N. V. Ivanova, O. Suvorova, G. Efremova, E. V. Minaeva
The article reveals the results of the study of peculiarities of understanding by parents of primary school students of determinants of negative-motives of children's learning activity, which along with positive motives determine the child's general attitude to learning and are extremely understudied in domestic and foreign psychology. A questionnaire was used to collect empirical data; the sample consisted of 252 parents whose children study in schools of various types from the first to the fourth grades. The results were processed and interpreted using content analysis, ranking, χ2 Pearson criterion, comparative analysis with the results of our previous studies conducted on children and teachers groups. The leading determinant of demotivation for learning activities of primary school students, according to the general sample of parents, is the complexity of the educational programme, the second and third in the ranking are the child's being fond of or misuse of gadgets and children's hobbies. The totality of demotivational determinants of children's learning activity from the parents' point of view was differentiated into groups according to the personal-social conditions. It was found that the largest group of determinants of negative-motivation of children's learning activities in the opinion of parents of primary school students is defined by deficiencies in professionalism of the teacher, as well as by his personal characteristics. This demonstrates modern parents being very particular about teachers’ professional activities, and also indicates that parents reduce their own responsibility for the development of children's academic motivation, and insufficient psychological competence of parents. The most significant demotivation determinant of learning activity for primary school students is a set of personal characteristics of students, from the teachers' point of view - the content-related aspects of education and personal characteristics of students. The low criticality of parents to family factors and personal characteristics of children as possible demotivation determinants of learning activity of primary school students was recorded. It was found that the perceptions of parents with pedagogical and/or psychological education about the importance of a number of determinants of negative-motivation in the learning activities of primary school students were statistically significantly different from the position of the rest of the sample of parents. The results of the study allowed us to determine the content-related and organizational aspects of the necessary educational and developmental work with parents of primary school students to improve their psychological and pedagogical competence in the field of motivation of child's personality, reduction of negative-motives of children's learning activity.
{"title":"Demotivational determinants of primary school students learning activities from the perspective of their parents","authors":"N. V. Ivanova, O. Suvorova, G. Efremova, E. V. Minaeva","doi":"10.17223/17267080/88/6","DOIUrl":"https://doi.org/10.17223/17267080/88/6","url":null,"abstract":"The article reveals the results of the study of peculiarities of understanding by parents of primary school students of determinants of negative-motives of children's learning activity, which along with positive motives determine the child's general attitude to learning and are extremely understudied in domestic and foreign psychology. A questionnaire was used to collect empirical data; the sample consisted of 252 parents whose children study in schools of various types from the first to the fourth grades. The results were processed and interpreted using content analysis, ranking, χ2 Pearson criterion, comparative analysis with the results of our previous studies conducted on children and teachers groups. The leading determinant of demotivation for learning activities of primary school students, according to the general sample of parents, is the complexity of the educational programme, the second and third in the ranking are the child's being fond of or misuse of gadgets and children's hobbies. The totality of demotivational determinants of children's learning activity from the parents' point of view was differentiated into groups according to the personal-social conditions. It was found that the largest group of determinants of negative-motivation of children's learning activities in the opinion of parents of primary school students is defined by deficiencies in professionalism of the teacher, as well as by his personal characteristics. This demonstrates modern parents being very particular about teachers’ professional activities, and also indicates that parents reduce their own responsibility for the development of children's academic motivation, and insufficient psychological competence of parents. The most significant demotivation determinant of learning activity for primary school students is a set of personal characteristics of students, from the teachers' point of view - the content-related aspects of education and personal characteristics of students. The low criticality of parents to family factors and personal characteristics of children as possible demotivation determinants of learning activity of primary school students was recorded. It was found that the perceptions of parents with pedagogical and/or psychological education about the importance of a number of determinants of negative-motivation in the learning activities of primary school students were statistically significantly different from the position of the rest of the sample of parents. The results of the study allowed us to determine the content-related and organizational aspects of the necessary educational and developmental work with parents of primary school students to improve their psychological and pedagogical competence in the field of motivation of child's personality, reduction of negative-motives of children's learning activity.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"221 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67572649","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}
A. Solodukhin, A. Seryy, Lydia A. Varich, Ya. I. Bryukhanov, A. Y. Zhikharev
The global nature of the epidemiological situation associated with the spread of the new coronavirus infection COVID-19 and the multidisciplinary nature of the problem of psychophysiological disorders in people who have suffered from this disease has led to the need for a comprehensive study of the factors affecting postcovid recovery. Taking into account the nature of the problem posed, the purpose of the presented work was to study the relationship of psychophysiological parameters with indicators of stress-overcoming (coping) behavior in adolescents who have undergone COVID-19. The study included 54 students of Kemerovo State University, who were divided into a group of COVID-19 patients and a group without symptoms of the disease. To assess coping behavior, the questionnaire «Ways of Coping Question-naire» was used (Folkman, Lazarus; adaptation of Kryukova et al.). An automated computer complex “PFK” was used to study psychophysiological indicators. The following psychophysiological indicators were evaluated: simple visual-motor reaction, complex visual-motor reaction, anticipations and delays in assessing the reaction to a moving object, concentration