Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-240-251
M. Gagarina
The relevance of researching debt behavior in the context of the pandemic is associated with the need to understand the changes in the willingness of Russians to postpone the satisfaction of their needs and help others in the face of a worsening epidemiological, economic and social situation in the country. The aim of the study was to compare the debt behavior of the baby boomer generations X, Y and Z before and after the beginning of the pandemic. Research hypothesis, respondents interviewed prior to COVID-19 will have a lower willingness to lend and borrow, and willingness to fulfill obligations will remain unchanged, compared to respondents interviewed after COVID-19. Sample 1: interviewed from 2013 to January 2019, before the beginning of the COVID-19 pandemic in Russia, N = 390 (159 men, 217 women, 14 did not indicate gender), representatives of different generations. Sample 2: interviewed in 2020, N = 390 (201 men, 189 women), 17–70 years, corresponding in age and number of representatives of different generations to respondents from sample 1. Methods: questionnaire, including socio-demographic data and borrowing experience, “Debt behavior express inventory”. For sample 2, additionally the experience of the COVID-19 pandemic and questionnaire “Attitude of the individual to the epidemiological threat” by T. A. Nestik. Results. For generations of baby boomers, X, Y, there are similar changes in readiness for debt behavior in all areas: borrowing, lending and fulfilling obligations. Compared to the respondents surveyed before the beginning of the pandemic, there are significantly higher values (Student’s t-test, p <0.01) on the scale of “condemnation of borrowers” and significantly lower values on the “rationality of debt behavior” and “avoidance of debt” scales. The difference between generations in experiencing an epidemiological threat is the difference between generation Z and older generations. It is shown that the higher the fear of a worsening economic situation as a result of COVID-19 is, the lower the willingness to both borrow and lend is, and the higher the confidence in one’s ability to cope with difficulties and empathy for others during the pandemic are, the greater the readiness to fulfill debt obligations is.
{"title":"Debt behavior of different generations before and after COVID-19","authors":"M. Gagarina","doi":"10.18500/2304-9790-2021-10-3-240-251","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-240-251","url":null,"abstract":"The relevance of researching debt behavior in the context of the pandemic is associated with the need to understand the changes in the willingness of Russians to postpone the satisfaction of their needs and help others in the face of a worsening epidemiological, economic and social situation in the country. The aim of the study was to compare the debt behavior of the baby boomer generations X, Y and Z before and after the beginning of the pandemic. Research hypothesis, respondents interviewed prior to COVID-19 will have a lower willingness to lend and borrow, and willingness to fulfill obligations will remain unchanged, compared to respondents interviewed after COVID-19. Sample 1: interviewed from 2013 to January 2019, before the beginning of the COVID-19 pandemic in Russia, N = 390 (159 men, 217 women, 14 did not indicate gender), representatives of different generations. Sample 2: interviewed in 2020, N = 390 (201 men, 189 women), 17–70 years, corresponding in age and number of representatives of different generations to respondents from sample 1. Methods: questionnaire, including socio-demographic data and borrowing experience, “Debt behavior express inventory”. For sample 2, additionally the experience of the COVID-19 pandemic and questionnaire “Attitude of the individual to the epidemiological threat” by T. A. Nestik. Results. For generations of baby boomers, X, Y, there are similar changes in readiness for debt behavior in all areas: borrowing, lending and fulfilling obligations. Compared to the respondents surveyed before the beginning of the pandemic, there are significantly higher values (Student’s t-test, p <0.01) on the scale of “condemnation of borrowers” and significantly lower values on the “rationality of debt behavior” and “avoidance of debt” scales. The difference between generations in experiencing an epidemiological threat is the difference between generation Z and older generations. It is shown that the higher the fear of a worsening economic situation as a result of COVID-19 is, the lower the willingness to both borrow and lend is, and the higher the confidence in one’s ability to cope with difficulties and empathy for others during the pandemic are, the greater the readiness to fulfill debt obligations is.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76702386","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-108-117
V. Tolochek
The increase of uncertainty, instability, complexity, ambiguity of the dynamics of the condition of social subjects are among the issues that make vitality problem topical. This results in higher standards for adaptation mechanisms of an individual and social groups (families, work groups, sports, management, project teams) and greater importance of socio-psychological and psychological resources of a person. Not all spontaneously formed adaptation mechanisms of individual and group subjects are adequate for real-life situations, not all of them are developed when it is necessary and change when the goals and requirements of the environment change. The purpose of the study is to conduct research of human vitality under uncertainty conditions; the object of the study is: social and psychological mechanisms and human vitality resources; methods include: historical and theoretical analysis, analysis of empirical research results. Hypothesis: The first stage is maintaining the vitality of an individual and social groups via formation of prosocial mechanisms of behavior according to a model (prototype). The following development stages of vitality involve forming adaptation mechanisms initiated and supported by the evolution of the “internal conditions” of the subject. We analysed the materials related to vitality study in foreign and domestic psychology from the 1960s to the present: historically emerging approaches (five “waves”), subject and tasks, mechanisms and types of human adaptation to the physical and social environment. It is stated that, within the boundar ies of historically formed paradigms, two human states are considered – “below the norm” and “norms” of social, psychological, physical functioning, characteristics of which are described by the concepts of “improvement”, “positive adaptation”, “preservation”, “back to normal”, “optimal condition”, “achieving a good result”; vitality is viewed as the achievement and maintenance of “social homeostasis” by a person, with the focus on the prosocial behavior models of other people, who are reproducing such models. Climbing the heights of physical and spiritual maturity, reaching a higher level of social functioning, the effects of positive changes in survivors of traumatic events remain unexplored, and retain the status of terra incognita.
