Pub Date : 2023-06-30DOI: 10.12731/2658-4034-2023-14-3-106-121
Tatyana A. Busygina
Цель. В статье анализируется взаимосвязь особенностей самоотношения преподавателя вуза и профессиональной идентификации. Раскрываются основные подходы в изучении полюсов самоотношения педагогов, особенности взаимодействия и взаимовлияния с профессиональным самосознанием. Осознание тождественности с профессией, положительное отношение педагога к себе как к профессионалу повышает уровень самоуважения, генерализованно распространяясь на позитивное, принимающее отношение к себе на уровне личности.
Но наряду с позитивным профессиональным сценарием, в жизни преподавателя мы можем наблюдать проявления кризисных аспектов, истоки которых содержатся в негативном полюсе самоотношения – низком интересе к своей личности, разочаровании в себе, низком уровне самоуважения, самокритике, невыраженном контакте с пониманием и осознанием своих желаний, потребностей, аспектов эмоционально-чувственной сферы.
Методология проведения работы. В процессе исследования был проведен теоретический анализ литературных источников. Эмпирическое исследование, выявляющее взаимосвязь полюса самоотношения от уровня профессиональной идентификации, было проведено на выборке из 130 преподавателей российских вузов обоих полов со стажем более 18лет с помощью психодиагностических методик. Количественная обработка результатов произведена на базе статистических программы STATISTICA 6.0.
Результаты. В результате эмпирического исследования нами были получены выводы о том, что преподаватель с развитой профессиональной идентификацией может опираться на нее как на фактор, способствующий самопринятию, самоуважению и самореализации.
Психологическая работа с негативным и позитивным полюсом самоотношения может стать мерой предупреждении эмоционального выгорания и успешного выхода из кризисных состояний.
Область применения результатов. Результаты исследования помогут углубить представления о значимости психологической работы со стрессовыми ситуациями, развитием позитивного самоотношения, самоуважения, самоинтереса на базе укрепления профессионального самосознания педагогов, а также в создании психологических программ по развитию эмоциональной компетентности и профилактике профессионального выгорания преподавателей вузов
{"title":"STUDY OF TRENDS IN THE INFLUENCE OF A UNIVERSITY TEACHER’S LEVEL OF PROFESSIONAL IDENTIFICATION ON THE FEATURES OF SELF-ATTITUDE MANIFESTATION","authors":"Tatyana A. Busygina","doi":"10.12731/2658-4034-2023-14-3-106-121","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-106-121","url":null,"abstract":"Цель. В статье анализируется взаимосвязь особенностей самоотношения преподавателя вуза и профессиональной идентификации. Раскрываются основные подходы в изучении полюсов самоотношения педагогов, особенности взаимодействия и взаимовлияния с профессиональным самосознанием. Осознание тождественности с профессией, положительное отношение педагога к себе как к профессионалу повышает уровень самоуважения, генерализованно распространяясь на позитивное, принимающее отношение к себе на уровне личности.
 Но наряду с позитивным профессиональным сценарием, в жизни преподавателя мы можем наблюдать проявления кризисных аспектов, истоки которых содержатся в негативном полюсе самоотношения – низком интересе к своей личности, разочаровании в себе, низком уровне самоуважения, самокритике, невыраженном контакте с пониманием и осознанием своих желаний, потребностей, аспектов эмоционально-чувственной сферы.
 Методология проведения работы. В процессе исследования был проведен теоретический анализ литературных источников. Эмпирическое исследование, выявляющее взаимосвязь полюса самоотношения от уровня профессиональной идентификации, было проведено на выборке из 130 преподавателей российских вузов обоих полов со стажем более 18лет с помощью психодиагностических методик. Количественная обработка результатов произведена на базе статистических программы STATISTICA 6.0.
 Результаты. В результате эмпирического исследования нами были получены выводы о том, что преподаватель с развитой профессиональной идентификацией может опираться на нее как на фактор, способствующий самопринятию, самоуважению и самореализации.
 Психологическая работа с негативным и позитивным полюсом самоотношения может стать мерой предупреждении эмоционального выгорания и успешного выхода из кризисных состояний.