and volume of attention, brain performance, the level of functional mobility of nervous processes, short-term memory for numbers and words, random access memory. According to the results of the correlation analysis, the interrelations between avoidant forms of coping behavior, such as “distancing”, “escape-avoidance”, “positive reassessment” with indicators of memory, attention, mobility of nervous processes, the number of inaccurate reactions to a moving object and the working capacity of the brain were recorded, which indicates a link between the increase in psychophysiological and cognitive disorders and preference in choosing care from stressful situations after a disease. Deterioration of memory and functioning of the nervous system lead to more frequent requests for support from others to receive additional help from them. The weakening of the nervous system also leads to more frequent use of productive coping strategies “taking responsibility” and “planning problem solving”, which, at the same time, additionally make it possible to compensate for cognitive impairments by performing tasks more accurately. In the group that did not have symptoms of COVID-19, no significant correlations were found between coping avoidance strategies and psychophysiological or cognitive impairments. Based on the results obtained, it can be assumed that the restoration of cognitive functions during psychocorrective work will make it possible to actualize the patient's choice of productive coping strategies and switch to a healthy behavior model.
{"title":"Psychophysiological Correlates of Coping Behavior in Adolescents Who Have Undergone COVID-19","authors":"A. Solodukhin, A. Seryy, Lydia A. Varich, Ya. I. Bryukhanov, A. Y. Zhikharev","doi":"10.17223/17267080/86/9","DOIUrl":"https://doi.org/10.17223/17267080/86/9","url":null,"abstract":"The global nature of the epidemiological situation associated with the spread of the new coronavirus infection COVID-19 and the multidisciplinary nature of the problem of psychophysiological disorders in people who have suffered from this disease has led to the need for a comprehensive study of the factors affecting postcovid recovery. Taking into account the nature of the problem posed, the purpose of the presented work was to study the relationship of psychophysiological parameters with indicators of stress-overcoming (coping) behavior in adolescents who have undergone COVID-19. The study included 54 students of Kemerovo State University, who were divided into a group of COVID-19 patients and a group without symptoms of the disease. To assess coping behavior, the questionnaire «Ways of Coping Question-naire» was used (Folkman, Lazarus; adaptation of Kryukova et al.). An automated computer complex “PFK” was used to study psychophysiological indicators. The following psychophysiological indicators were evaluated: simple visual-motor reaction, complex visual-motor reaction, anticipations and delays in assessing the reaction to a moving object, concentration and volume of attention, brain performance, the level of functional mobility of nervous processes, short-term memory for numbers and words, random access memory. According to the results of the correlation analysis, the interrelations between avoidant forms of coping behavior, such as “distancing”, “escape-avoidance”, “positive reassessment” with indicators of memory, attention, mobility of nervous processes, the number of inaccurate reactions to a moving object and the working capacity of the brain were recorded, which indicates a link between the increase in psychophysiological and cognitive disorders and preference in choosing care from stressful situations after a disease. Deterioration of memory and functioning of the nervous system lead to more frequent requests for support from others to receive additional help from them. The weakening of the nervous system also leads to more frequent use of productive coping strategies “taking responsibility” and “planning problem solving”, which, at the same time, additionally make it possible to compensate for cognitive impairments by performing tasks more accurately. In the group that did not have symptoms of COVID-19, no significant correlations were found between coping avoidance strategies and psychophysiological or cognitive impairments. Based on the results obtained, it can be assumed that the restoration of cognitive functions during psychocorrective work will make it possible to actualize the patient's choice of productive coping strategies and switch to a healthy behavior model.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67571829","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}
In modern psychological discourse there is an increase in anthropologically oriented concepts and methodological tools that contribute to the comprehension of multidimensional human existence in a rapidly becoming more complex and changing world. The conceptosphere of post-non-classical psychology is replenished with interdisciplinary concepts and metaphors necessary to comprehend the multilevel dynamics of the human life world. The relevance of this work is determined by the need to comprehend the phenomenon of actualization by a person in his own thinking of stable subject-thematic dominants and the embodiment of his own motivational and semantic intentions in it. At the level of the target setting, this requires a reasonable introduction of the concept of “cognitive identity” into the conceptual and conceptual apparatus of the anthropologically oriented psychology of thinking. This concept, from the point of view of the author, will allow “shedding light” on the existential dynamics of thinking, which includes transtemporal, chronotopic aspects of a person's ongoing mental experience and the topology of his cogital individuation. The study of this dynamics is a promising area for the development of the psychology of thinking, since it opens up opportunities for finding correspondences and principles for synchronizing the existential and cognitive planes of thinking. The author believes that the disclosure and description of the phenomenology of cogital identity will make it possible to combine such properties of a person's mental experience as transtemporality, chronotopicity, multidimensionality and personification. This will make it possible to comprehend the phenomenon of the selective sensitivity of a thinking person to certain mental dilemmas and contradictions, his ability to constitute a personal anthology of thinking, to overcome the dispersion of the ongoing history of thinking into many discrete episodes of the empirical subject's mental activity. Cogital identity is considered as an integral psychological formation, thanks to which synchrony, synarchy of the transects of thinking and the transects of identity are possible. The article reveals the dialectic of the processes of authentication and self-transcendence, which constitutes the central drama of the formation of a person's cogital identity: on the one hand, a person authenticates himself as a carrier of stable, cross-cutting thematic and motivational-semantic dominants, cognition, takes root in the corresponding noematic space; on the other hand, he reveals a readiness for decentration and self-transformation in alternative or subsequent series of thinking, overcomes the boundaries of the actual mental space specified by the existing cognitive schemes and attitudes.
