Introduction. Along with the increase in the elderly population, the difficulties of old age, such as illness, poverty, loneliness, and inactivity of the elderly, are becoming social problems, and the biggest difficulty among them is poverty. As a countermeasure against economic difficulties, Korean elderly people try to resolve them by continuing to work and vocational education. Person-job fit and meaning of work are important to continue working even in old age, but previous studies on old-age work in Korea lacked interest in person-job fit and meaning of work. This study aimed to find out the mediating effect of meaning of work in the effect of person-job fit on job satisfaction of elderly people aged 60 or older who are currently working. Based on the results of this study, it will be suggested that vocational education for the elderly is important to improve job satisfaction through the meaning of work and personal-work fit of the elderly. Research methods. A survey was conducted in May and June 2022 with elderly people aged 60 or older who are currently working, and finally, the data of 255 subjects were used for analysis. Frequency analysis, t-test, one-way ANOVA, correlation analysis were conducted using SPSS Win 24.0 version and moderating effect analysis was conducted using SPSS PROCESS macro 4.1 version. Results. First, in the case of working Korean elderly people, person-job fit, which means the fit between the characteristics of the job they are currently doing and their personal characteristics, scored 3.59, job satisfaction scored 3.57 points, and meaning of work scored 3.73 points out of 5 points in full, and all of them were high level above the median. Second, there were differences in person-job fit, job satisfaction, and meaning of work according to the personal characteristics of the elderly. Third, the higher the person-job fit of the elderly, the higher the job satisfaction. Fourth, the meaning of work mediated the relationship between the person-job fit and job satisfaction of the elderly. Practical significance. Person-job fit is important to increase the job satisfaction of the working elderly, but a plan to help them find the meaning of work is also needed. Therefore, customized vocational education for the elderly is important. It is necessary to provide customized vocational education according to the age, marriage status, academic level, economic status, health status, future work intention of each elderly person. And, it is necessary to provide various services such as job counseling, mediation, employment linkage, and follow-up management along with job education training. Through these services, personal-job fit is enhanced, meaning of work is found, and ultimately it is expected to increase job satisfaction and improve quality of life.
{"title":"A study on the mediating effect of the meaning of work in the effect of person-job fit on job satisfaction in terms of vocational education for the Korean elderly","authors":"Byoung-Woo Park, Yun-Jeong Kim","doi":"10.32744/pse.2023.4.20","DOIUrl":"https://doi.org/10.32744/pse.2023.4.20","url":null,"abstract":"Introduction. Along with the increase in the elderly population, the difficulties of old age, such as illness, poverty, loneliness, and inactivity of the elderly, are becoming social problems, and the biggest difficulty among them is poverty. As a countermeasure against economic difficulties, Korean elderly people try to resolve them by continuing to work and vocational education. Person-job fit and meaning of work are important to continue working even in old age, but previous studies on old-age work in Korea lacked interest in person-job fit and meaning of work. This study aimed to find out the mediating effect of meaning of work in the effect of person-job fit on job satisfaction of elderly people aged 60 or older who are currently working. Based on the results of this study, it will be suggested that vocational education for the elderly is important to improve job satisfaction through the meaning of work and personal-work fit of the elderly. Research methods. A survey was conducted in May and June 2022 with elderly people aged 60 or older who are currently working, and finally, the data of 255 subjects were used for analysis. Frequency analysis, t-test, one-way ANOVA, correlation analysis were conducted using SPSS Win 24.0 version and moderating effect analysis was conducted using SPSS PROCESS macro 4.1 version. Results. First, in the case of working Korean elderly people, person-job fit, which means the fit between the characteristics of the job they are currently doing and their personal characteristics, scored 3.59, job satisfaction scored 3.57 points, and meaning of work scored 3.73 points out of 5 points in full, and all of them were high level above the median. Second, there were differences in person-job fit, job satisfaction, and meaning of work according to the personal characteristics of the elderly. Third, the higher the person-job fit of the elderly, the higher the job satisfaction. Fourth, the meaning of work mediated the relationship between the person-job fit and job satisfaction of the elderly. Practical significance. Person-job fit is important to increase the job satisfaction of the working elderly, but a plan to help them find the meaning of work is also needed. Therefore, customized vocational education for the elderly is important. It is necessary to provide customized vocational education according to the age, marriage status, academic level, economic status, health status, future work intention of each elderly person. And, it is necessary to provide various services such as job counseling, mediation, employment linkage, and follow-up management along with job education training. Through these services, personal-job fit is enhanced, meaning of work is found, and ultimately it is expected to increase job satisfaction and improve quality of life.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43400647","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}
E. G. Gutsu, N. Demeneva, S. Zaitseva, O. V. Kolesova, T. Mayasova
Introduction. Goal setting is one of the most important universal educational activities of primary students, which involves setting of an educational task related to the student’s mastering of the mode of action. In the context of development of functional literacy, it is necessary to determine which goals are set by children when performing competence-oriented tasks that involve the application of knowledge in real life situations. The research is aimed at studying the goal-setting activity in primary students when solving competenceoriented tasks. Materials and methods. In order to identify the level of development of the goal-setting activity in students, a diagnostic technique that involved solving a competence-oriented mathematical problem and determining the goals for completing this task, was designed. The research involved 478 fourth-grade students (children aged 9.5-10.5 years). Results. An analysis of the diagnostic results has shown that only about 23% of the fourth-grade students (3.1% with a high level and 20.5% with an average level of goal-setting activity) were able to formulate specific learning tasks related to the content of the assignment. Only about 40% of primary students correctly solved a mathematical problem, were able to orient themselves in the proposed life situation and correlate it with mathematical concepts and modes of action. The analysis of the research data has demonstrated that only 38% of primary students who successfully coped with the solution of a competence-oriented mathematical task had a high or medium level of goalsetting activity, which indicated both problems with the verbalization of intuitively perceived learning tasks and problems in organizing the goal-setting activities of students (χ2 = 13.277; p<0.001). Discussion and conclusion. The development of goal-setting activity should become part of the overall work on the mastering by students of all components of educational activity. It is important to perform a gradual transition from goal setting by the teacher to the goal setting by students and independent determination of learning objectives by the student. When organizing such work, it is necessary to set goals at different levels: goals for studying a topic or section of the program; general goals of the lesson; goals associated with the assimilation of new material; goals for performing specific tasks. Particular attention should be paid to the work on setting goals in the process of achieving meta-subject results of primary education related to the functional literacy of students.
