Pub Date : 2023-06-22DOI: 10.18500/2304-9790-2023-12-2-123-136
Anna A. Lyubushina, S. Savenysheva
The growing interest in the issue of parenting stress in Russia makes this problem relevant, whereas in foreign psychology this phenomenon has been developed for several decades. The analysis of foreign theoretical constructs of parenting stress allows us to assess the general understanding of this phenomenon, to see the similarities and differences of theories presented by foreign authors, as well as to apply a comprehensive approach to the study of this phenomenon in our country. The objective of the study is to analyze the main foreign theories and approaches to the phenomenon of parenting stress. The results: the research has revealed the two views on the nature, causes and consequences of the phenomenon under study, that harmoniously complement each other. The conclusions: parenting stress is the result of daily demands placed on the parent, of the expected resources, of the subjective perception of situations and children’s behavior, all of which are associated with the process of the child’s upbringing. Broken child-parent relations, behavioral patterns and the inability of the parent to accept the child’s personal characteristics are the consequences of parenting stress. The mental state of both the parent and the child deteriorates. The study has revealed that the interest of foreign researchers is shifting from the factors of parenting stress to its influence.
{"title":"The phenomenon of parenting stress: A review of foreign concepts","authors":"Anna A. Lyubushina, S. Savenysheva","doi":"10.18500/2304-9790-2023-12-2-123-136","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-123-136","url":null,"abstract":"The growing interest in the issue of parenting stress in Russia makes this problem relevant, whereas in foreign psychology this phenomenon has been developed for several decades. The analysis of foreign theoretical constructs of parenting stress allows us to assess the general understanding of this phenomenon, to see the similarities and differences of theories presented by foreign authors, as well as to apply a comprehensive approach to the study of this phenomenon in our country. The objective of the study is to analyze the main foreign theories and approaches to the phenomenon of parenting stress. The results: the research has revealed the two views on the nature, causes and consequences of the phenomenon under study, that harmoniously complement each other. The conclusions: parenting stress is the result of daily demands placed on the parent, of the expected resources, of the subjective perception of situations and children’s behavior, all of which are associated with the process of the child’s upbringing. Broken child-parent relations, behavioral patterns and the inability of the parent to accept the child’s personal characteristics are the consequences of parenting stress. The mental state of both the parent and the child deteriorates. The study has revealed that the interest of foreign researchers is shifting from the factors of parenting stress to its influence.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75478619","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 : 2023-06-22DOI: 10.18500/2304-9790-2023-12-2-185-191
Lyubov V. Gorina, Mariya Tassemenova
The necessity to realize women’s rights in getting higher and postgraduate education and in self-realization in the professional sphere make the study of due relevance. Moreover, the relevance is determined by the necessity to maintain women’s access to high-quality higher and postgraduate education on the basis of the unified educational space of Russia and Kazakhstan. The objective of the study is to identify the advantages and disadvantages of female education models in Kazakhstan and Russia. An attempt is made to partially fill the historiographical gap on the basis of a comparative analysis of educational models for women in Russia and Kazakhstan. The results. Based on the analysis of statistical data, the study has revealed proportions of men and women with university and postgraduate education in Russia and Kazakhstan. It is proposed to consider models of female education in Russia and Kazakhstan as systems that include five main elements: entry into the higher educational system; financial opportunities for getting education; opportunities for getting postgraduate education; the level of education and job integration; the range of opportunities for subsequent employment of women with higher and postgraduate education. A number of obstacles of a non-legal, informal nature have been identified for women to receive higher education in the Republic of Kazakhstan. It has been found that about half of Kazakhstan’s employed women with higher education were trained in Russian universities. The paper considers opportunities for women with higher education in field of employment, professional self-realization and scientific career. The conclusions. The main problems hindering the development of the female education model in Kazakhstan are social stereotypes about gender roles, problems with employment, with career growth for women with higher education in Kazakhstan, as well as competition of Russian universities in the quality of higher education. Practical significance. The study proposes the concept of comparative analysis of educational models of different countries. The materials can serve as a ba sis for the development of a management policy strategy in the field of female education.
