Pub Date : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-385-391
E. Alexandrova, S. I. Akhmetov, M. Attia
E-learning (web-learning) is a relatively new and actively developing form of education and a field of scientific research. The purpose of the research presented in the article is to describe the advantages of electronic interaction between a teacher and a student. The hypothesis of the research was that web-learning in different directions creates many options for effective interaction between students and teachers. We revealed potentially equal opportunities for web-learning; freedom of access (freedom to choose); flexibility (mobility) of training; ability to develop in tune with the times (cultural conformity); reduction in training fees; the ability to determine the criteria for assessing knowledge (objectivity); individualization of the choice of teaching aids (freedom). We demonstrated direction of electronic interaction: a) active interaction of a student and teachers with content: interaction of students with content; teacher interaction with contents; interaction of content with content; b) personal and social interaction with a teacher, parents and peers: interaction of a student with a teacher; student-student interaction; interaction between a teacher and a teacher; c) interaction with the educational organization in the process of navigation between the interfaces of their interaction: the interaction of a student with an interface; teacher interaction with an interface; interaction with programs, applications and sites; interaction of a student with himself/herself. We propose following indicators for determining the level of interaction efficiency in web-based training programs: availability, feedback, validity of the task. The use of various orientations of web-learning by a teacher in practice will allow to ensure individualization of the choice of teaching tools, objectivity, accessibility, feedback from a student, as well as freedom of access to information, flexibility (mobility) of training, the ability to develop in tune with the times.
{"title":"Advantages and Directions of Electronic Interaction in Web-Learning","authors":"E. Alexandrova, S. I. Akhmetov, M. Attia","doi":"10.18500/2304-9790-2020-9-4-385-391","DOIUrl":"https://doi.org/10.18500/2304-9790-2020-9-4-385-391","url":null,"abstract":"E-learning (web-learning) is a relatively new and actively developing form of education and a field of scientific research. The purpose of the research presented in the article is to describe the advantages of electronic interaction between a teacher and a student. The hypothesis of the research was that web-learning in different directions creates many options for effective interaction between students and teachers. We revealed potentially equal opportunities for web-learning; freedom of access (freedom to choose); flexibility (mobility) of training; ability to develop in tune with the times (cultural conformity); reduction in training fees; the ability to determine the criteria for assessing knowledge (objectivity); individualization of the choice of teaching aids (freedom). We demonstrated direction of electronic interaction: a) active interaction of a student and teachers with content: interaction of students with content; teacher interaction with contents; interaction of content with content; b) personal and social interaction with a teacher, parents and peers: interaction of a student with a teacher; student-student interaction; interaction between a teacher and a teacher; c) interaction with the educational organization in the process of navigation between the interfaces of their interaction: the interaction of a student with an interface; teacher interaction with an interface; interaction with programs, applications and sites; interaction of a student with himself/herself. We propose following indicators for determining the level of interaction efficiency in web-based training programs: availability, feedback, validity of the task. The use of various orientations of web-learning by a teacher in practice will allow to ensure individualization of the choice of teaching tools, objectivity, accessibility, feedback from a student, as well as freedom of access to information, flexibility (mobility) of training, the ability to develop in tune with the times.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81566188","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 : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-324-330
E. Ryaguzova
The article presents the results of theoretical analysis of the “collective memory” constructs as a repository of collective experience of a large group, represented in the meanings, symbols, images, cultural patterns, means, mechanisms of reproduction and translation of the past, and the “family memory” constructs as its kind in the context of a small group. We believe, that collective and family memory act as specific ontological support that allows actors to establish order and harmony in the society, understand the principles of its life organization, construct social and cultural identity, determine the existential meaning, trajectory and strategy of a person’s life, preserve the configuration of key values and transmit them to the next generations. The purpose of the study is to determine the specific features of collective and family memory as phenomena arising from the interaction of I and the Other/Others. The main research method is the theoretical self-reflection of collective and family memory in the context of the interaction of I and the Other. We assert that collective memory is a generalized and controlled memory of Others, whose dominant function is the preservation of the integrity and security of a large group, while family memory is a communicative memory based on the effect of sympathy and participation of the lived, experienced and spoken experience of a Significant Other – a small group representative. The applied aspect of the problem under study is to use the results of the theoretical self-reflection in developing the basics of the memory policy and commemorative practices, managing the past and resolving memory conflicts within the framework of the Great History discourse, and also forming meta-settings of family system members in relation to their own real and effective family history.