{"title":"Studying the goal-setting activity in primary students in the context of functional literacy","authors":"E. G. Gutsu, N. Demeneva, S. Zaitseva, O. V. Kolesova, T. Mayasova","doi":"10.32744/pse.2023.4.15","DOIUrl":"https://doi.org/10.32744/pse.2023.4.15","url":null,"abstract":"Introduction. Goal setting is one of the most important universal educational activities of primary students, which involves setting of an educational task related to the student’s mastering of the mode of action. In the context of development of functional literacy, it is necessary to determine which goals are set by children when performing competence-oriented tasks that involve the application of knowledge in real life situations. The research is aimed at studying the goal-setting activity in primary students when solving competenceoriented tasks. Materials and methods. In order to identify the level of development of the goal-setting activity in students, a diagnostic technique that involved solving a competence-oriented mathematical problem and determining the goals for completing this task, was designed. The research involved 478 fourth-grade students (children aged 9.5-10.5 years). Results. An analysis of the diagnostic results has shown that only about 23% of the fourth-grade students (3.1% with a high level and 20.5% with an average level of goal-setting activity) were able to formulate specific learning tasks related to the content of the assignment. Only about 40% of primary students correctly solved a mathematical problem, were able to orient themselves in the proposed life situation and correlate it with mathematical concepts and modes of action. The analysis of the research data has demonstrated that only 38% of primary students who successfully coped with the solution of a competence-oriented mathematical task had a high or medium level of goalsetting activity, which indicated both problems with the verbalization of intuitively perceived learning tasks and problems in organizing the goal-setting activities of students (χ2 = 13.277; p<0.001). Discussion and conclusion. The development of goal-setting activity should become part of the overall work on the mastering by students of all components of educational activity. It is important to perform a gradual transition from goal setting by the teacher to the goal setting by students and independent determination of learning objectives by the student. When organizing such work, it is necessary to set goals at different levels: goals for studying a topic or section of the program; general goals of the lesson; goals associated with the assimilation of new material; goals for performing specific tasks. Particular attention should be paid to the work on setting goals in the process of achieving meta-subject results of primary education related to the functional literacy of students.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45230160","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}
Introduction. In recent years, digitalization has been actively developing in the system of professional education and takes an important role in the UNESCO strategy related to culture, science and education. The learning process in the digital educational environment is being transformed, a new level of quality is being acquired. The sustainable development of educational systems of students actualizes the improvement of the quality of education in the digital educational environment, which are actively developed within the framework of digital didactics The purpose of the study is to identify the features of the implementation of interactive didactic support for students for improvement of distance learning format. Materials and methods. In accordance with the statements of the activity, system and information approaches, an author's questionnaire has been developed. The survey involved 100 first- and second-year students of the Moscow State Educational Complex studying in the field of study "Network and system administration". The age of the respondents is from 17 to 20 years, among which 30% are women. The survey was conducted using the Google Forms tool. The involvement of students in educational activities in the conditions of distance and traditional formats of education was studied at the first stage. At the second stage, the preference of students in the choice of forms of didactic support was revealed: face-to-face consultations according to the schedule, group chat with the teacher, video conferences with the ability to ask questions, simulators for practicing problem solving methods, short video lectures. Respondents were asked to rank three of the five proposed items in order of importance. Results. Distance learning format was chosen by 46% of respondents, and mixed – by 54%. Most of the students (60%) indicated that they use other sources of information in the learning process. Among the forms of didactic support, it was revealed that students prefer face-to-face consultations with a teacher (average position score for 1st year students is 2.05, 2nd year students – 2.15), group chat (1.2 and 1.75 points, respectively) and videoconferencing with the ability to ask questions to the teacher (1.65 and 1.2 points). Less significant for students are short video lectures (0.8 and 0.75 points) and simulators for practicing problem solving methods (0.2 and 0.25 points). The results of the survey confirm that blended learning, in comparison with distance learning, has significant advantages. Conclusion. The development of the digital educational environment involves the adjustment of the professional competencies of the teacher so that he is in the leading subject position in the organization of didactic support for students. An important area of digital didactics is the improvement of interactive educational technologies for the effective support of students.