{"title":"Modern models of women’s education in Russia and Kazakhstan","authors":"Lyubov V. Gorina, Mariya Tassemenova","doi":"10.18500/2304-9790-2023-12-2-185-191","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-185-191","url":null,"abstract":"The necessity to realize women’s rights in getting higher and postgraduate education and in self-realization in the professional sphere make the study of due relevance. Moreover, the relevance is determined by the necessity to maintain women’s access to high-quality higher and postgraduate education on the basis of the unified educational space of Russia and Kazakhstan. The objective of the study is to identify the advantages and disadvantages of female education models in Kazakhstan and Russia. An attempt is made to partially fill the historiographical gap on the basis of a comparative analysis of educational models for women in Russia and Kazakhstan. The results. Based on the analysis of statistical data, the study has revealed proportions of men and women with university and postgraduate education in Russia and Kazakhstan. It is proposed to consider models of female education in Russia and Kazakhstan as systems that include five main elements: entry into the higher educational system; financial opportunities for getting education; opportunities for getting postgraduate education; the level of education and job integration; the range of opportunities for subsequent employment of women with higher and postgraduate education. A number of obstacles of a non-legal, informal nature have been identified for women to receive higher education in the Republic of Kazakhstan. It has been found that about half of Kazakhstan’s employed women with higher education were trained in Russian universities. The paper considers opportunities for women with higher education in field of employment, professional self-realization and scientific career. The conclusions. The main problems hindering the development of the female education model in Kazakhstan are social stereotypes about gender roles, problems with employment, with career growth for women with higher education in Kazakhstan, as well as competition of Russian universities in the quality of higher education. Practical significance. The study proposes the concept of comparative analysis of educational models of different countries. The materials can serve as a ba sis for the development of a management policy strategy in the field of female education.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86007683","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 : 2023-06-22DOI: 10.18500/2304-9790-2023-12-2-169-179
L. V. Baiborodova
The research is relevant due to the fact that interaction of subjects is one of the most important conditions and mechanisms to improve the quality of pre-professional pedagogical training of schoolchildren. The aim of the study is twofold: to identify and characterize the opportunities for adults and children to interact that are not used in educational organizations; to determine the developmental directions and means of interaction between subjects. Hypothesis: teachers do not fully use the resource of subject interaction which is an important condition for improving the quality of pre-professional pedagogical training in psychological and pedagogical classes. Participants: a study was organized with the participation of teachers, children and parents from 7 regions of Russia (Kostroma region, Yaroslavl region, Arkhangelsk region, Republic of Karelia, Komi Republic, the city of Smolensk, the city of Petropavlovsk-Kamchatsky). The opinion of about 1000 respondents was studied to assess the level of interaction of subjects participating in pre-professional pedagogical training. Methods (tools): questionnaires were compiled based on the characteristics of the five components of interaction (mutual understanding, mutual recognition, relationships, mutual actions, mutual influence) developed by N. N. Obozov. The data of the research conducted earlier with the author’s participation were also taken into account. Results: the research established that in general, the indicators of interaction between teachers and schoolchildren of psychological and pedagogical classes are slightly higher than in other classes, which is due to the general teachers and students’ target settings. At the same time, in general, having established positive relationships, teachers adopt the position that slows down the formation of subjectivity in students. Conclusion: while organizing pre-professional pedagogical training, the resource of interaction between children and parents, teachers and parents, collaboration of schoolchildren of different ages, children and adult communities is not used enough. The findings should be taken into account to improve the effectiveness of psychological and pedagogical classes.
课题互动是提高学龄儿童职前教学培训质量的重要条件和机制之一，因此本研究具有重要的现实意义。这项研究的目的是双重的:确定和描述成人和儿童在教育机构中没有使用的互动机会;确定学科间的发展方向和互动方式。假设:教师没有充分利用学科互动资源，而学科互动资源是提高心理学和教育学类职前教学培训质量的重要条件。参与者:在俄罗斯7个地区(科斯特罗马地区、雅罗斯拉夫尔地区、阿尔汉格尔斯克地区、卡累利阿共和国、科米共和国、斯摩棱斯克市、堪察加彼得罗巴甫洛夫斯克市)的教师、儿童和家长的参与下组织了一项研究。研究了约1000名受访者的意见，以评估参与职前教学培训的受试者的互动水平。方法(工具):根据N. N. Obozov提出的互动五要素(相互理解、相互认可、关系、相互行动、相互影响)的特征编制问卷。在作者参与之前进行的研究数据也被考虑在内。结果:研究发现，总体而言，心理类和教育学类班级师生互动指标略高于其他类班级，这是由于一般教师和学生的目标设置所致。同时，一般来说，教师在建立了积极的关系后，采取了减缓学生主体性形成的立场。结论:在组织职前教学培训的过程中，儿童与家长、教师与家长、不同年龄学童、儿童与成人社区的互动资源利用不足。研究结果应加以考虑，以提高心理和教学课程的有效性。