{"title":"Theoretical and methodological foundations for the inclusion of the concept of \"cogital identity\" in the conceptual apparatus of post-non-classical psychology of thinking","authors":"N. I. Nelyubin","doi":"10.17223/17267080/88/1","DOIUrl":"https://doi.org/10.17223/17267080/88/1","url":null,"abstract":"In modern psychological discourse there is an increase in anthropologically oriented concepts and methodological tools that contribute to the comprehension of multidimensional human existence in a rapidly becoming more complex and changing world. The conceptosphere of post-non-classical psychology is replenished with interdisciplinary concepts and metaphors necessary to comprehend the multilevel dynamics of the human life world. The relevance of this work is determined by the need to comprehend the phenomenon of actualization by a person in his own thinking of stable subject-thematic dominants and the embodiment of his own motivational and semantic intentions in it. At the level of the target setting, this requires a reasonable introduction of the concept of “cognitive identity” into the conceptual and conceptual apparatus of the anthropologically oriented psychology of thinking. This concept, from the point of view of the author, will allow “shedding light” on the existential dynamics of thinking, which includes transtemporal, chronotopic aspects of a person's ongoing mental experience and the topology of his cogital individuation. The study of this dynamics is a promising area for the development of the psychology of thinking, since it opens up opportunities for finding correspondences and principles for synchronizing the existential and cognitive planes of thinking. The author believes that the disclosure and description of the phenomenology of cogital identity will make it possible to combine such properties of a person's mental experience as transtemporality, chronotopicity, multidimensionality and personification. This will make it possible to comprehend the phenomenon of the selective sensitivity of a thinking person to certain mental dilemmas and contradictions, his ability to constitute a personal anthology of thinking, to overcome the dispersion of the ongoing history of thinking into many discrete episodes of the empirical subject's mental activity. Cogital identity is considered as an integral psychological formation, thanks to which synchrony, synarchy of the transects of thinking and the transects of identity are possible. The article reveals the dialectic of the processes of authentication and self-transcendence, which constitutes the central drama of the formation of a person's cogital identity: on the one hand, a person authenticates himself as a carrier of stable, cross-cutting thematic and motivational-semantic dominants, cognition, takes root in the corresponding noematic space; on the other hand, he reveals a readiness for decentration and self-transformation in alternative or subsequent series of thinking, overcomes the boundaries of the actual mental space specified by the existing cognitive schemes and attitudes.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67572434","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}
We investigated the relationship between music engagement, academic success and intelligence in non-musical students (N = 136). Currently, there is a lack of understanding to the extent in which individual leisure interests and extracurricular engagement influence academic success in different subject areas, as well as the relationship between fluid intelligence and crystallized experience. Clarifying these questions we formed the aim of this study. To diagnose musical engagement and intelligence we used the approved psychometric techniques - Gold-MSI v1.0 “Active engagement” scale, Raven's test, Amthauer's test. We checked the assumptions that musical engagement influences the strength of the correlation between fluid and crystallized intelligence and that the relationship between musical engagement and academic success is determined by the level of fluid intelligence on the one hand, and the degree of homogeneity of the subject areas of engagement on the other. The results of the study showed that musical engagement may play a significant role in predicting the academic performance of non-musicians as well as in the development of crystallized experience. The hypothesis that musical engagement, being a non-relevant behavioral activity in relation to general educational experience and competence, contributes to a decrease in the strength of the link between fluid and crystallized intelligence was confirmed. The other hypothesis was partially confirmed, as it was found that the relationship between musical engagement and academic success is mediated by the fluid intelligence factor, but this mediation is specific to groups with different professional skills. There is a non-linear relationship in the humanities group: the best learning performance is achieved by students with intermediate levels of engagement. In the group of "precise" occupations, the relationship between the variables is linear and negative. The findings are interpreted in terms of modern models of intelligence and subjectoriented knowledge models. The results contribute to improving the quality of prediction of learning success and professional realization, and contribute to elucidating the psychological mechanisms of engagement.