{"title":"Terra incognita of vitality problem: Open issues. Part 1","authors":"V. Tolochek","doi":"10.18500/2304-9790-2021-10-2-108-117","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-108-117","url":null,"abstract":"The increase of uncertainty, instability, complexity, ambiguity of the dynamics of the condition of social subjects are among the issues that make vitality problem topical. This results in higher standards for adaptation mechanisms of an individual and social groups (families, work groups, sports, management, project teams) and greater importance of socio-psychological and psychological resources of a person. Not all spontaneously formed adaptation mechanisms of individual and group subjects are adequate for real-life situations, not all of them are developed when it is necessary and change when the goals and requirements of the environment change. The purpose of the study is to conduct research of human vitality under uncertainty conditions; the object of the study is: social and psychological mechanisms and human vitality resources; methods include: historical and theoretical analysis, analysis of empirical research results. Hypothesis: The first stage is maintaining the vitality of an individual and social groups via formation of prosocial mechanisms of behavior according to a model (prototype). The following development stages of vitality involve forming adaptation mechanisms initiated and supported by the evolution of the “internal conditions” of the subject. We analysed the materials related to vitality study in foreign and domestic psychology from the 1960s to the present: historically emerging approaches (five “waves”), subject and tasks, mechanisms and types of human adaptation to the physical and social environment. It is stated that, within the boundar ies of historically formed paradigms, two human states are considered – “below the norm” and “norms” of social, psychological, physical functioning, characteristics of which are described by the concepts of “improvement”, “positive adaptation”, “preservation”, “back to normal”, “optimal condition”, “achieving a good result”; vitality is viewed as the achievement and maintenance of “social homeostasis” by a person, with the focus on the prosocial behavior models of other people, who are reproducing such models. Climbing the heights of physical and spiritual maturity, reaching a higher level of social functioning, the effects of positive changes in survivors of traumatic events remain unexplored, and retain the status of terra incognita.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87035895","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-168-175
Svetlana A. Kosareva
The article presents theoretical analysis of the phenomenon of self-organization and its definition and introduces the structural-functional model of pedagogical support for increasing the level of students’ self-organization. It was developed due to the fact that students have well-developed skills of self-organization, since they need to cope with a large amount of autonomous work, and university graduates, since they are required to solve professional problems effectively. The purpose of the study is justification of the content of the model blocks. The hypothesis of the study is that the implementation of the model will provide an increase in the level of students’ self-organization. The model includes the purpose, approaches, principles of teaching, pedagogical conditions, description of teacher and students’ activities, methods, forms and means used in the educational process. The model has criteria, indicators and levels of self-organization as well. The author provides justification for the application of these approaches and principles of teaching, explains the need to create certain pedagogical conditions. Work on increasing the level of students’ self-organization consists of a theoretical and practical part, which correspond to the preparatory and main stages of pedagogical support. Thus, the practical part of the work includes students’ project activities aimed at compiling a textbook, which serves as a basis for training self-organization skills. The control and correction stage is connected with determining the achieved level of self-organization on the basis of its criteria and their indicators. We highlighted and gave a description of three levels of self-organization. The result of the analysis is that students’ level of self-organization becomes higher.
