a moderate level. The most common variant of metabolic syndrome among men with high and moderate levels of situational and personal anxiety was its three-component combination. Among men with moderate and high levels of situational anxiety, there were statistically significantly more people with 5 or more metabolic syndrome components compared to patients with low levels. Conclusion. The combination of central obesity, arterial hypertension, and lipid disorders characterized by high levels of low-density lipoprotein was the most common cluster of MS among men with high and moderate levels of situational and personal anxiety.
{"title":"FEATURES OF INDICATORS OF SITUATIONAL AND PERSONAL ANXIETY IN PATIENTS WITH METABOLIC SYNDROME","authors":"O. Moskalenko, I. Kasparova, R. Yaskevich","doi":"10.12731/2658-4034-2023-14-4-228-247","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-4-228-247","url":null,"abstract":"The purpose of the study. To study the influence of various metabolic syndrome clusters on the severity of situational and personal anxiety. Materials and methods. The study included 136 patients, including 60 with metabolic syndrome. Metabolic syndrome was diagnosed based on the criteria of clinical recommendations of the All-Russian Scientific Society of Cardiology in 2009. The severity of personal and situational anxiety was assessed using the scale of self-assessment of the level of anxiety by Ch.D. Spielberger modified by Yu.L. Khanina. Results. It was established that in the examined groups of men, the median scores of both personal and situational anxieties corresponded to a moderate level. The most common variant of metabolic syndrome among men with high and moderate levels of situational and personal anxiety was its three-component combination. Among men with moderate and high levels of situational anxiety, there were statistically significantly more people with 5 or more metabolic syndrome components compared to patients with low levels. Conclusion. The combination of central obesity, arterial hypertension, and lipid disorders characterized by high levels of low-density lipoprotein was the most common cluster of MS among men with high and moderate levels of situational and personal anxiety.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347350","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 : 2023-06-30DOI: 10.12731/2658-4034-2023-14-3-75-85
Elena E. Alekseeva
Purpose. The article is devoted to the topic of effective use of visualization of digital educational content in the educational process, relevant in the conditions of the modern digital educational environment. The subject of the analysis is infographics as a method of visualizing digital educational content. The author aims to reveal the potential of using infographics in the educational process, working with digital content, as a way of accessible explanation of complex, voluminous information.
Methodology. The basis of the research is formed by the methods of studying and analyzing publications, which consider aspects of this problem, summarizing their own experience in using infographics in the educational process, as well as systematizing the studied information.
Results. The advantages of digital educational content visualization are described and the criteria for evaluating educational infographics are highlighted.
Practical implications. The results obtained can be applied in higher and secondary school didactics.
{"title":"INFOGRAPHICS AS A METHOD OF VISUALIZING DIGITAL EDUCATIONAL CONTENT","authors":"Elena E. Alekseeva","doi":"10.12731/2658-4034-2023-14-3-75-85","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-75-85","url":null,"abstract":"Purpose. The article is devoted to the topic of effective use of visualization of digital educational content in the educational process, relevant in the conditions of the modern digital educational environment. The subject of the analysis is infographics as a method of visualizing digital educational content. The author aims to reveal the potential of using infographics in the educational process, working with digital content, as a way of accessible explanation of complex, voluminous information.
 Methodology. The basis of the research is formed by the methods of studying and analyzing publications, which consider aspects of this problem, summarizing their own experience in using infographics in the educational process, as well as systematizing the studied information.
 Results. The advantages of digital educational content visualization are described and the criteria for evaluating educational infographics are highlighted.
 Practical implications. The results obtained can be applied in higher and secondary school didactics.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300461","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 : 2023-06-30DOI: 10.12731/2658-4034-2023-14-3-139-156
Svetlana V. Velieva, Olga S. Pinyaeva, Oleg I. Grigorev, Natalya Yu. Yarabaeva
The tendencies of studying the syndrome of emotional burnout in domestic and foreign studies are revealed. The contribution of the characteristics of communicative professions, the mental states of teachers to the formation of emotional burnout, psychophysical, interpersonal problems, and the impact on the quality of educational results is shown.
The purpose of the study is to identify the relationship between the structural components of mental states and subfactors and the integral index of emotional burnout. The objectives of the study included the theoretical study of the problem in modern psychological, pedagogical and medical research; detection of the specificity of the relationship of various aspects of mental states (depression, anxiety, stress, psychological discomfort) with subfactors of the burnout syndrome.