{"title":"Exploring the relationship between musical engagement, intelligence and academic achievement among students with different professional skills","authors":"T. S. Knyazeva","doi":"10.17223/17267080/88/2","DOIUrl":"https://doi.org/10.17223/17267080/88/2","url":null,"abstract":"We investigated the relationship between music engagement, academic success and intelligence in non-musical students (N = 136). Currently, there is a lack of understanding to the extent in which individual leisure interests and extracurricular engagement influence academic success in different subject areas, as well as the relationship between fluid intelligence and crystallized experience. Clarifying these questions we formed the aim of this study. To diagnose musical engagement and intelligence we used the approved psychometric techniques - Gold-MSI v1.0 “Active engagement” scale, Raven's test, Amthauer's test. We checked the assumptions that musical engagement influences the strength of the correlation between fluid and crystallized intelligence and that the relationship between musical engagement and academic success is determined by the level of fluid intelligence on the one hand, and the degree of homogeneity of the subject areas of engagement on the other. The results of the study showed that musical engagement may play a significant role in predicting the academic performance of non-musicians as well as in the development of crystallized experience. The hypothesis that musical engagement, being a non-relevant behavioral activity in relation to general educational experience and competence, contributes to a decrease in the strength of the link between fluid and crystallized intelligence was confirmed. The other hypothesis was partially confirmed, as it was found that the relationship between musical engagement and academic success is mediated by the fluid intelligence factor, but this mediation is specific to groups with different professional skills. There is a non-linear relationship in the humanities group: the best learning performance is achieved by students with intermediate levels of engagement. In the group of \"precise\" occupations, the relationship between the variables is linear and negative. The findings are interpreted in terms of modern models of intelligence and subjectoriented knowledge models. The results contribute to improving the quality of prediction of learning success and professional realization, and contribute to elucidating the psychological mechanisms of engagement.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"27 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67572444","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}
The relevance of the study is due to the need to address the issues of substantiation of therapy with metaphorical associative cards (hereinafter referred to as MACtherapy). MAС-therapy in recent years has become widely used in the psychological practices of counseling. The purpose of the article is the theoretical substantiation of MAC-therapy by relying on the categorical-systemic methodology using the categorical pendulum method. Materials and methods. In the course of the study, reliance is placed on a categorical-system methodology and a categorical approach, therefore, psychological categories act as materials. Along with the general theoretical methods of analysis and synthesis, the categorical pendulum method was used to build a systemic model of MAC therapy. Research results. In the course of the study, variants of qualitative states (system, process, activity) and methodological components of I MAC-therapy (object, subject, goal) were identified. Their brief description is given. A systemic model of MAC-therapy developed by the author is presented. The interaction of the elements of goal-setting MAС-therapy is clearly shown. The description of the presented model is given. Discussion and conclusion. Qualitative states of MAC-therapy (system, process, activity) have individually determined forms of manifestation and unified mechanisms of implementation. As a result of the study we identified differences in the understanding of the methodological components of MAC therapy. The differences are due to the qualitative states of the implementation of MAC therapy. Qualitative states of MACtherapy are: system, process, and activity. The main categories of the categorical and terminological apparatus of MAC-therapy are presented, which include: MAC, group work, individual work, request, client, psychological assistance, self-knowledge, self-development, psychological support, psychological support, therapeutic contact, safety, reflection, personal meaning, metaphor, and association. In addition to the above categories, other, additional categories are actively used in MAC therapy: perception, projection, meaning, narrative, personal meaning, insight, figure, and background. The research materials may be useful to specialists interested in metaphorical associative maps.