{"title":"Interactive didactic support for students in a digital learning environment","authors":"Andrei V. Dorofeev, Tatiana G. Korchagina","doi":"10.32744/pse.2023.4.3","DOIUrl":"https://doi.org/10.32744/pse.2023.4.3","url":null,"abstract":"Introduction. In recent years, digitalization has been actively developing in the system of professional education and takes an important role in the UNESCO strategy related to culture, science and education. The learning process in the digital educational environment is being transformed, a new level of quality is being acquired. The sustainable development of educational systems of students actualizes the improvement of the quality of education in the digital educational environment, which are actively developed within the framework of digital didactics The purpose of the study is to identify the features of the implementation of interactive didactic support for students for improvement of distance learning format. Materials and methods. In accordance with the statements of the activity, system and information approaches, an author's questionnaire has been developed. The survey involved 100 first- and second-year students of the Moscow State Educational Complex studying in the field of study \"Network and system administration\". The age of the respondents is from 17 to 20 years, among which 30% are women. The survey was conducted using the Google Forms tool. The involvement of students in educational activities in the conditions of distance and traditional formats of education was studied at the first stage. At the second stage, the preference of students in the choice of forms of didactic support was revealed: face-to-face consultations according to the schedule, group chat with the teacher, video conferences with the ability to ask questions, simulators for practicing problem solving methods, short video lectures. Respondents were asked to rank three of the five proposed items in order of importance. Results. Distance learning format was chosen by 46% of respondents, and mixed – by 54%. Most of the students (60%) indicated that they use other sources of information in the learning process. Among the forms of didactic support, it was revealed that students prefer face-to-face consultations with a teacher (average position score for 1st year students is 2.05, 2nd year students – 2.15), group chat (1.2 and 1.75 points, respectively) and videoconferencing with the ability to ask questions to the teacher (1.65 and 1.2 points). Less significant for students are short video lectures (0.8 and 0.75 points) and simulators for practicing problem solving methods (0.2 and 0.25 points). The results of the survey confirm that blended learning, in comparison with distance learning, has significant advantages. Conclusion. The development of the digital educational environment involves the adjustment of the professional competencies of the teacher so that he is in the leading subject position in the organization of didactic support for students. An important area of digital didactics is the improvement of interactive educational technologies for the effective support of students.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44037715","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}
Introduction. The study of current state of patriotic education of students is a socially important task: they represent a socially active group in terms of age-specific psychological characteristics and have a great potential for comprehensive development, on the one hand, while experiencing certain difficulties in self-realisation, communication, adequacy of life perception, hardships in combining study and work, on the other hand. The purpose of the work is to justify the principles of patriotic education of students. Materials and methods. The authors used scientific publications of the period 2017-2023, that highlight various aspects of patriotic education of students and cadets, as well as rely on the basic provisions of the Methodological Recommendations “Foundations of patriotic education of Russian Federation citizens”. Results. The analysis of modern theoretical and applied studies on patriotic education has shown quite a high methodological level of articles linking the concept of patriotism with patriotic culture, homeland security concept, personal values, conscious and creative fulfilment of civil and military duty, etc. Both positive and negative psychological phenomena in perceiving patriotism were observed: from the students’ evident understanding of the importance of patriotism and active involvement in patriotic work to underestimation of the role of patriotism and passivity in this sphere. It is necessary to secure objective evaluation of the patriotic sentiment as well as the creation of due conditions for its development through all resources and means of the educational organisation. Conclusion. The following principles of students’ patriotic education have been substantiated: scientific rigour, consistency, continuity, relevance, activity, integrity, creativity, regularity. The proposed approach to understanding the principles of patriotic education of students is considered as a methodological contribution to the further development of the theory and practice of patriotic education at higher school.