 Область применения результатов. Результаты исследования помогут углубить представления о значимости психологической работы со стрессовыми ситуациями, развитием позитивного самоотношения, самоуважения, самоинтереса на базе укрепления профессионального самосознания педагогов, а также в создании психологических программ по развитию эмоциональной компетентности и профилактике профессионального выгорания преподавателей вузов","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"29 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":"136301177","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: 10.12731/2658-4034-2023-14-3-86-105
Lyudmila Yu. Naumova
Relevance. The article interprets the results of an empirical study on the formation of the readiness of future lawyers for law-making activities based on the use of pedagogical stimulation methods and the introduction of developed pedagogical support, means, conditions and methods into educational activities. The training of future qualified lawyers is carried out in educational institutions of higher education, where a psychological and pedagogical process is built to form their readiness for law-making activities. The criteria for assessing the level of formation of the readiness of future lawyers for law-making activities in the course of the empirical study were: cognitive-legal; orientation-value; activity-creative. The criteria levels were familiarization-informational, professionally necessary, optimally sufficient. The use of these criteria for diagnostic purposes allows for a comprehensive assessment of the readiness of future lawyers for law-making activities.
Materials and methods. As a methodological and practical tool for assessing the readiness of future lawyers for law-making activities, author’s questionnaires, testing, analysis of the results of extracurricular activities, academic performance and involvement in scientific research by students were used.
The purpose of this study is to present and analyze the empirical data obtained during the pedagogical experiment on pedagogical stimulation of the formation of the readiness of future lawyers for law-making activities.
The hypothesis of the study was the assumption that the consistent development and implementation of psychological and pedagogical support, conditions and means, as well as diagnostic criteria in educational activities will successfully stimulate the readiness of future lawyers for law-making activities.
Research results. The data obtained as a result of the introduction of the developed conditions and means of pedagogical stimulation, as well as those obtained in the course of diagnostics during an empirical study, after appropriate adjustments to the content of education, confirm with a high degree of certainty the hypothesis of the study that the introduction of pedagogical support, conditions and means will be effective, and statistical processing of the obtained results testifies to their significance.
{"title":"ESSENTIAL GENERALIZATION OF THE RESULTS OF THE EMPIRICAL RESEARCH ON THE FORMATION OF THE READINESS OF FUTURE LAWYERS FOR LAW-MAKING ACTIVITIES","authors":"Lyudmila Yu. Naumova","doi":"10.12731/2658-4034-2023-14-3-86-105","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-86-105","url":null,"abstract":"Relevance. The article interprets the results of an empirical study on the formation of the readiness of future lawyers for law-making activities based on the use of pedagogical stimulation methods and the introduction of developed pedagogical support, means, conditions and methods into educational activities. The training of future qualified lawyers is carried out in educational institutions of higher education, where a psychological and pedagogical process is built to form their readiness for law-making activities. The criteria for assessing the level of formation of the readiness of future lawyers for law-making activities in the course of the empirical study were: cognitive-legal; orientation-value; activity-creative. The criteria levels were familiarization-informational, professionally necessary, optimally sufficient. The use of these criteria for diagnostic purposes allows for a comprehensive assessment of the readiness of future lawyers for law-making activities.
 Materials and methods. As a methodological and practical tool for assessing the readiness of future lawyers for law-making activities, author’s questionnaires, testing, analysis of the results of extracurricular activities, academic performance and involvement in scientific research by students were used.
 The purpose of this study is to present and analyze the empirical data obtained during the pedagogical experiment on pedagogical stimulation of the formation of the readiness of future lawyers for law-making activities.
 The hypothesis of the study was the assumption that the consistent development and implementation of psychological and pedagogical support, conditions and means, as well as diagnostic criteria in educational activities will successfully stimulate the readiness of future lawyers for law-making activities.
