Pub Date : 2023-03-21DOI: 10.18500/2304-9790-2023-12-1-84-86
A. A. Golovanova
The article is dedicated to the 90th birthday of an outstanding scientist, a wonderful and bright man Vladimir Ivanovich Strakhov (1932–2021). His professional life was inextricably linked with Saratov State Pedagogical Institute named after K. Fedin and the SSU named after N. G. Chernyshevsky. Scientific interests of V. I. Strakhov lay in the field of psychology of attention, pedagogical psychology, psychology of sports, literary, musical and other types of creativity. He was a faithful guardian, successor, and exponent of the traditions of his father, who was a famous Russian scientist, the founder of the Saratov Psychological School Ivan Vladimirovich Strakhov.
{"title":"In memory of Vladimir Ivanovich Strakhov: Devoted to the 90th anniversary of his birth","authors":"A. A. Golovanova","doi":"10.18500/2304-9790-2023-12-1-84-86","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-84-86","url":null,"abstract":"The article is dedicated to the 90th birthday of an outstanding scientist, a wonderful and bright man Vladimir Ivanovich Strakhov (1932–2021). His professional life was inextricably linked with Saratov State Pedagogical Institute named after K. Fedin and the SSU named after N. G. Chernyshevsky. Scientific interests of V. I. Strakhov lay in the field of psychology of attention, pedagogical psychology, psychology of sports, literary, musical and other types of creativity. He was a faithful guardian, successor, and exponent of the traditions of his father, who was a famous Russian scientist, the founder of the Saratov Psychological School Ivan Vladimirovich Strakhov.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80590264","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: 10.18500/2304-9790-2023-12-1-68-76
L. Davydova, Larisa A. Satarova
The research is relevant due to the solution of the scientific and pedagogical problem which is connected with the study of spirituality and the development of an adolescent’s behaviour on its basis. The problem is solved by involving teenagers in mastering behavioural patterns. The article substantiates the conception the study. It consists in understanding the mechanisms of the higher laws of being. In this case not only understanding, but also building one’s life in accordance with these laws and the laws of goodness, leads to the realization of the following idea: the planned things are carried out naturally, which indicates harmonious interaction with the surrounding world. It is noted that spirituality and morality are not identical, but their similarity is determined by the focus on the development and regulation of the relations with the surrounding world “from within”. The purpose of the study is to identify pedagogical tools that contribute to the activated development of adolescents’ consciousness based on spirituality. The research hypothesizes that if we bring teenagers to understanding the fundamentals of the organizing power peculiar to the laws of the universe, and if we equip them with appropriate behavioural patterns, then, as a result of the accumulated experience, teenagers will be able to interact harmoniously with the outside world and to achieve maximum success in everyday life. The sample of the research included teenage schoolchildren (N = 52) (Astrakhan) aged 14–15. The research methods comprise the methodology of ‘Value orientations’ (by M. Rokich), the ‘Unfinished Sentence’ technique, and a clarifying conversation aimed at finding out the peculiarities of understanding spiritual and moral values by adolescents and at identifying their relationships with the surrounding world. Results. On the basis of qualitative changes in the results of the pedagogical experiment, the study proves the significance of involving adolescents in the search for behavioural patterns of harmonious interaction with the outside world. The results also confirm the necessity of such search as a factor of the individual’s spiritual development. Conclusions. The study concludes that the use of the training sessions ‘The Art of Social Communication’ has contributed to the activated involvement of adolescents in the search for behavioural patterns for harmonious interaction with the surrounding world.