{"title":"Principles of students’ patriotic education","authors":"Sergey P. Kulikov, Anastasia N. Lysakova","doi":"10.32744/pse.2023.4.2","DOIUrl":"https://doi.org/10.32744/pse.2023.4.2","url":null,"abstract":"Introduction. The study of current state of patriotic education of students is a socially important task: they represent a socially active group in terms of age-specific psychological characteristics and have a great potential for comprehensive development, on the one hand, while experiencing certain difficulties in self-realisation, communication, adequacy of life perception, hardships in combining study and work, on the other hand. The purpose of the work is to justify the principles of patriotic education of students. Materials and methods. The authors used scientific publications of the period 2017-2023, that highlight various aspects of patriotic education of students and cadets, as well as rely on the basic provisions of the Methodological Recommendations “Foundations of patriotic education of Russian Federation citizens”. Results. The analysis of modern theoretical and applied studies on patriotic education has shown quite a high methodological level of articles linking the concept of patriotism with patriotic culture, homeland security concept, personal values, conscious and creative fulfilment of civil and military duty, etc. Both positive and negative psychological phenomena in perceiving patriotism were observed: from the students’ evident understanding of the importance of patriotism and active involvement in patriotic work to underestimation of the role of patriotism and passivity in this sphere. It is necessary to secure objective evaluation of the patriotic sentiment as well as the creation of due conditions for its development through all resources and means of the educational organisation. Conclusion. The following principles of students’ patriotic education have been substantiated: scientific rigour, consistency, continuity, relevance, activity, integrity, creativity, regularity. The proposed approach to understanding the principles of patriotic education of students is considered as a methodological contribution to the further development of the theory and practice of patriotic education at higher school.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48660363","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}
E. A. Kukuev, Ludmila M. Volosnikova, Ludmila V. Fedina
Introduction. The formation of inclusive education requires an evidence-based policy. The study of the attitude of individual participants of the educational process to inclusion does not provide a comprehensive result. The purpose of the study is a comparative analysis of the assessments of the inclusive school environment by the subjects of education (teachers, students, parents). Research methods. The main research method was a survey based on author's questionnaires adapted for each sample during the pilot study of 2021. The sample of the study in 2022 was made up of teachers (1077), parents (1583) and students (3282) from schools in the south of the Tyumen region (Russian Federation). Factor analysis was carried out using the statistical software package SPSS 23.0. Results. On average, a positive assessment of the inclusive environment at school was demonstrated (3.9 points out of 5). It is shown that meaningfully all models combine statements on three factors: "Principles and values", "Communication", "Organization". The factor model of assessments of the inclusive environment by teachers (51.13%) determines the following algorithm: the creation of organizational conditions (19.14%), then the organization of interaction (17.7%), and the declared principles and values (14.29%.). In the factor model, students (48.79%) proceed from the practice of implementing inclusion in interaction (21.52%), then the value bases of this interaction (16.11%) and then the conditions of its organization (11.16%). The model of parents (50.42%) determines the order of factors: from principles and values (17.77%) – to communication (16.83%) – and, to organizational conditions (15.82%). Conclusion. For the first time, a comparative analysis of the assessment of the inclusive environment of the subjects of education was carried out. The analysis of the content of the statements of factors indicates specific elements of an inclusive environment that are significant in the assessments of each group. Meaningfully, the models express the principles of inclusive excellence in the context of strengthening social ideas of equality, diversity and inclusion (EDI). The obtained factor models can be used as the basis for strategies for organizing work with each group of subjects of education.
{"title":"Inclusive school environment: evaluation by education actors","authors":"E. A. Kukuev, Ludmila M. Volosnikova, Ludmila V. Fedina","doi":"10.32744/pse.2023.4.21","DOIUrl":"https://doi.org/10.32744/pse.2023.4.21","url":null,"abstract":"Introduction. The formation of inclusive education requires an evidence-based policy. The study of the attitude of individual participants of the educational process to inclusion does not provide a comprehensive result. The purpose of the study is a comparative analysis of the assessments of the inclusive school environment by the subjects of education (teachers, students, parents). Research methods. The main research method was a survey based on author's questionnaires adapted for each sample during the pilot study of 2021. The sample of the study in 2022 was made up of teachers (1077), parents (1583) and students (3282) from schools in the south of the Tyumen region (Russian Federation). Factor analysis was carried out using the statistical software package SPSS 23.0. Results. On average, a positive assessment of the inclusive environment at school was demonstrated (3.9 points out of 5). It is shown that meaningfully all models combine statements on three factors: \"Principles and values\", \"Communication\", \"Organization\". The factor model of assessments of the inclusive environment by teachers (51.13%) determines the following algorithm: the creation of organizational conditions (19.14%), then the organization of interaction (17.7%), and the declared principles and values (14.29%.). In the factor model, students (48.79%) proceed from the practice of implementing inclusion in interaction (21.52%), then the value bases of this interaction (16.11%) and then the conditions of its organization (11.16%). The model of parents (50.42%) determines the order of factors: from principles and values (17.77%) – to communication (16.83%) – and, to organizational conditions (15.82%). Conclusion. For the first time, a comparative analysis of the assessment of the inclusive environment of the subjects of education was carried out. The analysis of the content of the statements of factors indicates specific elements of an inclusive environment that are significant in the assessments of each group. Meaningfully, the models express the principles of inclusive excellence in the context of strengthening social ideas of equality, diversity and inclusion (EDI). The obtained factor models can be used as the basis for strategies for organizing work with each group of subjects of education.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47007180","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}
Natalia N. Demidova, Anna A. Loshchilova, Anastasia V. Zulkharnaeva, Natalya F. Vinokurova, Elena A. Krotova
Introduction. In the conditions of environmental crisis, ecologically oriented life activity in the cultural landscape is considered as a guarantor of ecological safety and sustainable development of territories. In this context, one of the priority tasks of anticipatory education is the formation of a new type of interaction between man and nature, that implies the awareness of the managerial role and man’s responsibility for preservation of life on the Earth. In this regard, the development of a theoretical justification and methodological tools for the development of ecologically oriented life activity methods in cultural landscape is one of the constructive ways to solve the problem. The aim of the study is theoretical substantiation, development and experimental confirmation of efficiency of ecologically oriented life activity methods developed on the basis of culturally oriented integral situations. Materials and methods. The study involved 70 members of children’s environmental associations aged 12-15 years old. The main survey methods were as follows: analysis of scientific and methodological literature; modelling a system of integral culturally oriented situations; pedagogical experiment based on the original diagnostic methodology including a number of criteria, indicators and diagnostic assignments. Results. The authors developed relevant theoretical and methodological foundations including popular worldview ideas and approaches: cultural-ecological, axiological, environmental landscaping, personalpragmatic, integral-situational – which formed the scientific and theoretical basis for designing a pedagogical technology for the formation of environmentally-oriented life activity methods with the use of integral culturally-oriented situations. The authors present an original method for assessing the maturity level of schoolchildren’s ecologically oriented life activity practices in cultural landscape. The use of this methodology in the activity of children’s environmental associations made it possible to conclude that ¾ of the pupils of experimental groups studying with the use of culturally oriented integral situations have formed due methods of ecologically oriented life activity. Conclusion. The experimental research carried out according to the original methodology have made it possible to confirm the efficiency of theoretical and methodological foundations for the development of ecologically oriented life activity of schoolchildren in cultural landscape.
