The aim of the study was to determine the relationship between the parameters of selfregulation and the individual typological characteristics of women who committed socially dangerous acts. 25 women who committed socially dangerous acts, recognized as sane, and 27 women who were recognized as insane in relation to their socially dangerous acts were examined in the V. Serbsky National Medical Research Center of Psychiatry and Narcology (Moscow). The comparison group included 26 women with normal behavior. We studied individual typological features associated with various parameters of self-regulation. Qualitative and quantitative analysis of the psychological structure of self-regulation revealed that in the groups of women who committed socially dangerous acts, there were correlations that reflect a violation of behavior regulation. The results show that when the factor of criminalization is added, i.e., the performance of socially dangerous acts, both the total number of correlations of various parameters of self-regulation with individual typological characteristics, the degree of severity of these relationships, and the qualitative characteristics of these combinations decrease: there are fewer and fewer relationships that reflect the safety of certain links of self-regulation. In the group of women who were considered sane, a high level of behavior programming is associated with social desirability and low sensitivity to dangerous or negative stimuli, and a low ability to program behavior is associated with high psychoticism and impulsivity. The evaluation of the results of one's behavior is associated with the desire to improve the opinion of other people about oneself, and the "flexibility" parameter is associated with egocentrism and low sensitivity to dangerous situations. In the group of women who committed socially dangerous acts, recognized as insane, there was a predominance of relationships between the parameters of self-regulation with the activation variables of pleasure and reward, as well as a lack of relationships with the formal dynamic characteristics of psychomotor, intellectual and communicative spheres, which explain the immediacy of behavior and decision-making, and the imbalance of the temperamental foundations of activity. The self-regulation parameters such as "simulation" and "flexibility" reveal a connection with reduced sensitivity to danger, leading to insufficient sorting of positive and negative environmental stimuli that signal possible negative consequences. The results confirm that the violation of behavior regulation is accompanied by a decrease in the number of structural relationships between multi-level characteristics, as well as an increase in those structural relationships that reflect violations of behavior regulation.
{"title":"Features of Behavior Dysregulation in Women Committed Socially Dangerous Acts","authors":"Nadezhda E. Lysenko, M. Belyakova","doi":"10.17223/17267080/83/11","DOIUrl":"https://doi.org/10.17223/17267080/83/11","url":null,"abstract":"The aim of the study was to determine the relationship between the parameters of selfregulation and the individual typological characteristics of women who committed socially dangerous acts. 25 women who committed socially dangerous acts, recognized as sane, and 27 women who were recognized as insane in relation to their socially dangerous acts were examined in the V. Serbsky National Medical Research Center of Psychiatry and Narcology (Moscow). The comparison group included 26 women with normal behavior. We studied individual typological features associated with various parameters of self-regulation. Qualitative and quantitative analysis of the psychological structure of self-regulation revealed that in the groups of women who committed socially dangerous acts, there were correlations that reflect a violation of behavior regulation. The results show that when the factor of criminalization is added, i.e., the performance of socially dangerous acts, both the total number of correlations of various parameters of self-regulation with individual typological characteristics, the degree of severity of these relationships, and the qualitative characteristics of these combinations decrease: there are fewer and fewer relationships that reflect the safety of certain links of self-regulation. In the group of women who were considered sane, a high level of behavior programming is associated with social desirability and low sensitivity to dangerous or negative stimuli, and a low ability to program behavior is associated with high psychoticism and impulsivity. The evaluation of the results of one's behavior is associated with the desire to improve the opinion of other people about oneself, and the \"flexibility\" parameter is associated with egocentrism and low sensitivity to dangerous situations. In the group of women who committed socially dangerous acts, recognized as insane, there was a predominance of relationships between the parameters of self-regulation with the activation variables of pleasure and reward, as well as a lack of relationships with the formal dynamic characteristics of psychomotor, intellectual and communicative spheres, which explain the immediacy of behavior and decision-making, and the imbalance of the temperamental foundations of activity. The self-regulation parameters such as \"simulation\" and \"flexibility\" reveal a connection with reduced sensitivity to danger, leading to insufficient sorting of positive and negative environmental stimuli that signal possible negative consequences. The results confirm that the violation of behavior regulation is accompanied by a decrease in the number of structural relationships between multi-level characteristics, as well as an increase in those structural relationships that reflect violations of behavior regulation.","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":"67571061","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. Rean, Anna V. Egorova, I. Konovalov, Roman G. Kuz'min
Objective. This article is devoted to a theoretical and empirical study of the problem of aggression against teachers. Within the framework of the article, the following research questions were posed: what is the frequency of these manifestations of aggressive behavior toward Russian teachers? Is the frequency of these manifestations of aggression toward teachers related to the teachers characteristics, in particular, because of their own aggressiveness? Methods. The study was implemented as an anonymous online survey, which included teachers from nine regions and five federal districts of the Russian Federation. The sample of respondents consisted of 5086 teachers. The vast majority of respondents were female (94%). The Buss Perry Aggression Questionnaire (BPAQ) adapted by S.N. Enikolopov and N.P. Tsibulsky was used to assess the aggressiveness indicators of teachers. To assess the specifics of teachers' ideas about the problematic behavior of students, we used the questionnaire developed by the Center for Socialization, Family and Prevention of Antisocial Behavior from Moscow State Pedagogical University. The Kruskal-Wallis and Tukey tests were used as the principal method of statistical data processing. Results. Among the most common forms of aggressive behavior against teachers, the following stand out: systematic violation of discipline, ignoring and refusing to fulfill the requirements of a teacher. A tendency towards an increase in the probability of perceiving various manifestations of aggression against oneself with an increase in the level of various components of the teacher's aggressiveness (a tendency to physical aggression, anger and hostility) became apparent. Discussion. The data obtained are considered in the context of various socio-psychological phenomena: projection, hostile attribution, the Rosenthal effect. Conclusions. A connection was found between indicators of teachers' aggressiveness and their subjective assessment of the frequency of conflicts with adolescents. The relationships between teachers' propensity for physical aggression, anger and hostility with manifestations of aggression towards a teacher from students such as negative attitude, disregard, direct and indirect aggression.