{"title":"Involvement of adolescents in the search for behavioural patterns for harmonious interaction with the surrounding world as a factor of an individual’s spiritual development","authors":"L. Davydova, Larisa A. Satarova","doi":"10.18500/2304-9790-2023-12-1-68-76","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-68-76","url":null,"abstract":"The research is relevant due to the solution of the scientific and pedagogical problem which is connected with the study of spirituality and the development of an adolescent’s behaviour on its basis. The problem is solved by involving teenagers in mastering behavioural patterns. The article substantiates the conception the study. It consists in understanding the mechanisms of the higher laws of being. In this case not only understanding, but also building one’s life in accordance with these laws and the laws of goodness, leads to the realization of the following idea: the planned things are carried out naturally, which indicates harmonious interaction with the surrounding world. It is noted that spirituality and morality are not identical, but their similarity is determined by the focus on the development and regulation of the relations with the surrounding world “from within”. The purpose of the study is to identify pedagogical tools that contribute to the activated development of adolescents’ consciousness based on spirituality. The research hypothesizes that if we bring teenagers to understanding the fundamentals of the organizing power peculiar to the laws of the universe, and if we equip them with appropriate behavioural patterns, then, as a result of the accumulated experience, teenagers will be able to interact harmoniously with the outside world and to achieve maximum success in everyday life. The sample of the research included teenage schoolchildren (N = 52) (Astrakhan) aged 14–15. The research methods comprise the methodology of ‘Value orientations’ (by M. Rokich), the ‘Unfinished Sentence’ technique, and a clarifying conversation aimed at finding out the peculiarities of understanding spiritual and moral values by adolescents and at identifying their relationships with the surrounding world. Results. On the basis of qualitative changes in the results of the pedagogical experiment, the study proves the significance of involving adolescents in the search for behavioural patterns of harmonious interaction with the outside world. The results also confirm the necessity of such search as a factor of the individual’s spiritual development. Conclusions. The study concludes that the use of the training sessions ‘The Art of Social Communication’ has contributed to the activated involvement of adolescents in the search for behavioural patterns for harmonious interaction with the surrounding world.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87559097","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: 10.18500/2304-9790-2023-12-1-58-67
L. Danilova
The relevance of the study is determined by the needs of current science and practice in understanding the contemporary generation of children. Nowadays, they state that after Generation Z, which was considered to be contemporary, since about 2010, there have been born children of a new generation, somewhat different from Generation Z in terms of life-sustaining activity and general characteristics. The article develops a discussion on the problem of Generation Alpha in order to address the issue of its education. It is a significant question since the majority of this cohort are already included in the system of preschool and primary education. The purpose of the study is to identify modern challenges to the educational system that arise under the influence of the new generation’s characteristics. In accordance with this, one of the objectives of the study was to determine psychological and pedagogical features of Generation Alpha. The methodological base of the research is the generational approach to the study of children’s behavior and education. The results of the study show that Generations Alpha and Z differ due to the greater influence of modern technologies on culture: Alpha is the first generation, living in a digital environment from their birth. They learn to interact with digital devices at an early age (often before their language development). It has been reveiled that this condition determines the specifics of Alpha children as a generation. By means of theoretical and empirical methods, the study has proved that the most typical features of Generation Alpha are creativity, curiosity, striving for leadership, activity and interest in the social agenda. However, a number of alarming characteristic have been singled out: excessive self-confidence, increased excitability, and the rejection of rules. The research shows that that these features and life in the digital environment explain Alpha’s needs in education. The results reveal some problems in coonection with the solution of the arising challenges (philosophical, material and financial, personnel, and methodological).
{"title":"Educational needs of the Generation Alpha","authors":"L. Danilova","doi":"10.18500/2304-9790-2023-12-1-58-67","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-58-67","url":null,"abstract":"The relevance of the study is determined by the needs of current science and practice in understanding the contemporary generation of children. Nowadays, they state that after Generation Z, which was considered to be contemporary, since about 2010, there have been born children of a new generation, somewhat different from Generation Z in terms of life-sustaining activity and general characteristics. The article develops a discussion on the problem of Generation Alpha in order to address the issue of its education. It is a significant question since the majority of this cohort are already included in the system of preschool and primary education. The purpose of the study is to identify modern challenges to the educational system that arise under the influence of the new generation’s characteristics. In accordance with this, one of the objectives of the study was to determine psychological and pedagogical features of Generation Alpha. The methodological base of the research is the generational approach to the study of children’s behavior and education. The results of the study show that Generations Alpha and Z differ due to the greater influence of modern technologies on culture: Alpha is the first generation, living in a digital environment from their birth. They learn to interact with digital devices at an early age (often before their language development). It has been reveiled that this condition determines the specifics of Alpha children as a generation. By means of theoretical and empirical methods, the study has proved that the most typical features of Generation Alpha are creativity, curiosity, striving for leadership, activity and interest in the social agenda. However, a number of alarming characteristic have been singled out: excessive self-confidence, increased excitability, and the rejection of rules. The research shows that that these features and life in the digital environment explain Alpha’s needs in education. The results reveal some problems in coonection with the solution of the arising challenges (philosophical, material and financial, personnel, and methodological).","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86433887","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: 10.18500/2304-9790-2023-12-1-87-92
A. Vagapova, M. Klenova
The article provides information about the round-table meeting held on June 9, 2022 “Development of students’ positive thinking, principles of a healthy lifestyle, and prevention of suicidal behaviour”. The participants discussed a wide range of theoretical and methodological, philosophical, legal, organizational and administrative, medical and preventive, psychological and pedagogical and other practical issues connected with organizing and im proving the system of positive thinking development among students, with principles of a healthy lifestyle, and with the prevention of suicidal and auto-aggressive behaviour. The presented reports reflect different issues. Thus, they discussed the questions of scientific and methodological support for the prevention of destructive behaviour of young people. Moreover, the participants reported on the issues of psychological and pedagogical support. Finally, they spoke of personnel training in order to ensure the improvement of forms and methods of suicidal and auto-aggressive behaviour prevention.