{"title":"Theoretical and methodological aspects of developing the methods of schoolchildren’s eco-oriented life activity in the study of cultural landscape","authors":"Natalia N. Demidova, Anna A. Loshchilova, Anastasia V. Zulkharnaeva, Natalya F. Vinokurova, Elena A. Krotova","doi":"10.32744/pse.2023.4.17","DOIUrl":"https://doi.org/10.32744/pse.2023.4.17","url":null,"abstract":"Introduction. In the conditions of environmental crisis, ecologically oriented life activity in the cultural landscape is considered as a guarantor of ecological safety and sustainable development of territories. In this context, one of the priority tasks of anticipatory education is the formation of a new type of interaction between man and nature, that implies the awareness of the managerial role and man’s responsibility for preservation of life on the Earth. In this regard, the development of a theoretical justification and methodological tools for the development of ecologically oriented life activity methods in cultural landscape is one of the constructive ways to solve the problem. The aim of the study is theoretical substantiation, development and experimental confirmation of efficiency of ecologically oriented life activity methods developed on the basis of culturally oriented integral situations. Materials and methods. The study involved 70 members of children’s environmental associations aged 12-15 years old. The main survey methods were as follows: analysis of scientific and methodological literature; modelling a system of integral culturally oriented situations; pedagogical experiment based on the original diagnostic methodology including a number of criteria, indicators and diagnostic assignments. Results. The authors developed relevant theoretical and methodological foundations including popular worldview ideas and approaches: cultural-ecological, axiological, environmental landscaping, personalpragmatic, integral-situational – which formed the scientific and theoretical basis for designing a pedagogical technology for the formation of environmentally-oriented life activity methods with the use of integral culturally-oriented situations. The authors present an original method for assessing the maturity level of schoolchildren’s ecologically oriented life activity practices in cultural landscape. The use of this methodology in the activity of children’s environmental associations made it possible to conclude that ¾ of the pupils of experimental groups studying with the use of culturally oriented integral situations have formed due methods of ecologically oriented life activity. Conclusion. The experimental research carried out according to the original methodology have made it possible to confirm the efficiency of theoretical and methodological foundations for the development of ecologically oriented life activity of schoolchildren in cultural landscape.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200496","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}
Liya R. Salavatulina, A. Vorozheykina, V. Tsilitsky, Elena V. Reznikova
Introduction. Pre-professional pedagogical training of schoolchildren is a relevant issue of international educational policy, since it ensures students’ early professional self-determination based on the principle of individualization and stepwise inclusion in the profession. Obviously, it is necessary to develop a mechanism of support for high school students’ professional self-determination and to organize their psychological and pedagogical training with the use of tutoring and mentoring technologies when implementing individual preprofessional programs. The paper aims to present the results of the study of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes, as well as to reveal promising ideas and directions for professional training. Materials and methods. The study, aimed at assessing the level of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes, involved 74 teachers from educational organizations of higher and general education in Chelyabinsk (Russian Federation). The generalization and reflection of their own pedagogical experience made it possible to identify diagnostic tools for revealing the components of teachers’ readiness. Results. Using the developed diagnostic toolkit for determining the level of teachers' readiness for tutoring support of pre-professional programs, it was revealed that only 16.6% of teachers were ready for this activity. A low level of the cognitive-practical component of readiness was revealed in 56.7% of teachers, which is related to insufficient theoretical knowledge and practical skills of tutoring support. The motivation-value component was formed only in 18.9% of teachers who consistently showed interest in tutoring support and understood the importance of tutoring activity in the pre-professional training of schoolchildren. The analysis of the results of the reflexive component showed the basic level of teachers’ readiness (47.3%) and, as a consequence, sufficient skills of organizing reflexive activity in different situations of communication with students of profile classes in the process of mastering the future profession. Conclusion. The results of the empirical study show the relevance of the need to optimize the content and forms of retraining and advanced training of teachers implementing tutoring support for pre-professional programs and individual routes for students of psychological and pedagogical classes. It is required to shift the focus from formal organizational functions to targeted tutoring functions, assuming individualization and personalization of high school students’ professional self-determination.