{"title":"Collective and Family Memory in the Context of “I and Others” Interaction","authors":"E. Ryaguzova","doi":"10.18500/2304-9790-2020-9-4-324-330","DOIUrl":"https://doi.org/10.18500/2304-9790-2020-9-4-324-330","url":null,"abstract":"The article presents the results of theoretical analysis of the “collective memory” constructs as a repository of collective experience of a large group, represented in the meanings, symbols, images, cultural patterns, means, mechanisms of reproduction and translation of the past, and the “family memory” constructs as its kind in the context of a small group. We believe, that collective and family memory act as specific ontological support that allows actors to establish order and harmony in the society, understand the principles of its life organization, construct social and cultural identity, determine the existential meaning, trajectory and strategy of a person’s life, preserve the configuration of key values and transmit them to the next generations. The purpose of the study is to determine the specific features of collective and family memory as phenomena arising from the interaction of I and the Other/Others. The main research method is the theoretical self-reflection of collective and family memory in the context of the interaction of I and the Other. We assert that collective memory is a generalized and controlled memory of Others, whose dominant function is the preservation of the integrity and security of a large group, while family memory is a communicative memory based on the effect of sympathy and participation of the lived, experienced and spoken experience of a Significant Other – a small group representative. The applied aspect of the problem under study is to use the results of the theoretical self-reflection in developing the basics of the memory policy and commemorative practices, managing the past and resolving memory conflicts within the framework of the Great History discourse, and also forming meta-settings of family system members in relation to their own real and effective family history.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81162584","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 : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-350-357
T. Drobysheva, I. Larionov, E. B. Filinkova
The relevance of the study is associated with the study of viability resources of young city dwellers in the context of growing urbanization processes. The article presents theoretical and empirical research data regarding the problem of operationalization of the phenomenon of social and psychological satiety, which is a psychological state generated by peculiarities of the urban environment. The article presents concept description, gives data on its operationalization, formulates the hypothesis and shows some results of its empirical verification. The purpose of the study is to identify and analyse the interconnection between emotional experiences and preferred coping strategies with the state of satiety with living conditions in a metropolis in a group of young people. The major hypothesis of the study involves an assumption that there is a connection between feelings of satiety caused by the intense influence of the phenomena of the urban environment on the psyche and behavior of respondents, and their preferred methods of coping with the satiety situation. The study involved 159 people aged 19 to 30 years. Research methods: questionnaires developed by the authors and aimed at studying manifestations of social and psychological satiety (T. V. Drobysheva, I. V. Larionov). The questionnaire was used to identify socio-demographic characteristics. It is shown that in the group of respondents the state of socio-psychological satiety with living conditions in a metropolis is experienced as a feeling of apathy, boredom, irritation caused by imposed contacts with strangers, advertising activities of trading companies and overpopulation of the city. These phenomena of urban life are perceived by young people as violating their psychological privacy and making them want, first of all, to leave, to change the environment or activity, to find new forms of leisure or other places to spend their free time. The results found in the work indirectly indicate the protective function of socio-psychological satiety, expressed through the desire of respondents (young city dwellers) to reduce the intensity of negative emotional experiences related to living conditions in a metropolis. The questionnaires developed by the authors in the course of the study are of practical importance for researchers of the urban environment.