 Research results. The data obtained as a result of the introduction of the developed conditions and means of pedagogical stimulation, as well as those obtained in the course of diagnostics during an empirical study, after appropriate adjustments to the content of education, confirm with a high degree of certainty the hypothesis of the study that the introduction of pedagogical support, conditions and means will be effective, and statistical processing of the obtained results testifies to their significance.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"1 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":"136301168","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: 10.12731/2658-4034-2023-14-3-122-138
Valeria A. Kapustina, Polina P. Bondareva
The subject of the study are features of an emotional and personal sphere of 1st-year students of technical training profiles with different leading motives for learning during the preparation for the session. The authors present the results of an empirical study in which 81 first-year students of NSTU technical training profiles took part, 62 of them male, 19 female students; age from 17-20 years. The study was conducted in person 2-3 weeks before the start of the session using the STAI test, the Human Resilience Test by A.V. Makhnach, CERQ, and the test of Learning Motivation by T.I. Ilyina. As a result of the study, the predominance of students with a high level of situational anxiety (64%) was revealed. It means that the majority of students surveyed experience pronounced discomfort, tension, concern and physiological manifestations of anxiety caused by being in a stressful situation, which is also the first session at the university. The leading motivation for learning among the majority of first-year students was the motivation to gain knowledge (70% of respondents). A comparative analysis using the Mann-Whitney U-test showed that first-year students with a leading motivation for obtaining a diploma or mastering a profession, compared with students motivated by obtaining knowledge, are more characterized by self-confidence, more developed ability to overcome obstacles and demonstrate sufficient effectiveness in the event of difficulties, emotional and behavioral self-control, understanding of one’s own emotional experiences are more developed.
{"title":"CHARACTERISTICS OF MOTIVATION AND EMOTIONAL SPHERE OF THE PERSONALITY OF 1ST YEAR STUDENTS DURING THE PREPARATION FOR THE SESSION","authors":"Valeria A. Kapustina, Polina P. Bondareva","doi":"10.12731/2658-4034-2023-14-3-122-138","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-122-138","url":null,"abstract":"The subject of the study are features of an emotional and personal sphere of 1st-year students of technical training profiles with different leading motives for learning during the preparation for the session. The authors present the results of an empirical study in which 81 first-year students of NSTU technical training profiles took part, 62 of them male, 19 female students; age from 17-20 years. The study was conducted in person 2-3 weeks before the start of the session using the STAI test, the Human Resilience Test by A.V. Makhnach, CERQ, and the test of Learning Motivation by T.I. Ilyina. As a result of the study, the predominance of students with a high level of situational anxiety (64%) was revealed. It means that the majority of students surveyed experience pronounced discomfort, tension, concern and physiological manifestations of anxiety caused by being in a stressful situation, which is also the first session at the university. The leading motivation for learning among the majority of first-year students was the motivation to gain knowledge (70% of respondents). A comparative analysis using the Mann-Whitney U-test showed that first-year students with a leading motivation for obtaining a diploma or mastering a profession, compared with students motivated by obtaining knowledge, are more characterized by self-confidence, more developed ability to overcome obstacles and demonstrate sufficient effectiveness in the event of difficulties, emotional and behavioral self-control, understanding of one’s own emotional experiences are more developed.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"1 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":"136301176","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: 10.12731/2658-4034-2023-14-3-221-240
Roman A. Yaskevich, Olga L. Moskalenko
Purpose. To study the influence of Internet addiction on indicators of situational and personal anxiety in young men studying at a medical university.
Materials and methods. The study included 66 male students enrolled in the 3rd year of the Medical Faculty of the Medical University. To assess the level of Internet addiction, we used the CIAS scale (Chen Internet addiction Scale) adapted by V.L. Malygin and K.A. Feklisov To identify and assess the severity of situational (reactive) and personal anxiety, we used the STAI (State-Trait Anxiety Inventory) scale of self-assessment of the anxiety level by C.D. Spielberger in the modification of Yu.L. Khanin.
Results. Among the young men studying at the medical university – 94,8% of the surveyed had different levels of personal anxiety, among which the share of persons with high levels accounted for more than a third – 36,2%. A pronounced and stable pattern of Internet addictive behavior according to the CIAS scale was found in 6.9% of the surveyed young men studying at a medical university. It was found that all young men (100%) with a pronounced and stable pattern of Internet addiction noted high levels of personal anxiety.