{"title":"Study of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes","authors":"Liya R. Salavatulina, A. Vorozheykina, V. Tsilitsky, Elena V. Reznikova","doi":"10.32744/pse.2023.4.42","DOIUrl":"https://doi.org/10.32744/pse.2023.4.42","url":null,"abstract":"Introduction. Pre-professional pedagogical training of schoolchildren is a relevant issue of international educational policy, since it ensures students’ early professional self-determination based on the principle of individualization and stepwise inclusion in the profession. Obviously, it is necessary to develop a mechanism of support for high school students’ professional self-determination and to organize their psychological and pedagogical training with the use of tutoring and mentoring technologies when implementing individual preprofessional programs. The paper aims to present the results of the study of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes, as well as to reveal promising ideas and directions for professional training. Materials and methods. The study, aimed at assessing the level of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes, involved 74 teachers from educational organizations of higher and general education in Chelyabinsk (Russian Federation). The generalization and reflection of their own pedagogical experience made it possible to identify diagnostic tools for revealing the components of teachers’ readiness. Results. Using the developed diagnostic toolkit for determining the level of teachers' readiness for tutoring support of pre-professional programs, it was revealed that only 16.6% of teachers were ready for this activity. A low level of the cognitive-practical component of readiness was revealed in 56.7% of teachers, which is related to insufficient theoretical knowledge and practical skills of tutoring support. The motivation-value component was formed only in 18.9% of teachers who consistently showed interest in tutoring support and understood the importance of tutoring activity in the pre-professional training of schoolchildren. The analysis of the results of the reflexive component showed the basic level of teachers’ readiness (47.3%) and, as a consequence, sufficient skills of organizing reflexive activity in different situations of communication with students of profile classes in the process of mastering the future profession. Conclusion. The results of the empirical study show the relevance of the need to optimize the content and forms of retraining and advanced training of teachers implementing tutoring support for pre-professional programs and individual routes for students of psychological and pedagogical classes. It is required to shift the focus from formal organizational functions to targeted tutoring functions, assuming individualization and personalization of high school students’ professional self-determination.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45833464","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}
Introduction. An important aspect of modern preschool education is the social development and emotional well-being of children. Regarding children born as a result of ART, there is a lack and inconsistency of data on psychosocial development and well-being. The research objective is to identify the features of social development and emotional well-being in children conceived with ART, in comparison with children born from natural pregnancy (during preschool childhood). Materials and methods. The data of a Prospective Longitudinal Interdisciplinary Study (PLIS) of Child Development after the child reaches the age of 4 years were used. The sample consisted of 90 children born with ART, and 130 children born from natural pregnancy (NP). The scale "Prosocial behavior" from test "Behavior of your child" (BEH), the scale "Communicative problems" from the Checklist for Autism in Toddlers methodology; the scales "Positive attitude to others", "Problems of behavior in society" and "Emotional well-being" from the test "Your child is at home" were used. Methods of data analysis: U-Mann-Whitney test; correlation analysis (r-Spearman), etc. Results. The majority of ART and NP children are characterized by pronounced prosocial behavior, positive attitude towards others, absence of demonstrated behavior problems in society and problems in communication with other people, emotional well-being. Nevertheless, problems of behavior in society prevail (U=4153.5; p=0.05) in ART children. There were no differences between boys and girls (p>0.05). Regardless of the type of conception, two significantly different (p≤0.05) cluster groups were identified: (1) with more pronounced prosocial behavior, positive attitude to others and emotional well-being, less pronounced behavior problems in society, (2) with less pronounced prosocial behavior and positive attitude to others, with emotional distress, more pronounced problems of behavior in society. In children with ART, cluster groups differed (p≤0.05) in the severity of communication problems. In both groups, indicators of prosocial behavior, positive attitude to others, problems of behavior in society and emotional well-being are interrelated (p≤0.05). In the NP group (unlike ART), communication problems are associated with all indicators, except for a positive attitude towards others. Conclusion. The features of social development and emotional well-being of children conceived with ART in comparison with children with NP (during preschool childhood) are revealed, individual variants and possible trajectories of children's development are shown, which will allow to more accurately determine the targets of psychological and pedagogical impact and make assistance to children and families who have used ART more effective, differentiated and purposeful.