{"title":"Categorial-system approach to metaphorical association cards therapy","authors":"Z. A. Aksyutina","doi":"10.17223/17267080/88/8","DOIUrl":"https://doi.org/10.17223/17267080/88/8","url":null,"abstract":"The relevance of the study is due to the need to address the issues of substantiation of therapy with metaphorical associative cards (hereinafter referred to as MACtherapy). MAС-therapy in recent years has become widely used in the psychological practices of counseling. The purpose of the article is the theoretical substantiation of MAC-therapy by relying on the categorical-systemic methodology using the categorical pendulum method. Materials and methods. In the course of the study, reliance is placed on a categorical-system methodology and a categorical approach, therefore, psychological categories act as materials. Along with the general theoretical methods of analysis and synthesis, the categorical pendulum method was used to build a systemic model of MAC therapy. Research results. In the course of the study, variants of qualitative states (system, process, activity) and methodological components of I MAC-therapy (object, subject, goal) were identified. Their brief description is given. A systemic model of MAC-therapy developed by the author is presented. The interaction of the elements of goal-setting MAС-therapy is clearly shown. The description of the presented model is given. Discussion and conclusion. Qualitative states of MAC-therapy (system, process, activity) have individually determined forms of manifestation and unified mechanisms of implementation. As a result of the study we identified differences in the understanding of the methodological components of MAC therapy. The differences are due to the qualitative states of the implementation of MAC therapy. Qualitative states of MACtherapy are: system, process, and activity. The main categories of the categorical and terminological apparatus of MAC-therapy are presented, which include: MAC, group work, individual work, request, client, psychological assistance, self-knowledge, self-development, psychological support, psychological support, therapeutic contact, safety, reflection, personal meaning, metaphor, and association. In addition to the above categories, other, additional categories are actively used in MAC therapy: perception, projection, meaning, narrative, personal meaning, insight, figure, and background. The research materials may be useful to specialists interested in metaphorical associative maps.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67572705","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}
The article deals with the hypotheses about possible modeling of self-identification and professionalization systems. It is supposed that, during the age of transfer to a new technological paradigm, imperatives of the industrial age and the age of labor specialization are now implied instead of being evident. Imperatives of specialization and qualification are now completed with the imperatives of competence and self-identification. This leads to fundamental changes in the system of professionalization. The hypotheses are completed with an empirical research of modeling the system of objectification for individual self-identification potential. The research demonstrated a fundamentally new possibility to distinguish individual typological styles in solving educational tasks. The authors decided to limit the research with a situation when a bank of educational tasks is formed based on social and engineering practical problems. As a result of the post-experimental concept the authors defined the typology of four intellectual styles. The fundamentals for the typology is the grounded theory method. The conceptualization of intellectual styles is proved by the cluster analysis results. Based on cluster analysis, sub-groups were revealed. They differ from each other by special intellectual preferences and cognitive styles of information processing. The assumption that modern education needs a complex system of tests that corresponds to the complexity of individual variability of a person, is proved and claims for further verification and conceptualization. Existential Anxiety of Religious Identity and Religious Extremism in Indonesian Muslims
{"title":"Concerning Modeling of Modern Professionalization and Self-Identification Systems in Higher Education","authors":"O. Lukyanov, I. Dubinina, Igor V. Fedorov","doi":"10.17223/17267080/86/10","DOIUrl":"https://doi.org/10.17223/17267080/86/10","url":null,"abstract":"The article deals with the hypotheses about possible modeling of self-identification and professionalization systems. It is supposed that, during the age of transfer to a new technological paradigm, imperatives of the industrial age and the age of labor specialization are now implied instead of being evident. Imperatives of specialization and qualification are now completed with the imperatives of competence and self-identification. This leads to fundamental changes in the system of professionalization. The hypotheses are completed with an empirical research of modeling the system of objectification for individual self-identification potential. The research demonstrated a fundamentally new possibility to distinguish individual typological styles in solving educational tasks. The authors decided to limit the research with a situation when a bank of educational tasks is formed based on social and engineering practical problems. As a result of the post-experimental concept the authors defined the typology of four intellectual styles. The fundamentals for the typology is the grounded theory method. The conceptualization of intellectual styles is proved by the cluster analysis results. Based on cluster analysis, sub-groups were revealed. They differ from each other by special intellectual preferences and cognitive styles of information processing. The assumption that modern education needs a complex system of tests that corresponds to the complexity of individual variability of a person, is proved and claims for further verification and conceptualization. Existential Anxiety of Religious Identity and Religious Extremism in Indonesian Muslims","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67572162","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}
The article presents a study of the psychological mechanisms of mental states regulation. Considered the main theoretical approaches, among which the emphasis is on the systemfunctional paradigm of self-regulation of psychological states as a class of mental phenomena. Within the framework of this approach, a hierarchical system of regulation of mental states is implemented, the leading level of which is mental structures. The aim of the research is to study the peculiarities of the mental structures (semantic, reflection, the self-system) influence on the regulation of mental states in everyday (lectures, seminars) and stressful situations of activity (exams). The study involved second-year students of the Institute of Psychology and Education of the Kazan Federal University. At the first stage of the study, we identified the features of the mental structures of the respondents: the characteristics of the components of the self-system, the severity and direction of reflection, as well as the level of meaning-life orientations and its components. At the second stage, students were asked to describe their own mental states and evaluate the effectiveness of their self-regulation during lectures, seminars and exams. Various methods to study semantic structures, reflection, the self-system, and self-regulation were used. It was established that the influence of individual mental structures and their combinations on the self-regulation of students' mental states was differentiated depending on the forms and intensity of educational activity. It was shown that the relations between structures were characterized by linear and non-linear dependencies in the process of self-regulation of states. It was also shown that the greatest efficiency of mental states selfregulation in everyday forms of education was achieved in the case of the interaction of a high level of life meaningfulness, reflection of past experience and self-worth of students. In a stressful exam situation, the most effective regulation of states was facilitated by a combination of a high level of mental states reflection and meaningful life orientations with low internal conflict of students.