Conclusion. High levels of personal anxiety were revealed in young men with a pronounced and stable pattern of Internet addiction
{"title":"LEVELS OF SITUATIONAL AND PERSONAL ANXIETY IN YOUNG MEN WITH INTERNET ADDICTION STUDYING AT A MEDICAL UNIVERSITY","authors":"Roman A. Yaskevich, Olga L. Moskalenko","doi":"10.12731/2658-4034-2023-14-3-221-240","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-221-240","url":null,"abstract":"Purpose. To study the influence of Internet addiction on indicators of situational and personal anxiety in young men studying at a medical university.
 Materials and methods. The study included 66 male students enrolled in the 3rd year of the Medical Faculty of the Medical University. To assess the level of Internet addiction, we used the CIAS scale (Chen Internet addiction Scale) adapted by V.L. Malygin and K.A. Feklisov To identify and assess the severity of situational (reactive) and personal anxiety, we used the STAI (State-Trait Anxiety Inventory) scale of self-assessment of the anxiety level by C.D. Spielberger in the modification of Yu.L. Khanin.
 Results. Among the young men studying at the medical university – 94,8% of the surveyed had different levels of personal anxiety, among which the share of persons with high levels accounted for more than a third – 36,2%. A pronounced and stable pattern of Internet addictive behavior according to the CIAS scale was found in 6.9% of the surveyed young men studying at a medical university. It was found that all young men (100%) with a pronounced and stable pattern of Internet addiction noted high levels of personal anxiety.
 Conclusion. High levels of personal anxiety were revealed in young men with a pronounced and stable pattern of Internet addiction","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"1 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":"136300462","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: 10.12731/2658-4034-2023-14-3-30-44
Tatiana V. Vasilieva, Gordei V. Vasilev
Introduction. Learning disabilities are a common developmental disorder that affects a significant number of preschool children. Early diagnosis and intervention are critical to improving the academic performance and quality of life of children with learning disabilities. However, modern diagnostic methods can be subjective, time-consuming, and costly. Machine learning algorithms can remove these limitations and provide a more accurate and efficient method for early diagnosis of learning disabilities in preschool children.
Method and methodology of the work. The research is based on methods of analysis, synthesis and generalization, and pedagogical experiment. Application of numerical methods for model training. The preschool children data set consisted of children with and without learning disabilities. The data sets were used in four machine-learning algorithms. The following metrics Accuracy, Precision, Recall, and F1 score were used to evaluate the effectiveness of each algorithm.
Results. These results show that machine learning algorithms can be a powerful tool for early diagnosis of learning disabilities in preschool children. The logistic regression algorithm showed the highest results.
Conclusion. In conclusion, the use of machine learning algorithms for early diagnosis of learning disabilities in preschool children has high potential benefits, including early achievement, increased accuracy, cost-effectiveness, time savings, objective analysis, and accessibility to diagnosis. The authors plan to conduct additional studies to test their safety and use these algorithms.
{"title":"EFFECTIVE APPLICATION OF MACHINE LEARNING ALGORITHMS FOR THE EARLY DIAGNOSIS OF LEARNING DISABILITIES IN PRESCHOOL CHILDREN","authors":"Tatiana V. Vasilieva, Gordei V. Vasilev","doi":"10.12731/2658-4034-2023-14-3-30-44","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-30-44","url":null,"abstract":"Introduction. Learning disabilities are a common developmental disorder that affects a significant number of preschool children. Early diagnosis and intervention are critical to improving the academic performance and quality of life of children with learning disabilities. However, modern diagnostic methods can be subjective, time-consuming, and costly. Machine learning algorithms can remove these limitations and provide a more accurate and efficient method for early diagnosis of learning disabilities in preschool children.
 Method and methodology of the work. The research is based on methods of analysis, synthesis and generalization, and pedagogical experiment. Application of numerical methods for model training. The preschool children data set consisted of children with and without learning disabilities. The data sets were used in four machine-learning algorithms. The following metrics Accuracy, Precision, Recall, and F1 score were used to evaluate the effectiveness of each algorithm.
 Results. These results show that machine learning algorithms can be a powerful tool for early diagnosis of learning disabilities in preschool children. The logistic regression algorithm showed the highest results.