{"title":"Interaction of subjects in the process of pre-professional pedagogical training of schoolchildren","authors":"L. V. Baiborodova","doi":"10.18500/2304-9790-2023-12-2-169-179","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-169-179","url":null,"abstract":"The research is relevant due to the fact that interaction of subjects is one of the most important conditions and mechanisms to improve the quality of pre-professional pedagogical training of schoolchildren. The aim of the study is twofold: to identify and characterize the opportunities for adults and children to interact that are not used in educational organizations; to determine the developmental directions and means of interaction between subjects. Hypothesis: teachers do not fully use the resource of subject interaction which is an important condition for improving the quality of pre-professional pedagogical training in psychological and pedagogical classes. Participants: a study was organized with the participation of teachers, children and parents from 7 regions of Russia (Kostroma region, Yaroslavl region, Arkhangelsk region, Republic of Karelia, Komi Republic, the city of Smolensk, the city of Petropavlovsk-Kamchatsky). The opinion of about 1000 respondents was studied to assess the level of interaction of subjects participating in pre-professional pedagogical training. Methods (tools): questionnaires were compiled based on the characteristics of the five components of interaction (mutual understanding, mutual recognition, relationships, mutual actions, mutual influence) developed by N. N. Obozov. The data of the research conducted earlier with the author’s participation were also taken into account. Results: the research established that in general, the indicators of interaction between teachers and schoolchildren of psychological and pedagogical classes are slightly higher than in other classes, which is due to the general teachers and students’ target settings. At the same time, in general, having established positive relationships, teachers adopt the position that slows down the formation of subjectivity in students. Conclusion: while organizing pre-professional pedagogical training, the resource of interaction between children and parents, teachers and parents, collaboration of schoolchildren of different ages, children and adult communities is not used enough. The findings should be taken into account to improve the effectiveness of psychological and pedagogical classes.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86783752","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 : 2023-06-22DOI: 10.18500/2304-9790-2023-12-2-102-113
A. Baranov, O. Malakhova, Olga A. Zhuchenko
The study presents the results of the correlation between students’ predictive competence and their personal characteristics. The relevance and novelty of the research results are attributed to the specification of the problematic issue connected with predictive competence. The latter is determined through the students’ subjective characteristics which are associated with self-assessment of academic achievements in the examination situation. The developed predictive competence is one of the acmeological invariants of professionalism and a resource that increases stress resistance. The aim of the research is to study the correlation between personality traits of students of the youth age period and the adequacy of their self-assessment of the academic achievements in a stressful examination situation. The study hypothesizes that personal characteristics of students determine the adequacy level of their self-assessment of the academic results and reduce the level of examination stress. The sample of the study comprises 287 first- and second-year students of the youth age period, majoring in natural sciences and socio-economic educational areas and specialties of Udmurt State Agrarian University (Izhevsk) (their average age is 18.5; 45% are girls, 55% are boys). The methods (tools) of the research are as follows: in order to fix the components of self-assessment of academic achievements and the level of mental tension of young people in the examination situation, the authors used the Dembo – Rubinstein technique (in the original modification); to determine the features of predictive skills, the “Anticipatory Consistency Test” developed by V. D. Mendelevich (ACT) was used; to measure the manifestations of anxiety as a personal quality that affects the stress level during examinations, the “The Taylor Manifest Anxiety Scale” was applied (adapted by T. A. Nemchin, V. G. Noskaridze), to measure the level of the control locus the “Rotter’s Locus of Control Scale” (adapted by E. F. Bazhin, E. A. Golynkina, A. M. Etkind) was used. The study results. Positive correlation between the locus of control and personal anxiety and negative correlation between the predictive competence and situational tension are characteristic of students with an adequate self-assessment of academic achievements. Developed predictive competence reduces the exam stress. The conclusion. Adequate self-assessment of academic achievements in a stressful situation contributes to the management of one’s own activities and to a better manifestation of competencies while performing intellectual tests. The obtained results are used to improve the personality-oriented program for the development of adequate self-assessment of academic achievements which serves as a stress resistance resource of students of the youth age period.
本研究提出了学生预测能力与个人特征的相关研究结果。研究结果的相关性和新颖性主要归功于对预测能力相关问题的描述。后者是通过学生的主观特征来决定的，这些特征与考试情境中学业成绩的自我评价有关。发达的预测能力是专业精神的流变不变因素之一，也是增强抗逆性的资源。摘要本研究旨在探讨青少年时期学生人格特质与考试压力下学业成绩自我评价充分性的关系。研究假设学生的个人特征决定了他们对学业成绩自我评估的充分性水平，并减少了考试压力水平。研究样本包括287名青年时期的一年级和二年级学生，主修自然科学和社会经济教育领域以及乌德穆尔特国立农业大学(伊热夫斯克)的专业(他们的平均年龄为18.5岁;45%是女孩，55%是男孩)。研究的方法(工具)如下:为了固定考试情境下青少年学业成绩自我评价的组成部分和心理紧张程度，作者采用了Dembo - Rubinstein技术(原修改);采用门德列维奇(ACT)的“预期一致性测试”(Anticipatory Consistency Test)来确定预测技能的特征;为了测量焦虑作为一种个人品质的表现对考试压力水平的影响，我们采用了“泰勒显性焦虑量表”(T. a . Nemchin, V. G. Noskaridze改编)，为了测量控制位点的水平，我们使用了“Rotter控制位点量表”(E. F. Bazhin, E. a . Golynkina, a . M. Etkind改编)。研究结果。控制源与个人焦虑呈正相关，预测能力与情境紧张呈负相关，是学业成绩自我评价良好学生的特征。提高预测能力可以减少考试压力。结论。在紧张的情况下对学业成绩进行充分的自我评估，有助于管理自己的活动，并在进行智力测试时更好地展示自己的能力。研究结果将用于完善人格导向课程，开发充分的学业成绩自我评估，作为青少年时期学生的抗压资源。
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Pub Date : 2023-06-22DOI: 10.18500/2304-9790-2023-12-2-149-158
Maria V. Serebryanaya, A. A. Buchek