{"title":"Features of social development and emotional well-being among preschool children conceived with assisted reproductive technologies","authors":"O. Terekhina, Daria V. Silaeva","doi":"10.32744/pse.2023.4.25","DOIUrl":"https://doi.org/10.32744/pse.2023.4.25","url":null,"abstract":"Introduction. An important aspect of modern preschool education is the social development and emotional well-being of children. Regarding children born as a result of ART, there is a lack and inconsistency of data on psychosocial development and well-being. The research objective is to identify the features of social development and emotional well-being in children conceived with ART, in comparison with children born from natural pregnancy (during preschool childhood). Materials and methods. The data of a Prospective Longitudinal Interdisciplinary Study (PLIS) of Child Development after the child reaches the age of 4 years were used. The sample consisted of 90 children born with ART, and 130 children born from natural pregnancy (NP). The scale \"Prosocial behavior\" from test \"Behavior of your child\" (BEH), the scale \"Communicative problems\" from the Checklist for Autism in Toddlers methodology; the scales \"Positive attitude to others\", \"Problems of behavior in society\" and \"Emotional well-being\" from the test \"Your child is at home\" were used. Methods of data analysis: U-Mann-Whitney test; correlation analysis (r-Spearman), etc. Results. The majority of ART and NP children are characterized by pronounced prosocial behavior, positive attitude towards others, absence of demonstrated behavior problems in society and problems in communication with other people, emotional well-being. Nevertheless, problems of behavior in society prevail (U=4153.5; p=0.05) in ART children. There were no differences between boys and girls (p>0.05). Regardless of the type of conception, two significantly different (p≤0.05) cluster groups were identified: (1) with more pronounced prosocial behavior, positive attitude to others and emotional well-being, less pronounced behavior problems in society, (2) with less pronounced prosocial behavior and positive attitude to others, with emotional distress, more pronounced problems of behavior in society. In children with ART, cluster groups differed (p≤0.05) in the severity of communication problems. In both groups, indicators of prosocial behavior, positive attitude to others, problems of behavior in society and emotional well-being are interrelated (p≤0.05). In the NP group (unlike ART), communication problems are associated with all indicators, except for a positive attitude towards others. Conclusion. The features of social development and emotional well-being of children conceived with ART in comparison with children with NP (during preschool childhood) are revealed, individual variants and possible trajectories of children's development are shown, which will allow to more accurately determine the targets of psychological and pedagogical impact and make assistance to children and families who have used ART more effective, differentiated and purposeful.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48740280","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}
Vadim G. Feklin, Marina V. Melnichuk, Petr V. Nikitin
Introduction. Identifying the criteria of civic identity is one of the important and high-priority tasks in the formation of a linguistic personality. In scientific literature, many factors are described that can influence its formation, and each of the factors can affect it in different ways. The regression model can help to establish a relationship between these factors and identify how they influence the development of the civic identity of a linguistic personality, which can be useful for further studies and the development of relevant programs and policies. The aim of the study is to identify the factors influencing the development of the civic identity of a linguistic personality and to build a mathematical model describing the dynamics of the level of formation of the civic identity of a linguistic personality depending on these factors, with regard to the impact of the multicultural environment of a higher education institution. Materials and methods. To build a model of the formation of the civic identity of a linguistic personality with regard to the impact of the multicultural environment of a higher education institution, the data obtained through the survey of students of the Financial University were used. More than 500 students from 8 faculties participated in the survey. Based on the survey, 30 factors were selected that influence the formation of the civic identity of a linguistic personality. Statistical and mathematical methods were used to analyze the impact of these factors on the formation of the civic identity of a linguistic personality. Two regression models were built, which made it possible to identify the dependence of these indicators on the formation of the civic identity of a linguistic personality with regard to the impact of the multicultural environment of a higher education institution. Results and discussion. The constructed models are of high quality and well describe the dependence of the dynamics of the level of formation of the civic identity of a linguistic personality on the selected factors and components of the multicultural environment of a higher education institution. At the same time, the quality of the first model is higher: its coefficient of determination (0.8855) is higher than that of the second model (0.8239); the standard error of the first model (5.4873) is smaller than that of the second model (6.6934). Conclusion. The study identified factors that can influence the formation of the civic identity of a linguistic personality. The constructed regression models made it possible to identify these factors with regard to the impact of the multicultural environment of a higher education institution. The results of the study can be effectively used in a targeted way in the management of the educational process, which will make it possible to improve both the quality of education and the image of the university.
{"title":"Model of the formation of the civil identity of a linguistic personality with regard to the impact of the multicultural environment of a higher education institution","authors":"Vadim G. Feklin, Marina V. Melnichuk, Petr V. Nikitin","doi":"10.32744/pse.2023.4.40","DOIUrl":"https://doi.org/10.32744/pse.2023.4.40","url":null,"abstract":"Introduction. Identifying the criteria of civic identity is one of the important and high-priority tasks in the formation of a linguistic personality. In scientific literature, many factors are described that can influence its formation, and each of the factors can affect it in different ways. The regression model can help to establish a relationship between these factors and identify how they influence the development of the civic identity of a linguistic personality, which can be useful for further studies and the development of relevant programs and policies. The aim of the study is to identify the factors influencing the development of the civic identity of a linguistic personality and to build a mathematical model describing the dynamics of the level of formation of the civic identity of a linguistic personality depending on these factors, with regard to the impact of the multicultural environment of a higher education institution. Materials and methods. To build a model of the formation of the civic identity of a linguistic personality with regard to the impact of the multicultural environment of a higher education institution, the data obtained through the survey of students of the Financial University were used. More than 500 students from 8 faculties participated in the survey. Based on the survey, 30 factors were selected that influence the formation of the civic identity of a