 Conclusion. In conclusion, the use of machine learning algorithms for early diagnosis of learning disabilities in preschool children has high potential benefits, including early achievement, increased accuracy, cost-effectiveness, time savings, objective analysis, and accessibility to diagnosis. The authors plan to conduct additional studies to test their safety and use these algorithms.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"30 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":"136300467","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: 10.12731/2658-4034-2023-14-3-171-186
Konstantin V. Lopandin
Purpose. The article addresses the topical problem of gender – specific perceptions of happiness. The paper aims to study gender differences in the notion of happiness across age groups.
Materials and Methods. The study involved the use of a questionnaire to assess the significance of the characteristics of the concept of “happiness” with the help of a modified Likert scale. The scale included the characteristics of the concept of “happiness” that relate to the following levels: physiological, socio-psychological, personality-psychological, and spiritual (transcendental). The empirical base of the study consisted of 300 participants: 143 men and 157 women. The sampling was broken into these age groups: 18-24, 25-34, and 35-44.
Results. The description of the concept of “happiness” in a gender and age-specific dimension is provided. Gender differences and similarities in the semantic meaning of the phenomenon of happiness typical of the respondents across age groups are traced. The findings show that at different ages both men and woman tend to change major sources of happiness. In women’s groups, regardless of age, one can observe semantic similarities between happiness and family relationships, family well-being: in fact, the older the person, the more meaningful this factor is. Unlike women, men associate happiness with attributes of success: social recognition and career. For men, happiness is tied up with self-realization and the search for individual meanings.
Conclusion. The results of the study can be used in psychological counselling, psychotherapy, trainings in addressing family relationship issues, personal difficulties linked to low life satisfaction.
{"title":"GENDER SPECIFICITIES IN PERCEPTIONS OF HAPPINESS ACROSS AGE GROUPS","authors":"Konstantin V. Lopandin","doi":"10.12731/2658-4034-2023-14-3-171-186","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-171-186","url":null,"abstract":"Purpose. The article addresses the topical problem of gender – specific perceptions of happiness. The paper aims to study gender differences in the notion of happiness across age groups.
 Materials and Methods. The study involved the use of a questionnaire to assess the significance of the characteristics of the concept of “happiness” with the help of a modified Likert scale. The scale included the characteristics of the concept of “happiness” that relate to the following levels: physiological, socio-psychological, personality-psychological, and spiritual (transcendental). The empirical base of the study consisted of 300 participants: 143 men and 157 women. The sampling was broken into these age groups: 18-24, 25-34, and 35-44.
 Results. The description of the concept of “happiness” in a gender and age-specific dimension is provided. Gender differences and similarities in the semantic meaning of the phenomenon of happiness typical of the respondents across age groups are traced. The findings show that at different ages both men and woman tend to change major sources of happiness. In women’s groups, regardless of age, one can observe semantic similarities between happiness and family relationships, family well-being: in fact, the older the person, the more meaningful this factor is. Unlike women, men associate happiness with attributes of success: social recognition and career. For men, happiness is tied up with self-realization and the search for individual meanings.
 Conclusion. The results of the study can be used in psychological counselling, psychotherapy, trainings in addressing family relationship issues, personal difficulties linked to low life satisfaction.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"210 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":"136301174","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: 10.12731/2658-4034-2023-14-3-157-170
Yulia I. Vostokova, Irina N. Dvornikova, Alyona S. Shpyrkova
The article is devoted to the study of the level of subjective control of students with different types of cultural and value orientations. The relevance of the research is due to the fact that the phenomenon of the level of subjective control determines the responsibility of an individual, the direction of his actions, which is especially significant for modern society during the period of mastering the profession. The formation of the level of subjective control of a personality is influenced by its individual typological features, upbringing, social environment and culture. Therefore, in order to build strategies to optimize the professional training of modern students, it is important to know their belonging to a particular culture.
The purpose of the article is to consider the specifics of the relationship between the level of subjective control of students with different types of cultural and value orientations.
Methods: questionnaire of USK J. Rotter’s adaptation by E.F. Bazhin, S.A. Golynkina, A.M. Etkind; test of cultural and value orientations by J.Townsend’s adaptation by L.G. Pochebut.
As a result of the research, students belong to three types of cultures: traditional, modern and dynamically developing.The features of the indicators of internality of students of each type of culture in different spheres (achievements, failures, family, industrial and family relations) are identified and analyzed. It is proved that belonging to the type of culture has a statistically significant effect on the level of subjective control of the individual.