{"title":"Model of pedagogical support of increasing the level of self-organisation in students","authors":"Svetlana A. Kosareva","doi":"10.18500/2304-9790-2021-10-2-168-175","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-168-175","url":null,"abstract":"The article presents theoretical analysis of the phenomenon of self-organization and its definition and introduces the structural-functional model of pedagogical support for increasing the level of students’ self-organization. It was developed due to the fact that students have well-developed skills of self-organization, since they need to cope with a large amount of autonomous work, and university graduates, since they are required to solve professional problems effectively. The purpose of the study is justification of the content of the model blocks. The hypothesis of the study is that the implementation of the model will provide an increase in the level of students’ self-organization. The model includes the purpose, approaches, principles of teaching, pedagogical conditions, description of teacher and students’ activities, methods, forms and means used in the educational process. The model has criteria, indicators and levels of self-organization as well. The author provides justification for the application of these approaches and principles of teaching, explains the need to create certain pedagogical conditions. Work on increasing the level of students’ self-organization consists of a theoretical and practical part, which correspond to the preparatory and main stages of pedagogical support. Thus, the practical part of the work includes students’ project activities aimed at compiling a textbook, which serves as a basis for training self-organization skills. The control and correction stage is connected with determining the achieved level of self-organization on the basis of its criteria and their indicators. We highlighted and gave a description of three levels of self-organization. The result of the analysis is that students’ level of self-organization becomes higher.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81580917","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-158-167
Fedor N. Ponosov, O. Malakhova, Olga A. Zhuchenko
The issue of psychological feasibility of distance learning is understudied and remains relevant both in theoretical and practical terms. The purpose of the study viewed in the article is to identify the connection between students’ preferences to study using the Internet and electronic textbooks with their personal psychological traits. Presumably, confident, self-organized students have a positive attitude towards their use, while anxious, emotionally unstable students have a negative attitude. The study involves 1st – 4th year students (N = 270, aged from 17 to 21 years; 61.3% women) students, who specialize in Economics and Agricultural Industry in Izhevsk State Agricultural Academy. We used the following techniques: questionnaire developed by O. N. Malakhova, O. A. Zhuchenko, aimed at studying students’ preferences and Cattell’s Personality Factor Questionnaire (16-PF), form C, which has the goal to study personality traits that are significant for the research. It was found that there was a direct interconnection between students’ preference to use digital educational resources with their personal psychological traits. The study revealed that students with self-discipline and analytical mindset have a negative attitude to the use of electronic textbooks and distance learning. It was found that among the main personal psychological characteristics of students, which influence their preferences, are sensitivity and radicalism, anxiety and lack of self-discipline. We did not confirm the hypothesis put forward in the study. The applied aspect of the problem under study can be implemented in educational practice to increase the efficiency of educational process and in the development of digital training courses. The research perspectives are related to the study of teacher preferences.
远程学习的心理可行性问题尚未得到充分研究，在理论和实践方面仍然具有相关性。本文研究的目的是确定学生使用互联网和电子教科书的学习偏好与他们的个人心理特征之间的联系。可以推测，自信、自我组织的学生对其使用持积极态度，而焦虑、情绪不稳定的学生则持消极态度。该研究涉及一至四年级学生(N = 270，年龄在17至21岁之间;伊热夫斯克国立农业学院经济和农业专业的学生(61.3%)。我们使用了以下技术:O. N. Malakhova, O. A. Zhuchenko开发的问卷，旨在研究学生的偏好;卡特尔人格因素问卷(16-PF)，表格C，旨在研究对研究有意义的人格特征。研究发现，学生对数字教育资源的使用偏好与其个人心理特征之间存在着直接的联系。研究显示，具有自律和分析思维的学生对使用电子教科书和远程教育持消极态度。研究发现，影响大学生择优的主要个人心理特征是敏感和激进、焦虑和缺乏自律。我们没有证实研究中提出的假设。所研究问题的应用方面可以应用到教育实践中，以提高教育过程的效率和数字培训课程的开发。研究视角与教师偏好研究有关。
{"title":"Students’ choice of digital educational resource: Psychological aspect","authors":"Fedor N. Ponosov, O. Malakhova, Olga A. Zhuchenko","doi":"10.18500/2304-9790-2021-10-2-158-167","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-158-167","url":null,"abstract":"The issue of psychological feasibility of distance learning is understudied and remains relevant both in theoretical and practical terms. The purpose of the study viewed in the article is to identify the connection between students’ preferences to study using the Internet and electronic textbooks with their personal psychological traits. Presumably, confident, self-organized students have a positive attitude towards their use, while anxious, emotionally unstable students have a negative attitude. The study involves 1st – 4th year students (N = 270, aged from 17 to 21 years; 61.3% women) students, who specialize in Economics and Agricultural Industry in Izhevsk State Agricultural Academy. We used the following techniques: questionnaire developed by O. N. Malakhova, O. A. Zhuchenko, aimed at studying students’ preferences and Cattell’s Personality Factor Questionnaire (16-PF), form C, which has the goal to study personality traits that are significant for the research. It was found that there was a direct interconnection between students’ preference to use digital educational resources with their personal psychological traits. The study revealed that students with self-discipline and analytical mindset have a negative attitude to the use of electronic textbooks and distance learning. It was found that among the main personal psychological characteristics of students, which influence their preferences, are sensitivity and radicalism, anxiety and lack of self-discipline. We did not confirm the hypothesis put forward in the study. The applied aspect of the problem under study can be implemented in educational practice to increase the efficiency of educational process and in the development of digital training courses. The research perspectives are related to the study of teacher preferences.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87620145","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-139-149