{"title":"The Influence of Mental Structures on the Efficiency of Self-Regulation of Mental States in Students' Learning Activities","authors":"A. Prokhorov, A. Chernov, M. Kartasheva","doi":"10.17223/17267080/86/4","DOIUrl":"https://doi.org/10.17223/17267080/86/4","url":null,"abstract":"The article presents a study of the psychological mechanisms of mental states regulation. Considered the main theoretical approaches, among which the emphasis is on the systemfunctional paradigm of self-regulation of psychological states as a class of mental phenomena. Within the framework of this approach, a hierarchical system of regulation of mental states is implemented, the leading level of which is mental structures. The aim of the research is to study the peculiarities of the mental structures (semantic, reflection, the self-system) influence on the regulation of mental states in everyday (lectures, seminars) and stressful situations of activity (exams). The study involved second-year students of the Institute of Psychology and Education of the Kazan Federal University. At the first stage of the study, we identified the features of the mental structures of the respondents: the characteristics of the components of the self-system, the severity and direction of reflection, as well as the level of meaning-life orientations and its components. At the second stage, students were asked to describe their own mental states and evaluate the effectiveness of their self-regulation during lectures, seminars and exams. Various methods to study semantic structures, reflection, the self-system, and self-regulation were used. It was established that the influence of individual mental structures and their combinations on the self-regulation of students' mental states was differentiated depending on the forms and intensity of educational activity. It was shown that the relations between structures were characterized by linear and non-linear dependencies in the process of self-regulation of states. It was also shown that the greatest efficiency of mental states selfregulation in everyday forms of education was achieved in the case of the interaction of a high level of life meaningfulness, reflection of past experience and self-worth of students. In a stressful exam situation, the most effective regulation of states was facilitated by a combination of a high level of mental states reflection and meaningful life orientations with low internal conflict of students.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67571806","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}
In this paper, health-related behavior is considered not as a single activity, but as a series of everyday, often uncoordinated and polymotivated, choices of actions in favor or against of better health. The aim is to develop and validate a scale of motivation for actions related to health, as people's everyday choices - in favor or against of health. Methods. 119 residents of Moscow and Moscow Region and 64 residents of Baku filled out the scale of motivation for actions in favor and against of health (on a specific example of each of the actions), Satisfaction With Life Scale, Positive and Negative Experience Scale and the Scale of Ways to Care for Health. Results. Sufficient consistency and factorial validity of the scale were demonstrated. In general, when evaluating their motivation for both benefit and harm to health, people rate internal and identified motivation higher, and lower - the search for a new, external and amotivation. When choosing in favor of health, in comparison with the choice to the detriment of it, there are higher indicators of identified, introjected motivation, as well as the search for something new. Intrinsic and identified motivations for choosing actions in favor of health are associated with lower levels of negative emotions and an active lifestyle, and identified motivations are also associated with proactive health monitoring. Powerlessness as a variant of amotivation is associated with a higher level of negative emotions, both when choosing in favor of health, and to the detriment of it. The search for new health is associated with the use of alternative methods of treatment. Conclusions. The action motivation scale can be used to assess internal, identified, introjected, external motivation, amotivation, as well as searching for something new and impotence, both in relation to actions for the benefit and to the detriment of health.