{"title":"THE STUDY OF THE LEVEL OF SUBJECTIVE CONTROL OF STUDENTS WITH DIFFERENT TYPES OF CULTURAL AND VALUE ORIENTATIONS","authors":"Yulia I. Vostokova, Irina N. Dvornikova, Alyona S. Shpyrkova","doi":"10.12731/2658-4034-2023-14-3-157-170","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-157-170","url":null,"abstract":"The article is devoted to the study of the level of subjective control of students with different types of cultural and value orientations. The relevance of the research is due to the fact that the phenomenon of the level of subjective control determines the responsibility of an individual, the direction of his actions, which is especially significant for modern society during the period of mastering the profession. The formation of the level of subjective control of a personality is influenced by its individual typological features, upbringing, social environment and culture. Therefore, in order to build strategies to optimize the professional training of modern students, it is important to know their belonging to a particular culture.
 The purpose of the article is to consider the specifics of the relationship between the level of subjective control of students with different types of cultural and value orientations.
 Methods: questionnaire of USK J. Rotter’s adaptation by E.F. Bazhin, S.A. Golynkina, A.M. Etkind; test of cultural and value orientations by J.Townsend’s adaptation by L.G. Pochebut.
 As a result of the research, students belong to three types of cultures: traditional, modern and dynamically developing.The features of the indicators of internality of students of each type of culture in different spheres (achievements, failures, family, industrial and family relations) are identified and analyzed. It is proved that belonging to the type of culture has a statistically significant effect on the level of subjective control of the individual.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"22 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":"136300470","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: 10.12731/2658-4034-2023-14-3-187-200
Marina A. Matyushina
The article presents the results of a pilot study on the assessment of the educational environment of the university by psychology students. The purpose of the study is to study the assessment of various aspects and levels of the educational environment of the university by psychology students. Research methods: analysis of scientific literature, psychological testing (Methodology for assessing the educational environment by V.A. Yasvin, Socio-psychological comfort of the educational environment G.Yu. Avdienko, Scale for assessing the digital educational environment), methods of mathematical data processing (correlation analysis, comparative analysis) . The main results of the work are to identify the relationship between various parameters of the educational environment. It was found that students with a satisfied need for security assess the educational environment of the university as a whole as more creative, and also do not experience difficulties in planning educational activities in a digital educational environment and do not evaluate the acquisition of competencies in practical activities in a digital educational environment as something which causes difficulties.
{"title":"ASSESSMENT OF THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY BY PSYCHOLOGY STUDENTS","authors":"Marina A. Matyushina","doi":"10.12731/2658-4034-2023-14-3-187-200","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-187-200","url":null,"abstract":"The article presents the results of a pilot study on the assessment of the educational environment of the university by psychology students. The purpose of the study is to study the assessment of various aspects and levels of the educational environment of the university by psychology students. Research methods: analysis of scientific literature, psychological testing (Methodology for assessing the educational environment by V.A. Yasvin, Socio-psychological comfort of the educational environment G.Yu. Avdienko, Scale for assessing the digital educational environment), methods of mathematical data processing (correlation analysis, comparative analysis) . The main results of the work are to identify the relationship between various parameters of the educational environment. It was found that students with a satisfied need for security assess the educational environment of the university as a whole as more creative, and also do not experience difficulties in planning educational activities in a digital educational environment and do not evaluate the acquisition of competencies in practical activities in a digital educational environment as something which causes difficulties.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":"22 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":"136300466","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: 10.12731/2658-4034-2023-14-3-45-55
Svetlana N. Valeeva, Viktor V. Maksimov, Marat R. Shaidullin
Purpose. To carry out a retrospective analysis of periods of formation of magistracy in Russia and abroad and to describe key changes and trends that have influenced its development. Consider the stages of transformation of preparation of masters of electrical profile on the example of Russia.
Methods. The study used historical analysis, analysis of normative documents, which allowed to study the process of transformation of the magistracy in Russia and abroad.
Results. The study revealed the following key trends that contribute to the establishment and development of the magistracy: positive dynamics of the increase in the number of applicants for the magistracy, modernization of master’s degree programs, a tendency to expand the target of master’s education: from the training of research and scientific-pedagogical personnel to the training of highly qualified specialists.