Methods and methodology. Classical methods of research and mathematical and statistical processing of information obtained by testing on the scales DASS-21 S. Lovibond, P. Lovibond, DERS K. L. Gratz, L. Roemer, GNQ-28 D.P. Goldberg, V. Hiller, R. Williams, MBI questionnaire С. Maslach, S. Jackson.
Results. The integral indicator of emotional burnout in most teachers is recorded at medium and high levels. The structure of emotional burnout is dominated by signs of depersonalization and reduction (in novice teachers) and emotional exhaustion (in experienced teachers). Markers have been found that indicate the vulnerability of teachers with different experience in teaching to the formation of the syndrome of emotional burnout and its components. Among them are severe prolonged stress, a decrease in tonic and tension characteristics of mental states, somatic symptoms, and emotional destabilization.
Scope of the results. The results of the study complement the characteristics of the burnout syndrome and the role of mental states in its development. The data can be used in the development of a conceptual apparatus, the selection of intervention strategies, and the preparation of a program of measures to prevent burnout syndrome in an educational organization.
揭示了国内外对情绪倦怠综合征的研究趋势。揭示了交际性职业的特点、教师的心理状态对情绪倦怠、心理生理问题、人际关系问题的形成的贡献，以及对教育结果质量的影响。
本研究旨在探讨心理状态结构成分及其子因子与情绪倦怠整体指标之间的关系。研究的目的包括对现代心理学、教育学和医学研究中的这一问题进行理论研究;心理状态各方面(抑郁、焦虑、压力、心理不适)与倦怠综合征亚因子关系的特异性检测。
方法和方法论。DASS-21 S. Lovibond, P. Lovibond, DERS K. L. Gratz, L. Roemer, GNQ-28 D.P. Goldberg, V. Hiller, R. Williams, MBI问卷的经典研究方法及数理统计处理马斯拉克，S. Jackson.
结果。教师情绪倦怠的综合指标大多处于中、高水平。情绪倦怠的结构以去人格化和减少的迹象(新手教师)和情绪衰竭的迹象(经验丰富的教师)为主。研究发现，具有不同教学经验的教师对情绪倦怠综合征的形成及其构成因素存在脆弱性。其中包括严重的长期应激，精神状态的紧张和紧张特征下降，躯体症状和情绪不稳定。
结果的范围。本研究的结果补充了倦怠综合征的特征以及心理状态在其发展中的作用。这些数据可以用于概念工具的开发，干预策略的选择，以及预防教育组织中倦怠综合征的措施计划的准备。
{"title":"THE CONTRIBUTION OF MENTAL STATES TO THE FORMATION OF EMOTIONAL BURNOUT AMONG WORKING STUDENTS AND TEACHERS","authors":"Svetlana V. Velieva, Olga S. Pinyaeva, Oleg I. Grigorev, Natalya Yu. Yarabaeva","doi":"10.12731/2658-4034-2023-14-3-139-156","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-139-156","url":null,"abstract":"The tendencies of studying the syndrome of emotional burnout in domestic and foreign studies are revealed. The contribution of the characteristics of communicative professions, the mental states of teachers to the formation of emotional burnout, psychophysical, interpersonal problems, and the impact on the quality of educational results is shown.
 The purpose of the study is to identify the relationship between the structural components of mental states and subfactors and the integral index of emotional burnout. The objectives of the study included the theoretical study of the problem in modern psychological, pedagogical and medical research; detection of the specificity of the relationship of various aspects of mental states (depression, anxiety, stress, psychological discomfort) with subfactors of the burnout syndrome.
 Methods and methodology. Classical methods of research and mathematical and statistical processing of information obtained by testing on the scales DASS-21 S. Lovibond, P. Lovibond, DERS K. L. Gratz, L. Roemer, GNQ-28 D.P. Goldberg, V. Hiller, R. Williams, MBI questionnaire С. Maslach, S. Jackson.
 Results. The integral indicator of emotional burnout in most teachers is recorded at medium and high levels. The structure of emotional burnout is dominated by signs of depersonalization and reduction (in novice teachers) and emotional exhaustion (in experienced teachers). Markers have been found that indicate the vulnerability of teachers with different experience in teaching to the formation of the syndrome of emotional burnout and its components. Among them are severe prolonged stress, a decrease in tonic and tension characteristics of mental states, somatic symptoms, and emotional destabilization.