The study is relevant due to the necessity to increase the efficiency of socio-psychological adaptation in connection with the growing number of migrants from other countries. The aim of the study is to determine the features of the time perspective in the course of sociopsychological adaptation of forced migrants. The article hypothesizes that time perspective of forced migrants will vary depending on the type of socio-psychological adaptation and on different stages of adulthood. The study sample includes 36 forced migrants who are staying in the temporary accommodation facility in the Belgorod region, aged from 34 to 57 (13 men and 23 women), 21 of them are at the age of early adulthood, 15 are in late adulthood. The methods (tools) of the research are as follows: the “Adaptation of a Personality to a New Socio-Cultural Environment Test” (L. V. Yankovsky) was used to determine the type of adaptation to a new socio-cultural environment; the “Time Perspective Questionnaire” (F. Zimbardo) was applied to study the temporal orientation; a questionnaire was used to fix the socio-demographic status. The study results. At the level of statistical trends, the study proves that early adulthood may be more characterized by an interactive type of adaptation to a new environment, whereas late adulthood may be characterized by a more negative perception of one’s past. The results show that beliefs regarding the time perspective, that prevent the development of a sense of acceptance by the new environment and of the confidence in their capabilities, are characteristic of unproductive adaptation types. The study identifies the attitude to one’s past and the tendency to fatalism of the present as the most significant components of the time perspective for the adaptation process. The author clarifies specific adaptation types and the category of the “productive/unproductive” adaptation types as a whole. The conclusions. Negative perception of one’s past and fatalistic perception of the present are characteristic of unproductive adaptation types (depressive and alienated). A positive attitude to one’s past determines the productive course of socio-psychological adaptation. Among the productive adaptation types, a positive attitude characterizes the adaptive type of inclusion in the new socio-cultural environment. Identification of the time perspective features of forced migrants in the course of their socio-psychological adaptation in the context of a short stay in the country determines the novelty of the issue under discussion. The results obtained can be used in the practice of organizing psychological support for the socio-psychological adaptation of forced migrants.
由于来自其他国家的移民人数不断增加，必须提高社会心理适应的效率，因此这项研究是相关的。研究的目的是确定被迫移民在社会心理适应过程中的时间视角特征。文章假设，被迫移民的时间视角将根据社会心理适应的类型和成年的不同阶段而有所不同。研究样本包括36名被迫移民，他们住在别尔哥罗德地区的临时住宿设施中，年龄从34岁到57岁(13名男性和23名女性)，其中21人处于成年早期，15人处于成年晚期。研究的方法(工具)如下:采用“人格对新社会文化环境的适应测试”(L. V. Yankovsky)确定人格对新社会文化环境的适应类型;采用“时间视角问卷”(F. Zimbardo)研究时间取向;调查问卷用于确定社会人口状况。研究结果。在统计趋势的层面上，研究证明，成年早期可能更多地表现为对新环境的互动适应，而成年后期可能表现为对过去的消极看法。结果表明，关于时间视角的信念，阻碍了新环境的接受感和对自己能力的信心的发展，是非生产性适应类型的特征。研究发现，对过去的态度和对现在的宿命论倾向是适应过程中时间观的最重要组成部分。作者从整体上明确了具体的适应类型和“生产性/非生产性”适应类型的范畴。的结论。对过去的消极感知和对现在的宿命论感知是非生产性适应类型(抑郁和异化)的特征。对过去的积极态度决定了社会心理适应的生产性过程。在生产性适应类型中，积极的态度是适应型包容在新社会文化环境中的特征。确定被迫移徙者在该国短暂停留的社会心理适应过程中的时间视角特征，决定了所讨论问题的新颖性。所得结果可用于组织对被迫移徙者的社会心理适应的心理支持的实践。
{"title":"Time perspective of forced migrants with different types of socio-psychological adaptation","authors":"Maria V. Serebryanaya, A. A. Buchek","doi":"10.18500/2304-9790-2023-12-2-149-158","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-149-158","url":null,"abstract":"The study is relevant due to the necessity to increase the efficiency of socio-psychological adaptation in connection with the growing number of migrants from other countries. The aim of the study is to determine the features of the time perspective in the course of sociopsychological adaptation of forced migrants. The article hypothesizes that time perspective of forced migrants will vary depending on the type of socio-psychological adaptation and on different stages of adulthood. The study sample includes 36 forced migrants who are staying in the temporary accommodation facility in the Belgorod region, aged from 34 to 57 (13 men and 23 women), 21 of them are at the age of early adulthood, 15 are in late adulthood. The methods (tools) of the research are as follows: the “Adaptation of a Personality to a New Socio-Cultural Environment Test” (L. V. Yankovsky) was used to determine the type of adaptation to a new socio-cultural environment; the “Time Perspective Questionnaire” (F. Zimbardo) was applied to study the temporal orientation; a questionnaire was used to fix the socio-demographic status. The study results. At the level of statistical trends, the study proves that early adulthood may be more characterized by an interactive type of adaptation to a new environment, whereas late adulthood may be characterized by a more negative perception of one’s past. The results show that beliefs regarding the time perspective, that prevent the development of a sense of acceptance by the new environment and of the confidence in their capabilities, are characteristic of unproductive adaptation types. The study identifies the attitude to one’s past and the tendency to fatalism of the present as the most significant components of the time perspective for the adaptation process. The author clarifies specific adaptation types and the category of the “productive/unproductive” adaptation types as a whole. The conclusions. Negative perception of one’s past and fatalistic perception of the present are characteristic of unproductive adaptation types (depressive and alienated). A positive attitude to one’s past determines the productive course of socio-psychological adaptation. Among the productive adaptation types, a positive attitude characterizes the adaptive type of inclusion in the new socio-cultural environment. Identification of the time perspective features of forced migrants in the course of their socio-psychological adaptation in the context of a short stay in the country determines the novelty of the issue under discussion. The results obtained can be used in the practice of organizing psychological support for the socio-psychological adaptation of forced migrants.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73830237","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 : 2023-06-22DOI: 10.18500/2304-9790-2023-12-2-180-184
Yuri S. Manuilov