该研究的相关性与日益增长的城市化进程背景下年轻城市居民生存力资源的研究有关。社会心理饱足是一种由城市环境的特殊性所产生的心理状态，本文提供了关于社会心理饱足现象的操作化问题的理论和实证研究数据。本文提出了概念描述，给出了操作数据，提出了假设，并给出了一些实证验证的结果。本研究的目的是识别和分析一群年轻人在大都市生活条件下的情感体验和首选应对策略之间的联系。本研究的主要假设包括一个假设，即城市环境现象对受访者心理和行为的强烈影响所引起的饱腹感与他们应对饱腹感的首选方法之间存在联系。这项研究涉及159名年龄在19到30岁之间的人。研究方法:作者开发的问卷调查，旨在研究社会和心理满足的表现(T. V. Drobysheva, I. V. Larionov)。调查问卷用于确定社会人口特征。研究表明，在受访者群体中，对大都市生活条件的社会心理满足状态表现为一种冷漠、无聊、与陌生人的强制性接触、贸易公司的广告活动和城市人口过剩所引起的烦躁感。这些城市生活的现象被年轻人认为侵犯了他们的心理隐私，使他们首先想要离开，改变环境或活动，寻找新的休闲方式或其他地方来度过他们的空闲时间。研究结果间接表明了社会心理饱腹感的保护功能，通过受访者(年轻的城市居民)减少与大都市生活条件相关的负面情绪体验的强度的愿望来表达。作者在研究过程中编制的问卷对城市环境研究人员具有实际意义。
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Pub Date : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-338-349
V. Tolochek
The article presents methodology and methods of field study on the example of studying the professional mentality (PM). Purpose of the study: Analysis of typical conditions of scientific research work (SRW), connections between methods, recorded facts and properties of psychological objects. Methods: analysis of literary sources; observation, questionnaires, expert polls, psychodiagnostics, parametric methods of statistics. Hypotheses: 1. Research methods, revealed scientific facts, described properties of psychological objects are in a relationship of mutual conditioning. 2. Attention to artifacts allows us to develop constructive options for further study of psychological objects. Study base: a) civil servants (93 people); b) private security guards (more than 200 people). The meta-problem of the present study (the methodology and methods of field study) is viewed on the example of observation and study of behavior and activities of the subjects in different social situations. We demonstrated that the maximum differentiation of aspects of the working conditions of civil servants (up to the “incredible” and atypical 11-point scale of intervals), awareness of the socio-demographic and work-related aspects of the subjects, the use of a set of parametric methods of statistics made it possible to satisfactorily solve SRW tasks even in situations when respondents resisted. The study of professional mentality (PM) using two models (professional spheres opposite in many respects, which set two “poles” of their possible characteristics) allows us to identify both similar and different features of behavior, relationships, activities and interaction of people. It is stated: 1) The constructive approach is the joint study of the properties of at least two psychological objects 2) In the study of complex psychological objects, it is advisable to use a differential approach and complexes of methods of parametric statistics.
{"title":"Professional Mentality as a Dynamic Structure","authors":"V. Tolochek","doi":"10.18500/2304-9790-2020-9-4-338-349","DOIUrl":"https://doi.org/10.18500/2304-9790-2020-9-4-338-349","url":null,"abstract":"The article presents methodology and methods of field study on the example of studying the professional mentality (PM). Purpose of the study: Analysis of typical conditions of scientific research work (SRW), connections between methods, recorded facts and properties of psychological objects. Methods: analysis of literary sources; observation, questionnaires, expert polls, psychodiagnostics, parametric methods of statistics. Hypotheses: 1. Research methods, revealed scientific facts, described properties of psychological objects are in a relationship of mutual conditioning. 2. Attention to artifacts allows us to develop constructive options for further study of psychological objects. Study base: a) civil servants (93 people); b) private security guards (more than 200 people). The meta-problem of the present study (the methodology and methods of field study) is viewed on the example of observation and study of behavior and activities of the subjects in different social situations. We demonstrated that the maximum differentiation of aspects of the working conditions of civil servants (up to the “incredible” and atypical 11-point scale of intervals), awareness of the socio-demographic and work-related aspects of the subjects, the use of a set of parametric methods of statistics made it possible to satisfactorily solve SRW tasks even in situations when respondents resisted. The study of professional mentality (PM) using two models (professional spheres opposite in many respects, which set two “poles” of their possible characteristics) allows us to identify both similar and different features of behavior, relationships, activities and interaction of people. It is stated: 1) The constructive approach is the joint study of the properties of at least two psychological objects 2) In the study of complex psychological objects, it is advisable to use a differential approach and complexes of methods of parametric statistics.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82364699","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 : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-306-316
L. Pautova, Evgenia N. Zharinova
The relevance of the study is determined by the fact that in the context of transformation of the education system, it is especially important for the teacher to know and understand the process of modeling educational activities with an acme-focus on the final result in the student. This presupposes that the teacher has developed professional competencies and competencies in the field of educational systems modeling and personal and professional acme-development of the student. The purpose of the study is to analyse the concept and process of acme-modeling in the teacher’s professional activity and determine its main elements as a method of developing the teacher’s productive competencies in the professional activity. The hypothesis of the study is that knowledge and implementation of the acme-modeling technology in the teacher’s professional activity contributes to the development of his/her highly productive professional competencies and the achievement of results among