 Scope of the results. The results of the study complement the characteristics of the burnout syndrome and the role of mental states in its development. The data can be used in the development of a conceptual apparatus, the selection of intervention strategies, and the preparation of a program of measures to prevent burnout syndrome in an educational organization.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136301007","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 : 2023-06-30DOI: 10.12731/2658-4034-2023-14-3-201-220
Milena A. Akopova
Currently, a demonstration exam is being introduced into the educational standards of secondary vocational education as one of the forms of final state certification, taking into account the requirements of the competence approach. The demonstration exam has great potential in assessing the professional training of future primary school teachers. However, the organization and conduct of a demonstration exam affects the increase in exam stress and the growth of exam anxiety among students. Exam stress is a situation that leads to negative physiological and psychological manifestations; a test situation for a student that requires increased self-control, activation of communicative and intellectual and other resources. Exam anxiety can negatively affect students’ learning outcomes and lead to disappointment in the profession. Therefore, it is important to organize psychological support of students in preparation for the demonstration exam. This article describes a study in which the level of anxiety (Spielberger-Khanin Anxiety Scale) and psychological stress (Psychological Stress Scale) of students were diagnosed at all stages of the organization of psychological support. This work included three areas: psychological education, training work with a group of students with the highest rates of anxiety and stress, and individual psychological counseling. The scientific data obtained from the results of the questionnaire and psychological diagnostics (using methods of mathematical statistics) showed that the most effective direction of work is to conduct group training sessions.
{"title":"THE PROBLEM OF PSYCHOLOGICAL SUPPORT OF STUDENTS OF PEDAGOGICAL SPECIALTIES IN THE PREPARATION AND PASSING OF A DEMONSTRATION EXAM ACCORDING TO WORLDSKILLS STANDARDS RUSSIA","authors":"Milena A. Akopova","doi":"10.12731/2658-4034-2023-14-3-201-220","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-201-220","url":null,"abstract":"Currently, a demonstration exam is being introduced into the educational standards of secondary vocational education as one of the forms of final state certification, taking into account the requirements of the competence approach. The demonstration exam has great potential in assessing the professional training of future primary school teachers. However, the organization and conduct of a demonstration exam affects the increase in exam stress and the growth of exam anxiety among students. \u0000Exam stress is a situation that leads to negative physiological and psychological manifestations; a test situation for a student that requires increased self-control, activation of communicative and intellectual and other resources. Exam anxiety can negatively affect students’ learning outcomes and lead to disappointment in the profession. Therefore, it is important to organize psychological support of students in preparation for the demonstration exam. \u0000This article describes a study in which the level of anxiety (Spielberger-Khanin Anxiety Scale) and psychological stress (Psychological Stress Scale) of students were diagnosed at all stages of the organization of psychological support. This work included three areas: psychological education, training work with a group of students with the highest rates of anxiety and stress, and individual psychological counseling. The scientific data obtained from the results of the questionnaire and psychological diagnostics (using methods of mathematical statistics) showed that the most effective direction of work is to conduct group training sessions.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300463","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 : 2023-06-30DOI: 10.12731/2658-4034-2023-14-3-7-29
Nadezhda A. Dmitrienko,, Svetlana I. Ershova
Purpose. The article examines the process of forming students’ research competency in the process of teaching a foreign language at technical university as the way of improving professional education and students’ self-organization.
Materials and methods. The basis of the research is the theoretical methods (methods of analysis and synthesis, generalization and systematization, projecting). The leading method of research is the method of projecting, and the main humanistic principle is multimodality to ensure students’ integrity, autonomy and subjectivity.
Results. The model of forming students’ research competency has been developed in the context of personal oriented, competent oriented approaches and synergistic methodology. The article determines the main conditions for the formation of students’ research competency. The project model is revealed and the basis of forming research competency is the activity of students’ personal structures. Therefore, they are indicators of increasing the levels of research competencies in the process of teaching a foreign language. The obtained results convincingly testify to the increase in motivation to learn a foreign language, the development of the experience of research competence of students, the motivation to participate in real research projects in the research educational and cultural environment of a technical university. Students’ project activities increase the effectiveness of teaching foreign language communication, the development of research skills, the flexibility of cognitive functions, subjectivity, the formation of research experience, the formation of professional values and meanings.