The questions of what and how to teach are traditional in education. Since knowledge in modern pedagogical science is concentrated around approaches, familiarity with them should form a meaningful basis for the training of future teachers. Pedagogy in its essence is the science and art of managing the processes of development and formation of an individual’s personality. This prompts us to pay attention primarily to instrumental approaches: personal, situational, activity-based and environmental. Their strength lies in the means to which they “owe” their name. However, while familiarizing themselves with these approaches, students face a number of difficulties. They are caused by the following facts: the place and significance of each approach in the system of pedagogical knowledge is uncertain; the methodology and theory of approaches are detached from technology and techniques; predisposition and willingness of students to study the content of the approaches in a certain order are neglected; departments have a limited capacity for carrying out training in accordance with the approaches themselves. These reasons make it difficult to understand the role of each approach in personal development training. They prevent students from mastering the theory and instrumental base of the approaches. The latter prevents them from starting personal development training. The ideas formulated in this article are the author’s answer to these problems. In addition, the historical precedent given in the article, which later developed and took shape in the doctrine of the environmental approach, is intended to help comprehend the situation with the organization of personal development training in pedagogical universities.
{"title":"On preparing future teachers for personal development training","authors":"Yuri S. Manuilov","doi":"10.18500/2304-9790-2023-12-2-180-184","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-180-184","url":null,"abstract":"The questions of what and how to teach are traditional in education. Since knowledge in modern pedagogical science is concentrated around approaches, familiarity with them should form a meaningful basis for the training of future teachers. Pedagogy in its essence is the science and art of managing the processes of development and formation of an individual’s personality. This prompts us to pay attention primarily to instrumental approaches: personal, situational, activity-based and environmental. Their strength lies in the means to which they “owe” their name. However, while familiarizing themselves with these approaches, students face a number of difficulties. They are caused by the following facts: the place and significance of each approach in the system of pedagogical knowledge is uncertain; the methodology and theory of approaches are detached from technology and techniques; predisposition and willingness of students to study the content of the approaches in a certain order are neglected; departments have a limited capacity for carrying out training in accordance with the approaches themselves. These reasons make it difficult to understand the role of each approach in personal development training. They prevent students from mastering the theory and instrumental base of the approaches. The latter prevents them from starting personal development training. The ideas formulated in this article are the author’s answer to these problems. In addition, the historical precedent given in the article, which later developed and took shape in the doctrine of the environmental approach, is intended to help comprehend the situation with the organization of personal development training in pedagogical universities.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77664932","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 : 2023-06-22DOI: 10.18500/2304-9790-2023-12-2-159-168
Anna Yu. Shmiganovskaya
The relevance: The COVID-19 pandemic became an unprecedentedly serious test for many Russian people. This negatively affected their psycho-emotional state. Therefore, the search for protective factors that can minimize the negative effects of the pandemic has become an urgent psychological task. The objective is to study the correlation between the individual’s creativity and the indicators of the emotional sphere of an adult in conditions of the COVID-19 pandemic. The study hypothesizes that personality creativity is connected with the manifestation degree of the stress experienced, of depression and anxiety manifestation in mentally healthy adult respondents in conditions of the COVID-19 pandemic. Participants: 200 respondents aged 19 to 55 (M = 35.83, SD = ±13.16), 55% are men, 45% are women. The study methods (tools). To study the intensity and specific features of the respondents’ experiences during the COVID-19 pandemic, the questionnaire “Psychological Experiences in a Pandemic” (by O. V. Rychkova, A. Y. Shmiganovskaya) was used; to determine the level characteristics of anxiety, depression and stress, the “DASS-21” questionnaire (by S. Lovibond and P. Lovibond) was used; to measure the creativity level of the respondents’ personality, the “Creativity Questionnaire” (by D. Johnson) was used. The results. The study allowed us to discover, statistically prove and describe the correlation between the personality creativity and emotional maladjustment indicators (expressed as the symptoms of depression, anxiety, and stress experienced) which were observed in the conditions of the negative impact of the COVID-19 pandemic on mentally healthy individuals: adults with a higher level of personality creativity are less susceptible to the negative psychological impact of such a crisis situation as a pandemic. The conclusions. The results obtained made it possible to substantiate the correlation between the personality creativity and the adults’ emotional sphere indicators. More creative people have lower levels of worries, stress, anxiety and depression in the context of the COVID-19 pandemic. It proves the necessity and relevance to search for and test psychological practices that contribute to the development of the personal creativity during a crisis and periods of high psycho-emotional load. In particular, it is recommended to conduct art therapy in a distance format when working with adults.