D. A. Meshcheryakov
One of the important and relevant problems of social psychology is the study of the role of will characteristics as important regulators of risk behavior. It is especially interesting to investigate it in such a specific social group as military personnel, whose activities are associated with risk both directly and indirectly. In view of this, the purpose of the research presented in the article is to study changes in volitional determination of risk and rational behavior of the military university students in the process of professional military socialization. As a hypothesis, we suggest that different volitional characteristics mainly determine risk behavior and behavior associated with rationality. The research involves 182 military students (aged M = 20.5; SD = 1.6) of Saratov Military Institute of the National Guard of the Russian Federation. We used the following techniques to analyze changes in volitional determination of rational and risk behavior: the technique for diagnosing the manifestation of volitional personality traits “Volitional personality traits” (M. V. Chumakov); “Risk-taking” questionnaire (A. M. Schubert); the technique for diagnosing two personality traits – readiness for risk and rationality – as psychological variables reflecting the characteristics of personal regulation of the subject’s choices (such as decision-making) in the broad context of life situations “Personality factors of decision making” (T. V. Kornilova). We revealed the complication of the volitional determination of rational and risk behavior in the process of professional military socialization; we also found major volitional personality traits, that are predictors of readiness for risk and rationality. It is shown that 8% of variations in rational behavior are due to purposefulness and initiative, and 8% of variations in risk behavior are due to persistence. The study of the identified parameters can help in determining the inclination to risk and rationality of military personnel, their influence on behavior in the course of performing service and combat missions and, consequently, on their more effective and high-quality performance.
社会心理学的一个重要和相关的问题是研究意志特征作为风险行为的重要调节者的作用。在军事人员这样一个特殊的社会群体中进行调查尤其有趣，因为他们的活动直接和间接地与风险有关。鉴于此，本文的研究目的是研究军队大学生在专业化军队社会化过程中风险意志决定和理性行为的变化。作为假设，我们认为不同的意志特征主要决定了风险行为和与理性相关的行为。研究对象为182名军校学生(年龄M = 20.5;SD = 1.6)，来自俄罗斯联邦国民警卫队萨拉托夫军事学院。我们使用了以下技术来分析理性和风险行为的意志决定的变化:诊断意志人格特征表现的技术“意志人格特征”(M. V. Chumakov);“冒险”问卷(A. M. Schubert);诊断两种人格特征——风险准备和理性——的技术，作为心理变量，反映了在广泛的生活情境中个人对主体选择(如决策)的调节特征。“决策的人格因素”(t.v. Kornilova)。揭示了军人专业化社会化过程中理性与风险行为意志决定的复杂性;我们还发现了主要的意志性人格特征，这是风险准备和理性的预测因素。研究表明，理性行为中8%的变化是由于目的性和主动性，而风险行为中8%的变化是由于持久性。对所确定参数的研究有助于确定军事人员的风险倾向和合理性，以及它们对执行服务和战斗任务过程中的行为的影响，从而有助于确定他们更有效和高质量的表现。
{"title":"Characteristics of will as predictors of risk inclination of military university students in the process of professional military socialization","authors":"D. A. Meshcheryakov","doi":"10.18500/2304-9790-2021-10-2-139-149","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-139-149","url":null,"abstract":"One of the important and relevant problems of social psychology is the study of the role of will characteristics as important regulators of risk behavior. It is especially interesting to investigate it in such a specific social group as military personnel, whose activities are associated with risk both directly and indirectly. In view of this, the purpose of the research presented in the article is to study changes in volitional determination of risk and rational behavior of the military university students in the process of professional military socialization. As a hypothesis, we suggest that different volitional characteristics mainly determine risk behavior and behavior associated with rationality. The research involves 182 military students (aged M = 20.5; SD = 1.6) of Saratov Military Institute of the National Guard of the Russian Federation. We used the following techniques to analyze changes in volitional determination of rational and risk behavior: the technique for diagnosing the manifestation of volitional personality traits “Volitional personality traits” (M. V. Chumakov); “Risk-taking” questionnaire (A. M. Schubert); the technique for diagnosing two personality traits – readiness for risk and rationality – as psychological variables reflecting the characteristics of personal regulation of the subject’s choices (such as decision-making) in the broad context of life situations “Personality factors of decision making” (T. V. Kornilova). We revealed the complication of the volitional determination of rational and risk behavior in the process of professional military socialization; we also found major volitional personality traits, that are predictors of readiness for risk and rationality. It is shown that 8% of variations in rational behavior are due to purposefulness and initiative, and 8% of variations in risk behavior are due to persistence. The study of the identified parameters can help in determining the inclination to risk and rationality of military personnel, their influence on behavior in the course of performing service and combat missions and, consequently, on their more effective and high-quality performance.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"1986 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90331708","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-98-107