students as the main indicator of his/her high level of professionalism. We used the following methods: theoretical, logical, scientific and practical analysis; systematization and interpretation of research results. In accordance with the laws of the acmeological theory of fundamental education, the theory of functional systems and the acme-synergetic and socio-synergetic concept of the development of social systems, we made an attempt to identify different types of models of productive professional competencies of a teacher and to identify their characteristics, taking into account a single quality criterion for education in the system of professional education at different levels. Based on the results of the study we 1) theoretically substantiated and determined the features of acmemodeling as a method of developing teacher productivity in professional and educational activities, 2) identified and gave characteristics of invariant idealized models in the activities of a teacher, 3) clarified functional elements of the educational system activity and highlighted the interrelated structural elements for all invariant idealized models of productivity.
{"title":"Acme-modeling in the Teaching Profession: Models of Productivity and Professionalism","authors":"L. Pautova, Evgenia N. Zharinova","doi":"10.18500/2304-9790-2020-9-4-306-316","DOIUrl":"https://doi.org/10.18500/2304-9790-2020-9-4-306-316","url":null,"abstract":"The relevance of the study is determined by the fact that in the context of transformation of the education system, it is especially important for the teacher to know and understand the process of modeling educational activities with an acme-focus on the final result in the student. This presupposes that the teacher has developed professional competencies and competencies in the field of educational systems modeling and personal and professional acme-development of the student. The purpose of the study is to analyse the concept and process of acme-modeling in the teacher’s professional activity and determine its main elements as a method of developing the teacher’s productive competencies in the professional activity. The hypothesis of the study is that knowledge and implementation of the acme-modeling technology in the teacher’s professional activity contributes to the development of his/her highly productive professional competencies and the achievement of results among students as the main indicator of his/her high level of professionalism. We used the following methods: theoretical, logical, scientific and practical analysis; systematization and interpretation of research results. In accordance with the laws of the acmeological theory of fundamental education, the theory of functional systems and the acme-synergetic and socio-synergetic concept of the development of social systems, we made an attempt to identify different types of models of productive professional competencies of a teacher and to identify their characteristics, taking into account a single quality criterion for education in the system of professional education at different levels. Based on the results of the study we 1) theoretically substantiated and determined the features of acmemodeling as a method of developing teacher productivity in professional and educational activities, 2) identified and gave characteristics of invariant idealized models in the activities of a teacher, 3) clarified functional elements of the educational system activity and highlighted the interrelated structural elements for all invariant idealized models of productivity.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88083000","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 : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-377-384
E. V. Nevsky
The purpose of the study presented in the article is to identify the relationship between commitment to civic engagement and socio-psychological characteristics of the individual. The study was carried out on a sample of young students (N = 110) aged 17 to 29 years (M = 23, SD = 3.98), 29% of men and 71% of women. The following methodological tools were used: a questionnaire aimed at fixing the socio-demographic characteristics of respondents; a questionnaire, including a scale of self-assessment of social activity and forms of its manifestation (R. M. Shamionov, I. V. Arendachuk, E. E. Bocharova, etc.); questions aimed at self-assessment of trust in the government institution in the possibility of realizing one’s own rights and freedoms; “Personal value questionnaire” by S. Schwartz (PVQ-R2) to study the expression of individual values. Presumably, there is a relationship between the severity of civil society and socio-political forms of activity, trust in institutional sources and values of openness to change. We discovered that the most preferred forms of social activity of young people are leisure, Internet network, spiritual and educational development. Young people are more likely to express confidence in their relatives or friends, and various Internet sources when exercising their rights and freedoms. We demonstrated that participation of young people in activities aimed at transforming society and expressing their own and collective civic position on issues of public life expands the possibilities of achieving personal professional, career and economic goals, as well as the realization of their cultural, national, religious interests, subject to the manifestation of trust in various governing institutions that implement the functions of ensuring the rights and freedoms of a person. Realization of civic activity is associated with desire for novelty and changes in society, on the one hand, the desire for change leads to generation of civic activity associated with transformation of society on the other hand. The value of “stimulation” is a predictor of civic activity. The study of this problem can be applied in work with young people in public municipal organizations, schools, institutes.