{"title":"Development of positive thinking of students as a means of preventing suicidal behaviour: Based on the results of the round table meeting","authors":"A. Vagapova, M. Klenova","doi":"10.18500/2304-9790-2023-12-1-87-92","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-87-92","url":null,"abstract":"The article provides information about the round-table meeting held on June 9, 2022 “Development of students’ positive thinking, principles of a healthy lifestyle, and prevention of suicidal behaviour”. The participants discussed a wide range of theoretical and methodological, philosophical, legal, organizational and administrative, medical and preventive, psychological and pedagogical and other practical issues connected with organizing and im proving the system of positive thinking development among students, with principles of a healthy lifestyle, and with the prevention of suicidal and auto-aggressive behaviour. The presented reports reflect different issues. Thus, they discussed the questions of scientific and methodological support for the prevention of destructive behaviour of young people. Moreover, the participants reported on the issues of psychological and pedagogical support. Finally, they spoke of personnel training in order to ensure the improvement of forms and methods of suicidal and auto-aggressive behaviour prevention.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82319240","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: 10.18500/2304-9790-2023-12-1-4-16
S. Polyakov, Liliya A. Belozеrova, Valeria V. Vershinina
The study appears to be relevant since it addresses the research gap in the question how the way school life is organized influences students’ perception of various aspects of everyday life at school. Notably, the subject of this research is not the objective facts of school everyday life, but their representation in the minds, opinions, and assessments of high school students. The article suggests the model of school everyday life as a research object; this model is based on the investigation of various approaches to the analysis of everyday life (socioanthropological, socio-psychological, socio-pedagogical). The goal of the study is to identify the influence external organization of school life has on the peculiarities of senior high schoolers’ everyday life. The hypothesis of the study is as follows: The forms of school life organization as well as the specifics of the school community are reflected in the importance of the topics students discuss outside the classroom, their “attachment” to the functional tools of the Internet, and the prevalence of Internet slang and obscene language in the speech of tenth-graders. The participants were the tenth-grade students (N = 143) of the gymnasium (n = 75) and the lyceum (n = 68) (the city of Ulyanovsk) aged from 16 to 17 years. The following methods were used: “The Circles Test” (Thomas J. Cottle) was used to determine the characteristics of school t ime perception; “The Test of Color Relations” (A. M. Etkind, N. M. Platonova) was used to fix the parameters of the socio-physical space of school everyday life; a questionnaire was utilized to identify the main demographic characteristics and characteristics of the personalized material “world” of school everyday life. The results of the research are as follows: Tenth-graders’ past school experience influences the personal value of the “school past, present and future”; The perception of the physical space of an educational organization depends on its “appropriation” and psychological safety of use; The data are presented on the differences in the content and styles of high schoolers’ communication outside of the classroom depending on the characteristics of their educational organizations; Tenth-graders’ attitude towards the norms of “a school look” as well as the use of gadgets is shown to be linked to the extent to which “school behavior” is regulated in their educational organization. The article concludes that the form of school life organization is a factor influencing some characteristics of the everyday life of senior high schoolers. The study emphasizes the practical application of further research on the issues of interest.