A. Kaptsov, E. Nekrasova
The relevant problem of social educational psychology is to identify states of self-organization and self-development of students’ psychological traits in the academic group. One of the possible ways to solve the problem is to use the mathematical theory of dynamic systems to determine the attractors of the development stages of university students’ agency. The purpose of the study presented in the article is to substantiate application of the theory of complex dynamic systems in modeling development stages of university students’ agency. Hypothesis of the study: the theory of complex dynamic systems is applicable to modeling the development stages of university students’ agency. Approbation of the theory of dynamical systems was carried out in the course of a longitudinal study in four groups of 1st to 4th year full-time students (N = 79; M = 19.6; SD = 2.4 years; 100% women). The study revealed that the development stages of university students’ agency have one stable stationary state. The interval between two measurements was 28 weeks. The most common attractors are found in the “learner” and “master” stages. We revealed two stable states in the stages in the second-year students’ group. The stages indicate presence of micro groups with different levels of manifestation of development stages of agency, which are characterized by the phenomenon of self-organization in the academic group. The applied aspect of the study is to create a dynamic model of the stages of university students’ agency development in a separate academic group. The research showed prospects of applying the dynamic systems theory combined with the ecopsychological approach.
{"title":"Attractors of university students’ agency development stages","authors":"A. Kaptsov, E. Nekrasova","doi":"10.18500/2304-9790-2021-10-2-98-107","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-98-107","url":null,"abstract":"The relevant problem of social educational psychology is to identify states of self-organization and self-development of students’ psychological traits in the academic group. One of the possible ways to solve the problem is to use the mathematical theory of dynamic systems to determine the attractors of the development stages of university students’ agency. The purpose of the study presented in the article is to substantiate application of the theory of complex dynamic systems in modeling development stages of university students’ agency. Hypothesis of the study: the theory of complex dynamic systems is applicable to modeling the development stages of university students’ agency. Approbation of the theory of dynamical systems was carried out in the course of a longitudinal study in four groups of 1st to 4th year full-time students (N = 79; M = 19.6; SD = 2.4 years; 100% women). The study revealed that the development stages of university students’ agency have one stable stationary state. The interval between two measurements was 28 weeks. The most common attractors are found in the “learner” and “master” stages. We revealed two stable states in the stages in the second-year students’ group. The stages indicate presence of micro groups with different levels of manifestation of development stages of agency, which are characterized by the phenomenon of self-organization in the academic group. The applied aspect of the study is to create a dynamic model of the stages of university students’ agency development in a separate academic group. The research showed prospects of applying the dynamic systems theory combined with the ecopsychological approach.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"246 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77420274","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-118-128
Nurzhan S. Mekebaev, Yulia M. Perevozkina
The relevance of the study is conditioned by changes taking place in the Russian Armed Forces, which are associated with the growth of military conflicts, with reforms and reorganizations in the structure of the National Guard, etc. Therefore, it imposes certain requirements on the professional training of the military personnel of the National Guard, who must fulfill several roles simultaneously and harmoniously integrate them into within their personality. The purpose of the study stated in the article is a theoretical analysis of the cadets’ role behavior, identification of conceptual avenues of theoretical and empirical research in this area, as well as justification of the metasystem approach in the study of the cadets’ role behavior. Presumably, the metasystem approach is applicable to modeling cadets’ role behavior. We used the following research methods: problemological analysis of military personnel role behavior, comparison of empirical studies on role behavior in the field of military psychology. It is shown that the theoretical analysis of military personnel role behavior reveals that all studies can be divided into three large groups that create conceptual foundations for understanding the problem. Firstly, a significant part of the study is devoted to the analysis of consistent integration of different roles into the structure of military personnel personality. Secondly, we scrupulously studied the determinants and correlates of military personnel role behavior. Thirdly, an important role is played by the research aimed at studying mental models of military personnel’s team work, as well as their impact on the effectiveness of mastering the role of a senior officer. We established that the problem of cadets’ role behavior can be viewed in the context of the metasystem approach, which reflects the specific regularities of social reality within the framework of the phenomenon under study. We showed that the role-based development of cadets is implemented within the multidimensionally organized system complex, functional components (culture, society and personality) of which have a common root and are ontologically inseparable.