{"title":"Analysis of Relationship between Commitment to Civic Engagement and Socio-Psychological Characteristics of Students","authors":"E. V. Nevsky","doi":"10.18500/2304-9790-2020-9-4-377-384","DOIUrl":"https://doi.org/10.18500/2304-9790-2020-9-4-377-384","url":null,"abstract":"The purpose of the study presented in the article is to identify the relationship between commitment to civic engagement and socio-psychological characteristics of the individual. The study was carried out on a sample of young students (N = 110) aged 17 to 29 years (M = 23, SD = 3.98), 29% of men and 71% of women. The following methodological tools were used: a questionnaire aimed at fixing the socio-demographic characteristics of respondents; a questionnaire, including a scale of self-assessment of social activity and forms of its manifestation (R. M. Shamionov, I. V. Arendachuk, E. E. Bocharova, etc.); questions aimed at self-assessment of trust in the government institution in the possibility of realizing one’s own rights and freedoms; “Personal value questionnaire” by S. Schwartz (PVQ-R2) to study the expression of individual values. Presumably, there is a relationship between the severity of civil society and socio-political forms of activity, trust in institutional sources and values of openness to change. We discovered that the most preferred forms of social activity of young people are leisure, Internet network, spiritual and educational development. Young people are more likely to express confidence in their relatives or friends, and various Internet sources when exercising their rights and freedoms. We demonstrated that participation of young people in activities aimed at transforming society and expressing their own and collective civic position on issues of public life expands the possibilities of achieving personal professional, career and economic goals, as well as the realization of their cultural, national, religious interests, subject to the manifestation of trust in various governing institutions that implement the functions of ensuring the rights and freedoms of a person. Realization of civic activity is associated with desire for novelty and changes in society, on the one hand, the desire for change leads to generation of civic activity associated with transformation of society on the other hand. The value of “stimulation” is a predictor of civic activity. The study of this problem can be applied in work with young people in public municipal organizations, schools, institutes.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73864785","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 : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-358-366
V. Gritsenko, N. V. Murashchenkova, M. Efremenkova,
The study of emigration intentions of young students is extremely relevant and is due to the need to solve an important social problem – preservation of human capital within the country, concern for the well-being of young people as the most active and educated part of the population. The purpose of the study is to identify the representation of Smolensk students jf the motives of emigration among Russian young people. The study is exploratory in nature and is focused on finding the answer to the following question: what are the motives for emigration behavior of modern Russian youth? The analysis of students’ perceptions of emigration motives of their peers, on the one hand, allows us to assess the degree of comfort, safety and satisfaction of living environment in the country and, on the other hand, given the high probability of manifestation of the transfer and projection mechanism in answers, indirectly determine the dominant motives of potential emigration of students. The study was carried out on a sample (N = 255) of students from four Smolensk universities (aged 17 to 24 years old; 119 young men (47%) and 136 young women (53%) using the questionnaire designed by the authors. Methods of processing primary data – frequency and content analysis. As a result of a content analysis of students’ perceptions of the motives of the emigration behavior of Russian young people, 6 main groups of motives were identified, which are based on the following factors: economic, political, legal, environmental, subjective and vital. These motivators are analyzed from the position of belonging to the attractive, expellant and individual-personal motives of emigration. The results obtained will help to expand specialists’ understanding of psychological causes of young people’s emigration behavior and can be used in the process of providing psychological assistance and support to potential emigrants.