相关性:COVID-19大流行对许多俄罗斯人来说是前所未有的严峻考验。这对他们的心理情绪状态产生了负面影响。因此，寻找能够尽量减少这一流行病负面影响的保护性因素已成为一项紧迫的心理任务。目的是研究在2019冠状病毒病大流行的情况下，个人创造力与成年人情感领域指标之间的相关性。本研究假设，在新冠肺炎大流行条件下，心理健康的成年被调查者所经历的压力、抑郁和焦虑的表现程度与人格创造力有关。对象:200人，年龄19 ~ 55岁(M = 35.83, SD =±13.16)，男性55%，女性45%。学习方法(工具)。采用O. V. Rychkova、a . Y. Shmiganovskaya编写的“大流行中的心理体验”问卷，研究被调查者在2019冠状病毒病大流行期间体验的强度和具体特征;采用S. Lovibond和P. Lovibond编制的“DASS-21”问卷，确定焦虑、抑郁和压力水平特征;为了测量被调查者人格的创造力水平，我们使用了约翰逊的“创造力问卷”。结果。该研究使我们能够发现、统计证明和描述在COVID-19大流行对心理健康个体产生负面影响的情况下观察到的人格创造力与情绪适应不良指标(表现为抑郁、焦虑和压力经历的症状)之间的相关性:个性创造力水平较高的成年人不太容易受到流行病等危机局势的负面心理影响。的结论。研究结果证实了人格创造力与成人情感领域指标之间的相关关系。在2019冠状病毒病大流行的背景下，更有创造力的人的担忧、压力、焦虑和抑郁程度更低。它证明了在危机和高心理情绪负荷时期寻找和测试有助于个人创造力发展的心理实践的必要性和相关性。特别是，当与成年人一起工作时，建议以远程形式进行艺术治疗。
{"title":"The correlation between personal creativity and the emotional sphere during adulthood in conditions of the COVID-19 pandemic","authors":"Anna Yu. Shmiganovskaya","doi":"10.18500/2304-9790-2023-12-2-159-168","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-159-168","url":null,"abstract":"The relevance: The COVID-19 pandemic became an unprecedentedly serious test for many Russian people. This negatively affected their psycho-emotional state. Therefore, the search for protective factors that can minimize the negative effects of the pandemic has become an urgent psychological task. The objective is to study the correlation between the individual’s creativity and the indicators of the emotional sphere of an adult in conditions of the COVID-19 pandemic. The study hypothesizes that personality creativity is connected with the manifestation degree of the stress experienced, of depression and anxiety manifestation in mentally healthy adult respondents in conditions of the COVID-19 pandemic. Participants: 200 respondents aged 19 to 55 (M = 35.83, SD = ±13.16), 55% are men, 45% are women. The study methods (tools). To study the intensity and specific features of the respondents’ experiences during the COVID-19 pandemic, the questionnaire “Psychological Experiences in a Pandemic” (by O. V. Rychkova, A. Y. Shmiganovskaya) was used; to determine the level characteristics of anxiety, depression and stress, the “DASS-21” questionnaire (by S. Lovibond and P. Lovibond) was used; to measure the creativity level of the respondents’ personality, the “Creativity Questionnaire” (by D. Johnson) was used. The results. The study allowed us to discover, statistically prove and describe the correlation between the personality creativity and emotional maladjustment indicators (expressed as the symptoms of depression, anxiety, and stress experienced) which were observed in the conditions of the negative impact of the COVID-19 pandemic on mentally healthy individuals: adults with a higher level of personality creativity are less susceptible to the negative psychological impact of such a crisis situation as a pandemic. The conclusions. The results obtained made it possible to substantiate the correlation between the personality creativity and the adults’ emotional sphere indicators. More creative people have lower levels of worries, stress, anxiety and depression in the context of the COVID-19 pandemic. It proves the necessity and relevance to search for and test psychological practices that contribute to the development of the personal creativity during a crisis and periods of high psycho-emotional load. In particular, it is recommended to conduct art therapy in a distance format when working with adults.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86502865","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 : 2023-06-22DOI: 10.18500/2304-9790-2023-12-2-114-122
E. A. Maksimova, Galina А. Nikitina, S. Shilova
The relevance of using artificial intelligence (AI) techniques in education has increased significantly during the pandemic and the forced transition to distance learning technologies. It was during this period that there was a breakthrough in the development of digital educational resources based on AI, but methodological support for their effective use was not prepared. The mechanisms of leveling the risks associated with possible effects of AI on education have not been identified. The objective: to identify the risks and potential of AI techniques in their impact on the organization and outcome of the educational process. Research methods: theoretical analysis and qualitative description of practical examples of the exploiting AI techniques in foreign language teaching. The research is based on the general literature review related to the key concepts of the study: artificial intelligence, digital educational resources, foreign language teaching. The results: the most widely used AI techniques are mobile applications and platforms with educational courses; the use of highly intelligent products, such as smart classrooms, is not sufficiently developed; the risks of implementing AI methods are associated with the quality of technology, with the methodological proficiency of a teacher, and with individual learning strategies. The conclusions: at the current level of technology development, AI techniques are a supplementary educational component. It is advisable to involve teachers of particular subjects in the further improvement of these technologies. The practical significance of the results obtained is determined by the assessment of the AI technologies impact on the process of FLT and by the proposed methods of effective use of AI in teaching.