{"title":"Theoretical foundations of structural components and determinants of cadets’ role interaction: Metasystem approach","authors":"Nurzhan S. Mekebaev, Yulia M. Perevozkina","doi":"10.18500/2304-9790-2021-10-2-118-128","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-118-128","url":null,"abstract":"The relevance of the study is conditioned by changes taking place in the Russian Armed Forces, which are associated with the growth of military conflicts, with reforms and reorganizations in the structure of the National Guard, etc. Therefore, it imposes certain requirements on the professional training of the military personnel of the National Guard, who must fulfill several roles simultaneously and harmoniously integrate them into within their personality. The purpose of the study stated in the article is a theoretical analysis of the cadets’ role behavior, identification of conceptual avenues of theoretical and empirical research in this area, as well as justification of the metasystem approach in the study of the cadets’ role behavior. Presumably, the metasystem approach is applicable to modeling cadets’ role behavior. We used the following research methods: problemological analysis of military personnel role behavior, comparison of empirical studies on role behavior in the field of military psychology. It is shown that the theoretical analysis of military personnel role behavior reveals that all studies can be divided into three large groups that create conceptual foundations for understanding the problem. Firstly, a significant part of the study is devoted to the analysis of consistent integration of different roles into the structure of military personnel personality. Secondly, we scrupulously studied the determinants and correlates of military personnel role behavior. Thirdly, an important role is played by the research aimed at studying mental models of military personnel’s team work, as well as their impact on the effectiveness of mastering the role of a senior officer. We established that the problem of cadets’ role behavior can be viewed in the context of the metasystem approach, which reflects the specific regularities of social reality within the framework of the phenomenon under study. We showed that the role-based development of cadets is implemented within the multidimensionally organized system complex, functional components (culture, society and personality) of which have a common root and are ontologically inseparable.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85312326","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-176-184
E. Morozova, Nikolay V. Sayapin, Maria P. Zinovyeva
The results of the international forum “Humanization of the educational space – 2021: digitalization of the educational environment”, which was held on February 18–19, 2021 in Saratov, are presented. The conference was organized by the Federal State Budgetary Educational Institution of Higher Education “Saratov National Research State University named after N. G. Chernyshevsky”, the Faculty of Pedagogical and Special Needs Education; Federal State Budgetary Scientific Institution “Institute for the Study of Childhood, Family and Education of the Russian Academy of Education”; Baranovichi State University (Republic of Belarus); West Kazakhstan Innovation and Technological University (Republic of Kazakhstan); Fergana State University (Republic of Uzbekistan).