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Pub Date : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-367-376
O. Strizhitskaya, I. Murtazina, L. V. Babakova, N. Alexandrova
Loneliness is one of the fundamental problems of modern people. However, loneliness is traditionally associated with negative expressions and characteristics, at the same time it may also have a resource function. The relevance of the study is associated with its focus on the multifaceted understanding of loneliness and identification of its resource mechanisms. The purpose of the study presented in the article is to compare the idea of loneliness among Russian and Bulgarian students. An assumption was made: firstly, there is much in common between two countries, which makes it possible to expect a common value-semantic field, and secondly, despite the semantic similarity of ideas about loneliness, expressiveness of its individual parameters will vary. The study was carried out on a sample (N = 442) of Russian (n = 229) and Bulgarian (n = 213) students aged 17 to 27 years old (M = 20.8 years, SD = 1.64; 359 women and 83 men), living in St. Petersburg (the Russian Federation), Sofia and Plovdiv (Bulgaria). All respondents were asked the question: “What does loneliness mean to you?”. The written answers were analyzed using the method of content analysis, followed by calculating the frequency of occurrence of the semantic group and subgroups, and performing a comparative analysis (Fisher angular transformation). It was noted that the answers of both Bulgarian and Russian students lie in approximately the same semantic field. It was demonstrated that in both groups both positive and negative characteristics of loneliness were present. We established that Russian students more often mention the positive properties of loneliness. They interpret loneliness more often through the opportunities that it gives them. Bulgarian students often mention negative aspects; they express more fear related to loneliness. Similar results confirm our hypothesis about the general semantic field, and, at the same time, demonstrate particular nature of ideas about loneliness in these two groups. The results can be used to develop programs aimed both at reducing negative impact of loneliness, and on development of its resource functions.
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Pub Date : 2020-12-15DOI: 10.18500/2304-9790-2020-9-4-317-323
S. Danilov
The transition of Russian society to the post-industrial stage actualizes the problem of developing educational systems based on innovations and the search for a relevant methodology for managing pedagogical innovations. Its basis is the logistics of pedagogical innovations as the theory and practice of flow control in educational systems. The purpose of the study is to determine the paradigms of logistic development of pedagogical innovations as a methodology and mechanism for managing innovation in an educational holding. The hypothesis is presented by the assumption that these paradigms form value, content and instrumental frameworks for the implementation and development of logistics of pedagogical innovations. The study is based on an analysis of primary sources, including 1492 cases, which include reports on the results of innovative activities of educational organizations of Ulyanovsk Oblast, which are innovative sites that are part of a regional educational holding (100 educational organizations annually). The materials were prepared during the period from 2003-2004 to 2017-2018 academic years. We introduced the concept of “logistics of pedagogical innovations”, which describes the theory and practice of managing flows (pedagogical, infrastructural, integrative, interference) in an educational holding in order to ensure a steady flow of pedagogical innovations that are the result of its activities and development factor. We identified directions of development of pedagogical innovations logistics, which are defined by five paradigms: axiological (value of innovation), humanitarian (a person as a subject of logistics), interaction paradigm (focus on the development of interaction in the holding’s internal and external environment), meaningful (priority in the study of flows in an educational holding) and technological (focus on improving methods and means of logistics). Each of them sets priorities for improving the educational holding.
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Pub Date : 2013-12-02DOI: 10.18500/2304-9790-2012-1-3-33-36
N. Arinushkina
The article considers the specificity of moral regulation of behavior in persons with positive and negative personal identity. Ties were established between the emotional and estimated figures of identity and parameters of subjective well-being, the manifestations of personal anxiety and moral qualities.
{"title":"The Moral Regulation of Behavior in Persons with Positive and negative Personal Identity","authors":"N. Arinushkina","doi":"10.18500/2304-9790-2012-1-3-33-36","DOIUrl":"https://doi.org/10.18500/2304-9790-2012-1-3-33-36","url":null,"abstract":"The article considers the specificity of moral regulation of behavior in persons with positive and negative personal identity. Ties were established between the emotional and estimated figures of identity and parameters of subjective well-being, the manifestations of personal anxiety and moral qualities.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80333255","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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