这项研究似乎是相关的，因为它解决了在学校生活组织方式如何影响学生对学校日常生活各个方面的看法这一问题上的研究空白。值得注意的是，本次研究的对象不是学校日常生活中的客观事实，而是这些事实在高中生的思想、观点和评价中的表现。本文提出以学校日常生活模式为研究对象;该模型基于对日常生活分析的各种方法(社会人类学、社会心理学、社会教育学)的调查。本研究的目的是确定学校生活的外部组织对高中生日常生活的特殊性的影响。本研究的假设如下:学校生活组织的形式和学校社区的特殊性反映在学生在课堂外讨论的话题的重要性，他们对互联网功能工具的“依恋”，以及十年级学生演讲中网络俚语和淫秽语言的流行。参与者是体育馆(N = 75)和lyceum (N = 68)(乌里扬诺夫斯克市)的十年级学生(N = 143)，年龄在16至17岁之间。采用了以下方法:采用托马斯·科特尔(Thomas J. Cottle)的“圆圈测试”(The Circles Test)来确定学校时间感知的特征;“颜色关系测试”(A. M. Etkind, N. M. Platonova)用于确定学校日常生活的社会物理空间参数;通过问卷调查来确定学校日常生活中个性化物质“世界”的主要人口学特征和特征。研究结果表明:初中生过去学校经历对“学校过去、现在和未来”的个人价值有影响;对教育机构物理空间的感知取决于其“占有”和使用的心理安全性;数据显示了不同教育组织的特点对高中生课堂外交流内容和方式的影响;研究表明，十年级学生对“学校外貌”规范的态度以及对电子设备的使用与他们所在教育机构对“学校行为”的规范程度有关。本文认为，学校生活组织形式是影响高中生日常生活某些特征的一个因素。该研究强调对感兴趣的问题进行进一步研究的实际应用。
{"title":"Everyday life of high school students at university lyceum and gymnasium: Outcomes of comparative research","authors":"S. Polyakov, Liliya A. Belozеrova, Valeria V. Vershinina","doi":"10.18500/2304-9790-2023-12-1-4-16","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-4-16","url":null,"abstract":"The study appears to be relevant since it addresses the research gap in the question how the way school life is organized influences students’ perception of various aspects of everyday life at school. Notably, the subject of this research is not the objective facts of school everyday life, but their representation in the minds, opinions, and assessments of high school students. The article suggests the model of school everyday life as a research object; this model is based on the investigation of various approaches to the analysis of everyday life (socioanthropological, socio-psychological, socio-pedagogical). The goal of the study is to identify the influence external organization of school life has on the peculiarities of senior high schoolers’ everyday life. The hypothesis of the study is as follows: The forms of school life organization as well as the specifics of the school community are reflected in the importance of the topics students discuss outside the classroom, their “attachment” to the functional tools of the Internet, and the prevalence of Internet slang and obscene language in the speech of tenth-graders. The participants were the tenth-grade students (N = 143) of the gymnasium (n = 75) and the lyceum (n = 68) (the city of Ulyanovsk) aged from 16 to 17 years. The following methods were used: “The Circles Test” (Thomas J. Cottle) was used to determine the characteristics of school t ime perception; “The Test of Color Relations” (A. M. Etkind, N. M. Platonova) was used to fix the parameters of the socio-physical space of school everyday life; a questionnaire was utilized to identify the main demographic characteristics and characteristics of the personalized material “world” of school everyday life. The results of the research are as follows: Tenth-graders’ past school experience influences the personal value of the “school past, present and future”; The perception of the physical space of an educational organization depends on its “appropriation” and psychological safety of use; The data are presented on the differences in the content and styles of high schoolers’ communication outside of the classroom depending on the characteristics of their educational organizations; Tenth-graders’ attitude towards the norms of “a school look” as well as the use of gadgets is shown to be linked to the extent to which “school behavior” is regulated in their educational organization. The article concludes that the form of school life organization is a factor influencing some characteristics of the everyday life of senior high schoolers. The study emphasizes the practical application of further research on the issues of interest.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79880273","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: 10.18500/2304-9790-2023-12-1-77-83
Alexander N. Filippov
The relevance of the research is determined by the demand for the traditions of Orthodox pedagogy. Even during the period of the official prohibition of religion and of the church in the Soviet state, Orthodox pedagogy preserved moral and spiritual values, and also influenced the approaches to upbringing in secondary schools. The purpose of the research is to identify the continuity of traditions of students’ personal development in theological educational institutions. Comparing the studies of educational traditions in the early Christian school, the author highlights the characteristic features of students’ personal development: education in mixed-age groups, individualized teaching, hermeneutical approach to teaching, inseparability from everyday life, connection with the family, students’ personal development as the key feature of education. The study presents some examples to illustrate each of the marked characteristics. It also dwells on the self-sacrificing activity of S. A. Rachinsky, who opened a number of schools that worked in accordance with the traditions of Orthodox pedagogy. The study hypothesizes that since the time of the first Christian schools to the present days, universality and immutability of the main goal of the Orthodox education has been one of the main factors providing continuity of the traditions of students’ personal development in Christian educational. This goal is connected with teaching students how to achieve the degree personal perfection available to them. The study shows that the continuity of traditions of students’ personal development in theological education is also ensured by the canonical doctrine of the three-part nature of man: body, soul and spirit. The research proves that it is possible to achieve the goal of Orthodox pedagogy by means of purposeful improvement of all the components of a human. Development of the body is connected with the care of physical and mental health and is based on the rules of a godly life. Development of a person’s soul involves taking care of one’s personal and emotional sphere and includes such concepts as love, beauty, work, and a sense of beauty. The development of the spirit is connected with the constant training of one’s will and character. The article concludes that pedagogical experience of theological educational institutions is relevant in modern conditions, since it is based on the spiritual traditions of the Russian people that are historically connected with Orthodoxy.