{"title":"Humanization of the educational space – 2021: Digitalization of the educational environment (Overall results of the international forum)","authors":"E. Morozova, Nikolay V. Sayapin, Maria P. Zinovyeva","doi":"10.18500/2304-9790-2021-10-2-176-184","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-176-184","url":null,"abstract":"The results of the international forum “Humanization of the educational space – 2021: digitalization of the educational environment”, which was held on February 18–19, 2021 in Saratov, are presented. The conference was organized by the Federal State Budgetary Educational Institution of Higher Education “Saratov National Research State University named after N. G. Chernyshevsky”, the Faculty of Pedagogical and Special Needs Education; Federal State Budgetary Scientific Institution “Institute for the Study of Childhood, Family and Education of the Russian Academy of Education”; Baranovichi State University (Republic of Belarus); West Kazakhstan Innovation and Technological University (Republic of Kazakhstan); Fergana State University (Republic of Uzbekistan).","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86062160","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-129-138
S. B. Perevozkin, Yulia M. Perevozkina
The relevance of the study is conditioned by rapid transition to digital forms of education, which is associated with the pandemic. Students have changed the way they interact with teachers and with each other, which constantly leads to transformation of personal meanings, values, rethinking of their purpose and role in the educational process. The purpose of the study, presented in the article, is to investigate unusual characteristics of the semantic sphere regarding male and female students’ academic activity. Hypothesis: semantic content of academic activity differs in male and female students. Participants are first-year full-time students, studying at the Faculty of Psychology, Faculty of Engineering and Economics and Faculty of Human Resources Management (N = 102, aged from 18 to 22 years, 52 participants are female students and 50 participants are male students). The participants were tested using Life-Purpose Orientations Test (D. A. Leontiev) and the Ultimate Meanings Technique (D. A. Leontiev). Based on the latter methodology, the entire sample was divided into five groups depending on the presence of a certain meaning. The conjugation of ultimate meanings and gender was determined using φ-Pearson criterion, while MANOVA criterion helped to investigate differences in life-purpose orientations depending on gender and ultimate meanings. We established differentiation within ultimate meanings in education depending on gender of a student: men are focused on respect and safety, while women are focused on getting pleasure and gaining confidence. We found that women connect getting pleasure and gaining confidence while learning with monitoring their lives, whereas male students connect it with the ultimate meanings of security and respect, satisfaction with their own lives and the feeling of being able to influence their life. The obtained results can help to draw the following conclusion: development of the individual system of life-purpose orientations and its functioning in the educational situation are interconnected with gender as one of the most essential biosocial characteristics of an individual.
这项研究的相关性取决于迅速向数字形式的教育过渡，这与大流行病有关。学生改变了他们与老师和彼此之间的互动方式，这不断导致个人意义和价值观的转变，重新思考他们在教育过程中的目的和角色。本文的研究目的是探讨男女学生学术活动中语义领域的不同特征。假设:男女学生学术活动的语义内容不同。研究对象为心理学院、工程与经济学院和人力资源管理学院的全日制一年级学生(N = 102，年龄18 - 22岁，其中女生52人，男生50人)。采用生活目的取向测验(D. A. Leontiev)和终极意义技术(D. A. Leontiev)对被试进行测试。基于后一种方法，整个样本根据某种意义的存在被分为五组。终极意义与性别的结合采用φ-Pearson标准，而方差分析标准有助于研究性别和终极意义对人生目标取向的影响。我们根据学生的性别在教育的终极意义中建立了差异化:男性关注尊重和安全，而女性关注获得快乐和获得自信。我们发现，女性将在学习中获得快乐和获得自信与监控自己的生活联系起来，而男性学生则将其与安全和尊重的终极意义、对自己生活的满意度以及能够影响自己生活的感觉联系起来。所获得的结果可以帮助得出以下结论:个人生活目标取向系统的发展及其在教育情况下的功能与性别作为个人最基本的生物社会特征之一相互关联。
{"title":"Characteristics of the ultimate meanings and students’ life-purpose orientations depending on the gender","authors":"S. B. Perevozkin, Yulia M. Perevozkina","doi":"10.18500/2304-9790-2021-10-2-129-138","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-129-138","url":null,"abstract":"The relevance of the study is conditioned by rapid transition to digital forms of education, which is associated with the pandemic. Students have changed the way they interact with teachers and with each other, which constantly leads to transformation of personal meanings, values, rethinking of their purpose and role in the educational process. The purpose of the study, presented in the article, is to investigate unusual characteristics of the semantic sphere regarding male and female students’ academic activity. Hypothesis: semantic content of academic activity differs in male and female students. Participants are first-year full-time students, studying at the Faculty of Psychology, Faculty of Engineering and Economics and Faculty of Human Resources Management (N = 102, aged from 18 to 22 years, 52 participants are female students and 50 participants are male students). The participants were tested using Life-Purpose Orientations Test (D. A. Leontiev) and the Ultimate Meanings Technique (D. A. Leontiev). Based on the latter methodology, the entire sample was divided into five groups depending on the presence of a certain meaning. The conjugation of ultimate meanings and gender was determined using φ-Pearson criterion, while MANOVA criterion helped to investigate differences in life-purpose orientations depending on gender and ultimate meanings. We established differentiation within ultimate meanings in education depending on gender of a student: men are focused on respect and safety, while women are focused on getting pleasure and gaining confidence. We found that women connect getting pleasure and gaining confidence while learning with monitoring their lives, whereas male students connect it with the ultimate meanings of security and respect, satisfaction with their own lives and the feeling of being able to influence their life. The obtained results can help to draw the following conclusion: development of the individual system of life-purpose orientations and its functioning in the educational situation are interconnected with gender as one of the most essential biosocial characteristics of an individual.