{"title":"Health as a Result of Everyday Choice: Development and Validation of the Motivation of Actions For and Against Health Scale","authors":"E. Rasskazova, A. Tkhostov","doi":"10.17223/17267080/86/8","DOIUrl":"https://doi.org/10.17223/17267080/86/8","url":null,"abstract":"In this paper, health-related behavior is considered not as a single activity, but as a series of everyday, often uncoordinated and polymotivated, choices of actions in favor or against of better health. The aim is to develop and validate a scale of motivation for actions related to health, as people's everyday choices - in favor or against of health. Methods. 119 residents of Moscow and Moscow Region and 64 residents of Baku filled out the scale of motivation for actions in favor and against of health (on a specific example of each of the actions), Satisfaction With Life Scale, Positive and Negative Experience Scale and the Scale of Ways to Care for Health. Results. Sufficient consistency and factorial validity of the scale were demonstrated. In general, when evaluating their motivation for both benefit and harm to health, people rate internal and identified motivation higher, and lower - the search for a new, external and amotivation. When choosing in favor of health, in comparison with the choice to the detriment of it, there are higher indicators of identified, introjected motivation, as well as the search for something new. Intrinsic and identified motivations for choosing actions in favor of health are associated with lower levels of negative emotions and an active lifestyle, and identified motivations are also associated with proactive health monitoring. Powerlessness as a variant of amotivation is associated with a higher level of negative emotions, both when choosing in favor of health, and to the detriment of it. The search for new health is associated with the use of alternative methods of treatment. Conclusions. The action motivation scale can be used to assess internal, identified, introjected, external motivation, amotivation, as well as searching for something new and impotence, both in relation to actions for the benefit and to the detriment of health.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67571814","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}
M. Kashapov, A. Smirnov, E. V. Solovyeva, I. Serafimovich
Introduction. The resources approach allows to obtain the knowledge that is necessary in modern reality, as well as to reveal the facts, patterns and mechanisms of coping with difficult life situations. The goal of society in the period of global development is to identify how to increase the hardiness of each individual and thereby ensure its sustainable development. The resource is the empathic interaction of individuals. But what kind of communication can be called successful in an educational environment? In modern education emphasis is placed on the development of «flexible skills» for rapid adaptation. Empathy is usually developed among students because according to common belief it contributes to social adaptation. Purpose of research. Thus, the study is aimed at establishing the resources of empathy through the facilitation of hardiness in the university adaptation of students. The university adaptability of students is clearly reflected in the social context of development, educational and future professional activities. Materials and methods. In this study we apply the following methods of psychological diagnosis: Index of hardiness (S. Maddi), Test of empathic abilities (V.V. Boyko), Questionnaire of students' adaptation to higher education (M.S. Yurkina), A test for determining suicidal tendencies (P. Wider, described by A.Y. Egorov, S.A. Igumnov). Results. The study has established the resource side of empathy which might increase students' hardiness in relation to adapting to the university. The study has profiled 249 students. Conclusion. The study demonstrates that the characteristics of the conative parameters of empathy differ significantly from the perceptual channels of empathy. It is proved for the first time that only conativity in empathic interaction can increase the hardiness of students in educational and professional activities. Empathy as a resource of hardiness in the university adaptation of students is manifested through the interaction of conative empathy with the sides of learning. Thus, the interpretation of the concept of a resource for cognitive empathy is that it increases hardiness and reduces suicidal tendencies. Resourcefulness not just facilitates the learning success, but also eliminates negative impacts. The emotional component of empathy reduces hardiness. This stems from its implicit, subconscious structure, and the impossibility of reaching the supra-situational level of resource thinking.
{"title":"Empathy as a Resource of Students' Hardiness during University Adaptation","authors":"M. Kashapov, A. Smirnov, E. V. Solovyeva, I. Serafimovich","doi":"10.17223/17267080/86/7","DOIUrl":"https://doi.org/10.17223/17267080/86/7","url":null,"abstract":"Introduction. The resources approach allows to obtain the knowledge that is necessary in modern reality, as well as to reveal the facts, patterns and mechanisms of coping with difficult life situations. The goal of society in the period of global development is to identify how to increase the hardiness of each individual and thereby ensure its sustainable development. The resource is the empathic interaction of individuals. But what kind of communication can be called successful in an educational environment? In modern education emphasis is placed on the development of «flexible skills» for rapid adaptation. Empathy is usually developed among students because according to common belief it contributes to social adaptation. Purpose of research. Thus, the study is aimed at establishing the resources of empathy through the facilitation of hardiness in the university adaptation of students. The university adaptability of students is clearly reflected in the social context of development, educational and future professional activities. Materials and methods. In this study we apply the following methods of psychological diagnosis: Index of hardiness (S. Maddi), Test of empathic abilities (V.V. Boyko), Questionnaire of students' adaptation to higher education (M.S. Yurkina), A test for determining suicidal tendencies (P. Wider, described by A.Y. Egorov, S.A. Igumnov). Results. The study has established the resource side of empathy which might increase students' hardiness in relation to adapting to the university. The study has profiled 249 students. Conclusion. The study demonstrates that the characteristics of the conative parameters of empathy differ significantly from the perceptual channels of empathy. It is proved for the first time that only conativity in empathic interaction can increase the hardiness of students in educational and professional activities. Empathy as a resource of hardiness in the university adaptation of students is manifested through the interaction of conative empathy with the sides of learning. Thus, the interpretation of the concept of a resource for cognitive empathy is that it increases hardiness and reduces suicidal tendencies. Resourcefulness not just facilitates the learning success, but also eliminates negative impacts. The emotional component of empathy reduces hardiness. This stems from its implicit, subconscious structure, and the impossibility of reaching the supra-situational level of resource thinking.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67572263","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}
Relevance and object of research. In this modern world, the system of managing large social processes is a foot. A dangerous social trend of the so-called “information society” is identity manipulation, including religious identity. Relevant questions: What distinguishes an authentic religious identity from an extremist one? What qualities of devoutness are necessary and sufficient for understanding devoutness? The article presents the results of a study on religious identity of Indonesian Muslims. Subject, methods and materials of research. Data was collected from 484 Indonesian Muslims to confirm that existential anxiety plays the role of a mediator variable in the negative correlation between authentic religious identity and religious extremism. The survey was conducted using a google form. Mediation regression analysis was implemented. Three methods were used to collect data: the Authentic Religious Identity Scale, the Existential Anxiety Scale, and the Religious Extremism Scale. When testing the reliability and validity of these scales, the SPSS (Statistical Package for the Social Sciences) and JASP (Jeffrey's Amazing Statistics Program) programs were used. Results. The study found that authentic religious identity is negatively associated with existential anxiety, and existential anxiety was definitely associated with religious extremism. An assumption is that an authentic religious identity makes it possible to overcome existential anxiety, forming a social tendency to reduce the risk of developing religious extremism. If existential anxiety is not included in the research model, then there is a correlation between authentic religious identity and religious extremism. This means that without taking into account existential anxiety it is not possible to distinguish authentic devoutness from an extreme one. The study shows that authentic devoutness cannot completely eliminate the risk of developing an extremist view. To make this distinction the factor of favoritism was necessary, hence the nesecesticity of empirical studies to include the phenomena between spirituality and devoutness.