{"title":"Exploiting the potential of artificial intelligence techniques in FLT","authors":"E. A. Maksimova, Galina А. Nikitina, S. Shilova","doi":"10.18500/2304-9790-2023-12-2-114-122","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-114-122","url":null,"abstract":"The relevance of using artificial intelligence (AI) techniques in education has increased significantly during the pandemic and the forced transition to distance learning technologies. It was during this period that there was a breakthrough in the development of digital educational resources based on AI, but methodological support for their effective use was not prepared. The mechanisms of leveling the risks associated with possible effects of AI on education have not been identified. The objective: to identify the risks and potential of AI techniques in their impact on the organization and outcome of the educational process. Research methods: theoretical analysis and qualitative description of practical examples of the exploiting AI techniques in foreign language teaching. The research is based on the general literature review related to the key concepts of the study: artificial intelligence, digital educational resources, foreign language teaching. The results: the most widely used AI techniques are mobile applications and platforms with educational courses; the use of highly intelligent products, such as smart classrooms, is not sufficiently developed; the risks of implementing AI methods are associated with the quality of technology, with the methodological proficiency of a teacher, and with individual learning strategies. The conclusions: at the current level of technology development, AI techniques are a supplementary educational component. It is advisable to involve teachers of particular subjects in the further improvement of these technologies. The practical significance of the results obtained is determined by the assessment of the AI technologies impact on the process of FLT and by the proposed methods of effective use of AI in teaching.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73570749","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 : 2023-03-21DOI: 10.18500/2304-9790-2023-12-1-34-39
R. Shamionov
Social activity is the sphere of students’ personal socialization and fulfillment. The study of interconnection between adherence to various forms of social activity and characteristics of subjective well-being allows unveiling the most general parameters of student activity’s consistence and personal orientation. The purpose of the study is to carry our analysis of the interconnection between subjective well-being characteristics and social activity forms. It is assumed that various forms of activity have the potential for satisfying students’ psychological needs and creating a balance between the desired and the real situation. Participants. 215 university students of Russia (aged from 17 to 27; the mean age was М = 20,2; SD = 2.44 (42.3% males). Measurements. The following techniques were used: questionnaire for defining major demographic characteristics and adherence to various forms of activity that were classified as follows: civil-political, protest-subcultural, spiritual-educational, and leisure activity, to define subjective well-being characteristics we used the Basic Needs Satisfaction in General Scale (M. M. Johnston, S. Finney); Subjective well-being scale (S. Lyubomirsky, H. Lepper); Life satisfaction scale (E. Diener); Social frustration technique (L. I. Wasserman). Results. The cognitive component of subjective well-being in students is coupled with their desire for civil and political participation, volunteerism, potential development, and education. Emotional component is positively correlated with implementation of spiritual search, educational activity, self-development; it is negatively correlated with protest forms of activity and participation in sub-cultural movements. It has been found out that leisure forms of activity are correlated with satisfaction of basic needs for autonomy, competence and pertinence; protest-subcultural forms of activity do not fully promote satisfaction of the need for autonomy and competence; students’ adherence to civil-political and spiritual-educational activity is linked with satisfaction of their need for competence. Conclusions. The most psychologically-tense forms of students’ social activity are the protest ones, as well as participation in subcultural movements; they are related to basic needs’ frustration and social frustration.
社会活动是学生个人社会化和自我实现的领域。对坚持各种形式的社会活动和主观幸福感特征之间的联系的研究，可以揭示学生活动的一致性和个人取向的最一般参数。本研究的目的是对主观幸福感特征与社会活动形式之间的联系进行分析。人们认为，各种形式的活动都有可能满足学生的心理需求，并在期望和现实情况之间创造一种平衡。参与者:215名俄罗斯大学生(17 - 27岁);平均年龄М = 20,2;SD = 2.44(42.3%为男性)。测量。使用了以下技术:问卷调查用于定义主要的人口特征和对各种活动的坚持，这些活动被分类为:公民政治，抗议亚文化，精神教育和休闲活动，为了定义主观幸福感特征，我们使用了一般量表中的基本需求满足(M. M. Johnston, S. Finney);主观幸福感量表(S. Lyubomirsky, H. Lepper);生活满意度量表(E. Diener);社会挫折技巧(L. I. Wasserman)。结果。学生主观幸福感的认知成分与他们对公民和政治参与、志愿服务、潜力发展和教育的渴望相结合。情感成分与精神探索、教育活动、自我发展的实施呈正相关;它与抗议形式的活动和参与亚文化运动负相关。研究发现，休闲活动形式与自主性、能力和针对性基本需求的满足相关;抗议-亚文化形式的活动不能完全促进对自主和能力需求的满足;学生对公民政治和精神教育活动的坚持与他们对能力需求的满足有关。结论。学生社会活动中最具心理张力的形式是抗议活动，以及参与亚文化运动;它们与基本需求受挫和社会受挫有关。