{"title":"RETROSPECTIVE ANALYSIS OF THE FORMATION AND DEVELOPMENT OF MAGISTRACY IN RUSSIA AND ABROAD","authors":"Svetlana N. Valeeva, Viktor V. Maksimov, Marat R. Shaidullin","doi":"10.12731/2658-4034-2023-14-3-45-55","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-3-45-55","url":null,"abstract":"Purpose. To carry out a retrospective analysis of periods of formation of magistracy in Russia and abroad and to describe key changes and trends that have influenced its development. Consider the stages of transformation of preparation of masters of electrical profile on the example of Russia.
 Methods. The study used historical analysis, analysis of normative documents, which allowed to study the process of transformation of the magistracy in Russia and abroad.
 Results. The study revealed the following key trends that contribute to the establishment and development of the magistracy: positive dynamics of the increase in the number of applicants for the magistracy, modernization of master’s degree programs, a tendency to expand the target of master’s education: from the training of research and scientific-pedagogical personnel to the training of highly qualified specialists.","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":"136301008","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 : 2023-04-30DOI: 10.12731/2658-4034-2023-14-2-32-48
Nadezhda V. Osipova, Lev A. Osipov
The article discusses the use of podcasts in teaching a foreign language to high school students. The dynamism of the development of modern foreign language education has led to the expansion of the range of foreign languages studied at school. Chinese is becoming one of the most popular languages today. It is studied in schools and universities mostly as a second foreign language. Due to its specificity, it requires the development of integrated approaches to its study, to which the works of Yu.E. Arekeeva, K.V. Volkov, N.A. Demina, I.V. Kochergin, etc. are devoted. The study of the methodology of teaching Chinese in such areas of speech activity as speaking and listening is relevant nowadays. The problem of the study is the choice of an algorithm for working with podcasts. The purpose is to consider the potential of podcasts in the development of oral speech activities when teaching Chinese in high school and to determine the algorithm for working with them. The study was conducted on the basis of authentic podcasts in Chinese. The used methods of research, such as theoretical analysis of literature, study of normative documents, observation of the educational process, comparative analysis, led to the following results: the theoretical foundations of the use of podcasts are described; the concepts of “podcast” and its didactic functions are defined; practical aspects of the development of oral speech activities in teaching Chinese are proposed; an algorithm for working with a podcast in a Chinese language lesson is given. The authors concluded the effectiveness of the use of podcasts in teaching Chinese.
{"title":"THE POSSIBILITIES OF USING PODCASTS THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS IN TEACHING CHINESE","authors":"Nadezhda V. Osipova, Lev A. Osipov","doi":"10.12731/2658-4034-2023-14-2-32-48","DOIUrl":"https://doi.org/10.12731/2658-4034-2023-14-2-32-48","url":null,"abstract":"The article discusses the use of podcasts in teaching a foreign language to high school students. The dynamism of the development of modern foreign language education has led to the expansion of the range of foreign languages studied at school. Chinese is becoming one of the most popular languages today. It is studied in schools and universities mostly as a second foreign language. Due to its specificity, it requires the development of integrated approaches to its study, to which the works of Yu.E. Arekeeva, K.V. Volkov, N.A. Demina, I.V. Kochergin, etc. are devoted. \u0000The study of the methodology of teaching Chinese in such areas of speech activity as speaking and listening is relevant nowadays. \u0000The problem of the study is the choice of an algorithm for working with podcasts. The purpose is to consider the potential of podcasts in the development of oral speech activities when teaching Chinese in high school and to determine the algorithm for working with them. The study was conducted on the basis of authentic podcasts in Chinese. The used methods of research, such as theoretical analysis of literature, study of normative documents, observation of the educational process, comparative analysis, led to the following results: the theoretical foundations of the use of podcasts are described; the concepts of “podcast” and its didactic functions are defined; practical aspects of the development of oral speech activities in teaching Chinese are proposed; an algorithm for working with a podcast in a Chinese language lesson is given. The authors concluded the effectiveness of the use of podcasts in teaching Chinese.","PeriodicalId":33016,"journal":{"name":"Russian Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43319969","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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