{"title":"MODEL OF FORMING STUDENTS’ RESEARCH COMPETENCIES IN TEACHING A FOREIGN LANGUAGE AT TECHNICAL UNIVERSITY","authors":"Nadezhda A. Dmitrienko,, Svetlana I. Ershova","doi":"10.12731/2658-4034-2023-14-3-7-29","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-7-29","url":null,"abstract":"Purpose. The article examines the process of forming students’ research competency in the process of teaching a foreign language at technical university as the way of improving professional education and students’ self-organization.
 Materials and methods. The basis of the research is the theoretical methods (methods of analysis and synthesis, generalization and systematization, projecting). The leading method of research is the method of projecting, and the main humanistic principle is multimodality to ensure students’ integrity, autonomy and subjectivity.
 Results. The model of forming students’ research competency has been developed in the context of personal oriented, competent oriented approaches and synergistic methodology. The article determines the main conditions for the formation of students’ research competency. The project model is revealed and the basis of forming research competency is the activity of students’ personal structures. Therefore, they are indicators of increasing the levels of research competencies in the process of teaching a foreign language. The obtained results convincingly testify to the increase in motivation to learn a foreign language, the development of the experience of research competence of students, the motivation to participate in real research projects in the research educational and cultural environment of a technical university. Students’ project activities increase the effectiveness of teaching foreign language communication, the development of research skills, the flexibility of cognitive functions, subjectivity, the formation of research experience, the formation of professional values and meanings.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300465","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 : 2023-06-30DOI: 10.12731/2658-4034-2023-14-3-56-74
Dina A. Alexeeva, Maria A. Isaikina, Svetlana A. Shilova
Purpose. The given article is devoted to the issue of social responsibilities in the educational context. The purpose of the article is to analyze the concept of social responsibilities as one of the main professional competencies and its reflection in educational results of higher education.
Methodology. The methods of descriptive and evaluative analysis and synthesis are applied. This work covers the latest research results, normative documents, cur-rent trends in the labor market, as well as issues of psychological adaptability and social responsibility of those to secure the future of the economy. The authors prove that social responsibility is crucial in the 21st century.
Results. The necessary conditions for the sustainable development of modern socie-ty are economic stability and continuous professional growth of the participants of social interactions. Higher education aims to develop students’ hard skills and their soft skills, which are currently referred to as life competencies. The paper reveals the conditions that need to be created within the framework of the educational pro-cess for the graduates to meet the requirements of the labor market. The work de-scribes the tendencies and the potentials of the higher educational system to provide its graduates with appropriate career trajectories. The ongoing transformation of the Russian educational system carried out according to current requirements of the society, contributes to the relevance of this study. The results of the research can be applied in teaching process at higher educational establishments.
{"title":"SOCIAL RESPONSIBILITIES AS ONE OF THE KEY PROFES-SIONAL COMPETENCIES OF THE 21ST-CENTURY GRADUATES","authors":"Dina A. Alexeeva, Maria A. Isaikina, Svetlana A. Shilova","doi":"10.12731/2658-4034-2023-14-3-56-74","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-56-74","url":null,"abstract":"Purpose. The given article is devoted to the issue of social responsibilities in the educational context. The purpose of the article is to analyze the concept of social responsibilities as one of the main professional competencies and its reflection in educational results of higher education.
 Methodology. The methods of descriptive and evaluative analysis and synthesis are applied. This work covers the latest research results, normative documents, cur-rent trends in the labor market, as well as issues of psychological adaptability and social responsibility of those to secure the future of the economy. The authors prove that social responsibility is crucial in the 21st century.
 Results. The necessary conditions for the sustainable development of modern socie-ty are economic stability and continuous professional growth of the participants of social interactions. Higher education aims to develop students’ hard skills and their soft skills, which are currently referred to as life competencies. The paper reveals the conditions that need to be created within the framework of the educational pro-cess for the graduates to meet the requirements of the labor market. The work de-scribes the tendencies and the potentials of the higher educational system to provide its graduates with appropriate career trajectories. The ongoing transformation of the Russian educational system carried out according to current requirements of the society, contributes to the relevance of this study. The results of the research can be applied in teaching process at higher educational establishments.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136301311","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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