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82823105","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 : 2021-06-24DOI: 10.18500/2304-9790-2021-10-2-150-157
I. Ponomareva
The article presents data on studying correspondence between psychological defense mechanisms and coping strategies in teenage and adolescent years within the context of a unified system of self-regulation and adaptation. The relevance of research into defensive-coping behavior is conditioned by the need to understand interaction between defense mechanisms and coping strategies in teenage years and adolescence, as well as to solve the practical problem, i.e. to improve adaptive capabilities of adolescents and young men in stressful situations by reducing non-constructive forms of defensive-coping behavior. The purpose of the study is to investigate the interconnection between defense mechanisms and coping strategies as an individual makes a transition from teenage to adolescent years. Supposedly, defense mechanisms and coping strategies can both complement and contradict each other in teenage and adolescent years. The study was carried out on a sample (N = 203) consisting of representatives of teenage (n = 94, aged 12 to 15) and adolescent age groups (n = 109, aged 17 to 19), who attended general education and vocational schools of the town of Lipetsk. We used the following techniques: Life style index (R. Plutchik et al.), SACS test (S. Hobfoll). Based on the factor analysis, we singled out 4 styles of defensive-coping behaviour in teenagers (which explain 56.2% of general dispersion) and 5 styles of defensive-coping behaviour in adolescents (which explain 62.1% of general dispersion). We determined the factorial structure of the defensive-coping behavior of adolescents and young men. The analysis of the variables of the identified factors established the following: 1) problem-oriented coping strategies are in opposition to the defensive mechanism of regression; 2) immature forms of defense mechanisms (regression and substitution) "support" non-constructive coping strategies; 3) in adolescence, problem-oriented coping is used more actively. To ensure positive result in counseling practice with adolescents and young men, it is important to work with both non-constructive coping strategies and immature defenses.
{"title":"Defensive-coping behaviour in teenagers and adolescents","authors":"I. Ponomareva","doi":"10.18500/2304-9790-2021-10-2-150-157","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-2-150-157","url":null,"abstract":"The article presents data on studying correspondence between psychological defense mechanisms and coping strategies in teenage and adolescent years within the context of a unified system of self-regulation and adaptation. The relevance of research into defensive-coping behavior is conditioned by the need to understand interaction between defense mechanisms and coping strategies in teenage years and adolescence, as well as to solve the practical problem, i.e. to improve adaptive capabilities of adolescents and young men in stressful situations by reducing non-constructive forms of defensive-coping behavior. The purpose of the study is to investigate the interconnection between defense mechanisms and coping strategies as an individual makes a transition from teenage to adolescent years. Supposedly, defense mechanisms and coping strategies can both complement and contradict each other in teenage and adolescent years. The study was carried out on a sample (N = 203) consisting of representatives of teenage (n = 94, aged 12 to 15) and adolescent age groups (n = 109, aged 17 to 19), who attended general education and vocational schools of the town of Lipetsk. We used the following techniques: Life style index (R. Plutchik et al.), SACS test (S. Hobfoll). Based on the factor analysis, we singled out 4 styles of defensive-coping behaviour in teenagers (which explain 56.2% of general dispersion) and 5 styles of defensive-coping behaviour in adolescents (which explain 62.1% of general dispersion). We determined the factorial structure of the defensive-coping behavior of adolescents and young men. The analysis of the variables of the identified factors established the following: 1) problem-oriented coping strategies are in opposition to the defensive mechanism of regression; 2) immature forms of defense mechanisms (regression and substitution) \"support\" non-constructive coping strategies; 3) in adolescence, problem-oriented coping is used more actively. To ensure positive result in counseling practice with adolescents and young men, it is important to work with both non-constructive coping strategies and immature defenses.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"147 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86098097","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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