研究的相关性是由对正统教育学传统的需求决定的。即使在苏维埃国家官方禁止宗教和教会的时期，东正教教学法也保留了道德和精神价值观，并影响了中学的教育方法。本研究的目的在于确认神学教育机构中学生个人发展传统的延续性。通过对早期基督教学校教育传统研究的比较，作者强调了学生个人发展的特点:混龄教育、个性化教学、解释性教学、与日常生活的不可分离、与家庭的联系、以学生个人发展为教育的主要特征。本研究提出了一些例子来说明每一个显著的特征。它还详细介绍了S. a . Rachinsky的自我牺牲活动，他开设了一些按照东正教教学法传统工作的学校。该研究假设，从第一所基督教学校的时间到现在，东正教教育的主要目标的普遍性和不变性一直是基督教教育中学生个人发展传统的连续性的主要因素之一。这一目标与教导学生如何达到他们所能达到的个人完美程度有关。研究表明，神学教育中学生个人发展传统的延续性，也是由人的三部分本质:身体、灵魂和精神的规范教义所保证的。研究证明，通过有目的地改善人的所有组成部分，可以实现正统教育学的目标。身体的发展与身体和精神健康的照顾有关，并以敬虔生活的规则为基础。一个人灵魂的发展包括照顾自己的个人和情感领域，包括爱、美、工作和美感等概念。精神的发展与一个人的意志和性格的不断训练有关。本文的结论是，神学教育机构的教学经验在现代条件下是相关的，因为它是基于历史上与东正教联系在一起的俄罗斯人民的精神传统。
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Pub Date : 2023-03-21DOI: 10.18500/2304-9790-2023-12-1-24-33
E. Ryaguzova
The article is devoted to interpersonal rejection that is caused by breaking off the relations in the dyad ‘Me and the Other’. The scientific interest is focused purely on ostracism. It is associated with ignoring and excluding a group representative from the general communicative and role-based team network as a retaliatory measure or group punishment. The study proposes the triangle of interpersonal rejection subjects. This triangle includes the one who rejects, the one who is rejected, and the one who witnesses the ostracism episode. In accordance with this idea, the author considers the stage theory of ostracism by K. Williams. The theory focuses on the frustration of the needs of a person who has been ostracized and possible consequences of the rejection. The study also presents a universal model by L. Richman and M. Leary, which is based on the development of various motivational tracks depending on the subjective interpretation of a negative interpersonal episode. The model explains the immediate and long-term consequences of this negative experience. Further on, the study provides the analysis of the Responsive Theory of Social Exclusion by G. Freedman, K. D. Williams, J. S. Beer, which focuses on the interactive nature of social exclusion and involves the study of both interacting parties: of those who exclude and of those who are excluded. The paper describes the theory of S. Rudert and R. Greifeneder, which is focused on the third side of the rejection episode, i.e. on the observer, whose action or inaction determines the consequences of interpersonal rejection. The applied aspect of the problem under study consists in the possibility to use the results of theoretical reflection in the educational process. Moreover, it can help to develop preventive measures in order to avert antisocial behavior and to develop psychotherapeutic intervention programs and psychological support programs for the subjects of the rejection.