{"title":"Subjective well-being in its relation to various forms of activity of the student youth","authors":"R. Shamionov","doi":"10.18500/2304-9790-2023-12-1-34-39","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-34-39","url":null,"abstract":"Social activity is the sphere of students’ personal socialization and fulfillment. The study of interconnection between adherence to various forms of social activity and characteristics of subjective well-being allows unveiling the most general parameters of student activity’s consistence and personal orientation. The purpose of the study is to carry our analysis of the interconnection between subjective well-being characteristics and social activity forms. It is assumed that various forms of activity have the potential for satisfying students’ psychological needs and creating a balance between the desired and the real situation. Participants. 215 university students of Russia (aged from 17 to 27; the mean age was М = 20,2; SD = 2.44 (42.3% males). Measurements. The following techniques were used: questionnaire for defining major demographic characteristics and adherence to various forms of activity that were classified as follows: civil-political, protest-subcultural, spiritual-educational, and leisure activity, to define subjective well-being characteristics we used the Basic Needs Satisfaction in General Scale (M. M. Johnston, S. Finney); Subjective well-being scale (S. Lyubomirsky, H. Lepper); Life satisfaction scale (E. Diener); Social frustration technique (L. I. Wasserman). Results. The cognitive component of subjective well-being in students is coupled with their desire for civil and political participation, volunteerism, potential development, and education. Emotional component is positively correlated with implementation of spiritual search, educational activity, self-development; it is negatively correlated with protest forms of activity and participation in sub-cultural movements. It has been found out that leisure forms of activity are correlated with satisfaction of basic needs for autonomy, competence and pertinence; protest-subcultural forms of activity do not fully promote satisfaction of the need for autonomy and competence; students’ adherence to civil-political and spiritual-educational activity is linked with satisfaction of their need for competence. Conclusions. The most psychologically-tense forms of students’ social activity are the protest ones, as well as participation in subcultural movements; they are related to basic needs’ frustration and social frustration.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84842885","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 : 2023-03-21DOI: 10.18500/2304-9790-2023-12-1-49-57
Natalya V. Matyash, Tatyana Alexandrovna Pavlova, Georgy V. Pozdnyakov
The study of psychological defense mechanisms is relevant due to their significance in the development of personality self-regulation as well as their importance in teaching and personal development of high school students and university students. The objective of the study is to identify and compare the features of psychological defense and its dominant communication strategies in high school students and first-year students. The theoretical analysis of the problem showed that it is insufficiently studied. The research hypothesizes that psychological defense of high school students and university students has a similar character, since they can be attributed to the same age group. The study involved high school students of comprehensive schools (n=50, aged 16-17, 30 of them were boys and 20 were girls) and first-year university students (n=100, aged 17-19, 65 of them were boys and 35 were girls) living in the city of Bryansk. To identify the most common types of psychological defense, the “Life Style Index” methodology was used (R. Plutchik, G. Kellerman, H. R. Conte); the study of psychological defense strategies was conducted using the questionnaire “Diagnosis of the dominant strategy of psychological defense in communication” (V. V. Boyko). The obtained data indicate that the manifestation of different types of psychological defense and their dominant communication strategies in the two groups of subjects has a similar character. Statistically significant differences between the indicators (according to the F-test) were not found either, which emphasizes that the subjects belong to the same psychological age – youth. Indeed, the mechanisms of regression and displacement are the center of psychological defense in high school students, and displacement is dominant in university students. The data also show that such psychological defense strategies as placidity and withdrawal (avoidance) prevail in adolescence. The research has revealed significant correlation between non-constructive defense communication strategies and immature, non-adaptive types of psychological defense in high school students and university students. The gathered data contribute to a more complete understanding of the patterns of behavior self-regulation in senior schoolchildren and first-year students. The results can be used in counseling and psychocorrective work of a psychologist, as well as in the process of teaching and personal development of high school students and university students.
心理防御机制在人格自我调节的发展中具有重要意义，在高中生和大学生的教学和个人发展中具有重要意义。本研究的目的是识别和比较高中生和大一新生的心理防御特征及其主要交际策略。对该问题的理论分析表明，对该问题的研究还不够充分。该研究假设，高中生和大学生的心理防御具有相似的特征，因为他们可以归因于同一年龄组。研究对象为布良斯克市综合学校的高中生(n=50，年龄16-17岁，男生30人，女生20人)和一年级大学生(n=100，年龄17-19岁，男生65人，女生35人)。为了确定最常见的心理防御类型，使用了“生活方式指数”方法(R. Plutchik, G. Kellerman, H. R. Conte);心理防御策略研究采用问卷“沟通中心理防御优势策略的诊断”(v.v. Boyko)进行。所得数据表明，两组被试不同类型的心理防御及其优势交际策略的表现具有相似的特征。各项指标之间(根据f检验)也没有发现统计学上的显著差异，这强调了受试者属于同一个心理年龄——青年。事实上，高中生心理防御的主要机制是回归和位移，大学生心理防御的主要机制是位移。数据还显示，平静和退缩(回避)等心理防御策略在青少年中普遍存在。研究发现，非建设性防御沟通策略与高中生和大学生不成熟、非适应性心理防御类型存在显著相关。收集的数据有助于更全面地了解高年级学生和一年级学生的行为自我调节模式。研究结果可用于心理学家的心理咨询和心理矫正工作，也可用于中学生和大学生的教学和个人发展过程。
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