linguistic personality. Statistical and mathematical methods were used to analyze the impact of these factors on the formation of the civic identity of a linguistic personality. Two regression models were built, which made it possible to identify the dependence of these indicators on the formation of the civic identity of a linguistic personality with regard to the impact of the multicultural environment of a higher education institution. Results and discussion. The constructed models are of high quality and well describe the dependence of the dynamics of the level of formation of the civic identity of a linguistic personality on the selected factors and components of the multicultural environment of a higher education institution. At the same time, the quality of the first model is higher: its coefficient of determination (0.8855) is higher than that of the second model (0.8239); the standard error of the first model (5.4873) is smaller than that of the second model (6.6934). Conclusion. The study identified factors that can influence the formation of the civic identity of a linguistic personality. The constructed regression models made it possible to identify these factors with regard to the impact of the multicultural environment of a higher education institution. The results of the study can be effectively used in a targeted way in the management of the educational process, which will make it possible to improve both the quality of education and the image of the university.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70055888","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}
Introduction. In the task of sustainable poverty reduction in Vietnam in particular and in the world in general, making an important contribution to the successful implementation of the Resolution of the 13th National Congress of the Communist Party of Vietnam, not only for a rich people, strong, democratic, just and civilized country Vietnam will not only end persistent poverty but also solve the millennium goal of eradicating illiteracy and improving the educational level of poor households and near poverty. Research methodology. This article takes the method of dialectical materialism and historical materialism of MarxismLeninism as the theoretical basis. On that basis, we went on to look for some of resources of Marx, Engels and Ho Chi Minh, Documents of the Party Congress, Resolutions and Directives of the Communist Party of Vietnam and Government Vietnam. Results. Firstly, promoting the tasks of propaganda, education, raising awareness and responsibility for poverty reduction according to multi-dimensional poverty line in Vietnam. Secondly, promoting the tasks of propaganda, education, raising awareness and responsibility for poverty reduction according to multi-dimensional poverty line in Vietnam. Thirdly, the decisive factor for the success of poverty reduction according to the poverty line is a multidimensional approach in Vietnam the will to be self-reliant and self-reliant to get out of poverty of poor and nearpoor households. Fourthly, effectively mobilizing and using investment resources for poverty reduction under multidimensional povety line in Vietnam. Fifthly, continuing to improve and promote the implementation of policies and law on poverty reduction, multi-dimensional poverty line. Sixthly, strengthening legal aid for the poor in the remote, border and island areas so that they can raise awareness, knowledge of laws to avoid falling into the disadvantaged groups in society. Seventhly, promoting propaganda, advocacy to raise awareness for the poor so they understand the value of vocational training, why should they participate in vocational training classes what they get after that. Eighthly, strengthen the leadership, direction, inspection and supervision in the management, administration and implementation of poverty reduction policies according to the multi-dimensional poverty line in Vietnam. Practical significance. Poverty reduction according to poverty standards is a multi-dimensional approach that is popular with the people, so it soon comes to life and is supported by the people and has been integrated to life which make the appearance of districts, communes and poor households change remarkably, narrowing the gap of living standards between urban and rural areas, between areas and group of residents,make an important contribution to the successful implementation of the Resolution of the 13th National Congress of the Communist Party of Vietnam for a prosperous and happy.
{"title":"Education as one of the fundamental factors of poverty reduction according to multi-dimensional poverty line in Vietnam","authors":"Nguyen Viet Thanh, T. V. Dien","doi":"10.32744/pse.2023.4.19","DOIUrl":"https://doi.org/10.32744/pse.2023.4.19","url":null,"abstract":"Introduction. In the task of sustainable poverty reduction in Vietnam in particular and in the world in general, making an important contribution to the successful implementation of the Resolution of the 13th National Congress of the Communist Party of Vietnam, not only for a rich people, strong, democratic, just and civilized country Vietnam will not only end persistent poverty but also solve the millennium goal of eradicating illiteracy and improving the educational level of poor households and near poverty. Research methodology. This article takes the method of dialectical materialism and historical materialism of MarxismLeninism as the theoretical basis. On that basis, we went on to look for some of resources of Marx, Engels and Ho Chi Minh, Documents of the Party Congress, Resolutions and Directives of the Communist Party of Vietnam and Government Vietnam. Results. Firstly, promoting the tasks of propaganda, education, raising awareness and responsibility for poverty reduction according to multi-dimensional poverty line in Vietnam. Secondly, promoting the tasks of propaganda, education, raising awareness and responsibility for poverty reduction according to multi-dimensional poverty line in Vietnam. Thirdly, the decisive factor for the success of poverty reduction according to the poverty line is a multidimensional approach in Vietnam the will to be self-reliant and self-reliant to get out of poverty of poor and nearpoor households. Fourthly, effectively mobilizing and using investment resources for poverty reduction under multidimensional povety line in Vietnam. Fifthly, continuing to improve and promote the implementation of policies and law on poverty reduction, multi-dimensional poverty line. Sixthly, strengthening legal aid for the poor in the remote, border and island areas so that they can raise awareness, knowledge of laws to avoid falling into the disadvantaged groups in society. Seventhly, promoting propaganda, advocacy to raise awareness for the poor so they understand the value of vocational training, why should they participate in vocational training classes what they get after that. Eighthly, strengthen the leadership, direction, inspection and supervision in the management, administration and implementation of poverty reduction policies according to the multi-dimensional poverty line in Vietnam. Practical significance. Poverty reduction according to poverty standards is a multi-dimensional approach that is popular with the people, so it soon comes to life and is supported by the people and has been integrated to life which make the appearance of districts, communes and poor households change remarkably, narrowing the gap of living standards between urban and rural areas, between areas and group of residents,make an important contribution to the successful implementation of the Resolution of the 13th National Congress of the Communist Party of Vietnam for a prosperous and happy.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45970404","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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