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Pub Date : 2023-03-21DOI: 10.18500/2304-9790-2023-12-1-17-23
Y. Dianova, S. Sergeeva
The relevance of the research is determined by the need to transform the educational environment of a modern university. Such environment is one of the conditions for the effective development of a student-innovator, who is motivated to carry out research and design, capable of searching for original ideas, innovative solutions, and project implementation. The purpose of the study is to reveal the essence of the concept of ″research and design campus″; to determine the structure of students’ readiness for innovation in the research and design campus; to identify the possibilities of the university research and design campus as an effective environment for the development of a student-innovator as illustrated by the example of Penza State Technological University (PenzSTU). The study shows that a research and design campus is an effective educational environment providing a system of opportunities for creativity, invention and personal self-development of a student-innovator at a modern university. The article reveals the essence of the concept of ″research and design campus″ from the standpoint of the environmental approach. The structure of the student’s readiness for innovation activity in a research and design campus is presented. This structure consists of four functional blocks. The personal-motivational block includes the student’s personal and professional qualities that determine his/her attitude to innovations of a career-oriented nature. The comprehension block contains ideas about the goals and content of the innovation activity. The implementation block includes qualities that ensure the creative implementation of an innovative project in practice. And the reflection block reflects the qualities associated with the student’s assessment of his/her own innovation activity. Based on the practical case of Penza State Technical University, the authors identified and characterized organizational, substantive and technological capabilities of the campus for the development of a student-innovator. Organizational capabilities include the resource potential and the structuring of the environment. Substantive capabilities are presented by the software provision of the innovative activity of students in the university research and design campus. The technological capabilities of the environment include diagnostics, forecasting, designing, production of the result, that assumes a change in the environment and personality according to the goals. The article makes the conclusion about the potential of the research and design campus in the fields of organizing and implementing theoretical and applied research and projects, of providing students’ collaborations and career guidance for student-innovators of a new formation.
{"title":"Research and design university campus as an effective environment for the development of a student-innovator","authors":"Y. Dianova, S. Sergeeva","doi":"10.18500/2304-9790-2023-12-1-17-23","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-17-23","url":null,"abstract":"The relevance of the research is determined by the need to transform the educational environment of a modern university. Such environment is one of the conditions for the effective development of a student-innovator, who is motivated to carry out research and design, capable of searching for original ideas, innovative solutions, and project implementation. The purpose of the study is to reveal the essence of the concept of ″research and design campus″; to determine the structure of students’ readiness for innovation in the research and design campus; to identify the possibilities of the university research and design campus as an effective environment for the development of a student-innovator as illustrated by the example of Penza State Technological University (PenzSTU). The study shows that a research and design campus is an effective educational environment providing a system of opportunities for creativity, invention and personal self-development of a student-innovator at a modern university. The article reveals the essence of the concept of ″research and design campus″ from the standpoint of the environmental approach. The structure of the student’s readiness for innovation activity in a research and design campus is presented. This structure consists of four functional blocks. The personal-motivational block includes the student’s personal and professional qualities that determine his/her attitude to innovations of a career-oriented nature. The comprehension block contains ideas about the goals and content of the innovation activity. The implementation block includes qualities that ensure the creative implementation of an innovative project in practice. And the reflection block reflects the qualities associated with the student’s assessment of his/her own innovation activity. Based on the practical case of Penza State Technical University, the authors identified and characterized organizational, substantive and technological capabilities of the campus for the development of a student-innovator. Organizational capabilities include the resource potential and the structuring of the environment. Substantive capabilities are presented by the software provision of the innovative activity of students in the university research and design campus. The technological capabilities of the environment include diagnostics, forecasting, designing, production of the result, that assumes a change in the environment and personality according to the goals. The article makes the conclusion about the potential of the research and design campus in the fields of organizing and implementing theoretical and applied research and projects, of providing students’ collaborations and career guidance for student-innovators of a new formation.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80603018","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: 10.18500/2304-9790-2023-12-1-40-48