相关性和研究对象。在这个现代世界中，管理大型社会进程的系统是一种手段。所谓“信息社会”的一个危险的社会趋势是身份操纵，包括宗教身份。相关问题:如何区分真正的宗教认同与极端主义的宗教认同?对于理解虔诚，虔诚的哪些品质是必要和充分的?本文介绍了一项关于印尼穆斯林宗教认同的研究结果。研究的主题、方法和材料。通过对484名印尼穆斯林的数据收集，证实存在焦虑在真实宗教认同与宗教极端主义的负相关关系中起到中介变量的作用。该调查采用谷歌表格进行。采用中介回归分析。本研究采用真实宗教认同量表、存在焦虑量表和宗教极端主义量表三种方法收集数据。在测试这些量表的信度和效度时，使用SPSS (Statistical Package for the Social Sciences)和JASP (Jeffrey's Amazing Statistics Program)程序。结果。研究发现，真实的宗教认同与存在焦虑呈负相关，而存在焦虑与宗教极端主义有明确的相关关系。一种假设是，真实的宗教身份使人们有可能克服存在焦虑，形成一种减少宗教极端主义发展风险的社会趋势。如果存在焦虑不包括在研究模型中，那么真实的宗教认同与宗教极端主义之间存在相关性。这意味着，如果不考虑存在焦虑，就不可能区分真正的虔诚和极端的虔诚。研究表明，真正的虔诚并不能完全消除形成极端主义观点的风险。为了做出这种区分，偏爱的因素是必要的，因此有必要进行实证研究，包括灵性和虔诚之间的现象。
{"title":"Existential Anxiety of Religious Identity and Religious Extremism in Indonesian Muslims","authors":"D. Buana, O. Lukyanov","doi":"10.17223/17267080/83/5","DOIUrl":"https://doi.org/10.17223/17267080/83/5","url":null,"abstract":"Relevance and object of research. In this modern world, the system of managing large social processes is a foot. A dangerous social trend of the so-called “information society” is identity manipulation, including religious identity. Relevant questions: What distinguishes an authentic religious identity from an extremist one? What qualities of devoutness are necessary and sufficient for understanding devoutness? The article presents the results of a study on religious identity of Indonesian Muslims. Subject, methods and materials of research. Data was collected from 484 Indonesian Muslims to confirm that existential anxiety plays the role of a mediator variable in the negative correlation between authentic religious identity and religious extremism. The survey was conducted using a google form. Mediation regression analysis was implemented. Three methods were used to collect data: the Authentic Religious Identity Scale, the Existential Anxiety Scale, and the Religious Extremism Scale. When testing the reliability and validity of these scales, the SPSS (Statistical Package for the Social Sciences) and JASP (Jeffrey's Amazing Statistics Program) programs were used. Results. The study found that authentic religious identity is negatively associated with existential anxiety, and existential anxiety was definitely associated with religious extremism. An assumption is that an authentic religious identity makes it possible to overcome existential anxiety, forming a social tendency to reduce the risk of developing religious extremism. If existential anxiety is not included in the research model, then there is a correlation between authentic religious identity and religious extremism. This means that without taking into account existential anxiety it is not possible to distinguish authentic devoutness from an extreme one. The study shows that authentic devoutness cannot completely eliminate the risk of developing an extremist view. To make this distinction the factor of favoritism was necessary, hence the nesecesticity of empirical studies to include the phenomena between spirituality and devoutness.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570806","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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