M. Kashapov, Natalya V. Surina
For the first time, the thinking potential is interpreted as an intellectual ability of the subject to use any impulse in a constructive way. The relevance of the research lies in the given answer to the question of how this ability contributes to the awareness and involvement of all possible external and internal resources to complete the task in the context of the subject’s socialization and professionalization. The purpose of the research is to study the features of the thinking potential of professionals of the socionomic type. The study hypothesizes that there are different peculiarities in the formation and manifestation of thinking potential of teachers and medical workers. The study was carried out on a sample of pedagogical (n = 110) and medical workers (n = 106) (Yaroslavl). The sample of teachers: the average work experience in the profession is 10.1 years, and the total work experience is 15.3 years. The sample of medical workers: the average work experience in the profession is 13.3 years, and the total work experience is 17.3 years. The authors used such a research method as diagnosing the potential of professional thinking (for the professions of a socionomic type) (by I. V. Serafimovich, E. A. Medvedeva, N. V. Surina) in order to fix the components of thinking potential. To diagnose personal characteristics, the following methodologies were used: Five Facet Mindfulness Questionnaire (by Ruth A. Bear, T.G. Smith, J. Hopkins, J. Krietemeyer, L. Toney) (adaptation by N. M. Yumartova, N. V. Grishina); the methodology for diagnosing subjective well-being of the individual (by R. M. Shamionov, T. V. Beskova); the methodology for diagnosing the level of emotional burnout (by V. V. Boyko). The study proves that all the components of the professional thinking potential and its general level are characterized by an average indicator of development. The results of the study show how teachers and doctors, having certain personal and cognitive characteristics, provide an effective solution to the urgent tasks in their professional activity through awareness, involvement and effective use of external and internal resources. According to the study results, definition of the thinking potential proposed by the authors can be equally applied to the thinking potential of both teachers and doctors.
思维潜能第一次被解释为主体以建设性的方式使用任何冲动的智力能力。这项研究的相关性在于给出了这个问题的答案，即这种能力如何有助于认识和参与所有可能的外部和内部资源，以便在受试者的社会化和专业化的背景下完成任务。本研究的目的是研究社会型专业人才的思维潜能特征。本研究假设教师和医务工作者在思维潜能的形成和表现上有不同的特点。这项研究是在雅罗斯拉夫尔(Yaroslavl)的教学工作者(n = 110)和医务工作者(n = 106)中进行的。教师样本:该专业平均工作经验为10.1年，总工作经验为15.3年。医务工作者样本:该行业平均工作经验为13.3年，总工作经验为17.3年。为了确定思维潜能的构成要素，作者采用了“职业思维潜能诊断(针对某一社会类型的职业)”(Serafimovich, E. a . Medvedeva, N. V. Surina)等研究方法。为了诊断个人特征，使用了以下方法:五方面正念问卷(Ruth A. Bear, T.G. Smith, J. Hopkins, J. Krietemeyer, L. Toney)(改编自N. M. Yumartova, N. V. Grishina);诊断个人主观幸福感的方法(R. M. Shamionov, T. V. Beskova);诊断情绪倦怠程度的方法(V. V. Boyko)。研究证明，专业思维潜能的各个组成部分及其总体水平具有一个平均发展指标的特征。研究结果表明，教师和医生具有一定的个人和认知特征，如何通过意识、参与和有效利用外部和内部资源，为其专业活动中的紧急任务提供有效的解决方案。研究结果表明，作者对思维势的定义同样适用于教师和医生的思维势。
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Pub Date : 2023-03-21DOI: 10.18500/2304-9790-2023-12-1-93-98
J. Selivanova, Veronika O. Skvortsova
The article presents the information about the international scientific and practical conference “Special Education and Socio-Cultural Integration – 2022: Traditions and Innovations” that was held on 14–15 October 2022. The conference continues the tradition of annual scientific and practical conferences devoted to the problems of special (defectologic) education, to the formation of a unified scientific, educational and information space in the field of correctional (special) pedagogy and psychology, and to providing a comprehensive medical, social, psychological and pedagogical approach to the support of the disabled.
{"title":"Special Education and Socio-Cultural Integration – 2022: Traditions and Innovations (results of the scientific forum)","authors":"J. Selivanova, Veronika O. Skvortsova","doi":"10.18500/2304-9790-2023-12-1-93-98","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-93-98","url":null,"abstract":"The article presents the information about the international scientific and practical conference “Special Education and Socio-Cultural Integration – 2022: Traditions and Innovations” that was held on 14–15 October 2022. The conference continues the tradition of annual scientific and practical conferences devoted to the problems of special (defectologic) education, to the formation of a unified scientific, educational and information space in the field of correctional (special) pedagogy and psychology, and to providing a comprehensive medical, social, psychological and pedagogical approach to the support of the disabled.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"2012 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83377052","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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