{"title":"Adolescent Aggression towards Teachers: Experience of Victimization and Connections with Personality Factors","authors":"A. Rean, Anna V. Egorova, I. Konovalov, Roman G. Kuz'min","doi":"10.17223/17267080/85/6","DOIUrl":"https://doi.org/10.17223/17267080/85/6","url":null,"abstract":"Objective. This article is devoted to a theoretical and empirical study of the problem of aggression against teachers. Within the framework of the article, the following research questions were posed: what is the frequency of these manifestations of aggressive behavior toward Russian teachers? Is the frequency of these manifestations of aggression toward teachers related to the teachers characteristics, in particular, because of their own aggressiveness? Methods. The study was implemented as an anonymous online survey, which included teachers from nine regions and five federal districts of the Russian Federation. The sample of respondents consisted of 5086 teachers. The vast majority of respondents were female (94%). The Buss Perry Aggression Questionnaire (BPAQ) adapted by S.N. Enikolopov and N.P. Tsibulsky was used to assess the aggressiveness indicators of teachers. To assess the specifics of teachers' ideas about the problematic behavior of students, we used the questionnaire developed by the Center for Socialization, Family and Prevention of Antisocial Behavior from Moscow State Pedagogical University. The Kruskal-Wallis and Tukey tests were used as the principal method of statistical data processing. Results. Among the most common forms of aggressive behavior against teachers, the following stand out: systematic violation of discipline, ignoring and refusing to fulfill the requirements of a teacher. A tendency towards an increase in the probability of perceiving various manifestations of aggression against oneself with an increase in the level of various components of the teacher's aggressiveness (a tendency to physical aggression, anger and hostility) became apparent. Discussion. The data obtained are considered in the context of various socio-psychological phenomena: projection, hostile attribution, the Rosenthal effect. Conclusions. A connection was found between indicators of teachers' aggressiveness and their subjective assessment of the frequency of conflicts with adolescents. The relationships between teachers' propensity for physical aggression, anger and hostility with manifestations of aggression towards a teacher from students such as negative attitude, disregard, direct and indirect aggression.","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":"67571895","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 availability of virtual reality (VR) tools and the attractiveness of their interactivity for users have influenced the spread of this technology in the field of language educational programs. However, scientific studies of the effectiveness of VR in comparison with traditional methods are few and show conflicting results, which can be explained by the influence of additional factors, such as the learner's motor activity and the speech learning strategies used. In order to clarify the role of these factors, we developed a natural design of learning tasks in VR on a computer monitor, based on the auditory presentation of new words to participants together with their visual referents in the context of interrogative sentences. The controlled variables were speech learning strategies (Fast Mapping/Explicit Encoding) and motor response to the question (high-velocity low amplitude hand movements). 16 respondents learned 8 nouns each in the two learning environments. Learning outcomes were assessed using the recognition task. Accuracy of the answers was analyzed using RM-ANOVA, the reaction time using the Wilcoxon test. The correctness of recognition of new words did not differ significantly after using VR (55%) or a computer monitor (61%). Words learned with high-velocity whole-hand movements were significantly better for participants when they learned through fast mapping, while words learned with low amplitude finger movements were significantly better with explicit encoding while using a computer monitor. Explicit Encoding learned words with small amplitude movements were recognized faster using VR then a computer monitor. The pilot study showed the effectiveness of the semantic assimilation of new words in both learning environments with the combined influence of speech learning strategies and the student's motor activity in this process.
{"title":"The Influence of the Learning Environment on Fast Mapping and Explicit Encoding of New Vocabulary: Results of a Pilot Study","authors":"E. Perikova, E. Blinova, E. A. Andriushchenko","doi":"10.17223/17267080/85/9","DOIUrl":"https://doi.org/10.17223/17267080/85/9","url":null,"abstract":"The availability of virtual reality (VR) tools and the attractiveness of their interactivity for users have influenced the spread of this technology in the field of language educational programs. However, scientific studies of the effectiveness of VR in comparison with traditional methods are few and show conflicting results, which can be explained by the influence of additional factors, such as the learner's motor activity and the speech learning strategies used. In order to clarify the role of these factors, we developed a natural design of learning tasks in VR on a computer monitor, based on the auditory presentation of new words to participants together with their visual referents in the context of interrogative sentences. The controlled variables were speech learning strategies (Fast Mapping/Explicit Encoding) and motor response to the question (high-velocity low amplitude hand movements). 16 respondents learned 8 nouns each in the two learning environments. Learning outcomes were assessed using the recognition task. Accuracy of the answers was analyzed using RM-ANOVA, the reaction time using the Wilcoxon test. The correctness of recognition of new words did not differ significantly after using VR (55%) or a computer monitor (61%). Words learned with high-velocity whole-hand movements were significantly better for participants when they learned through fast mapping, while words learned with low amplitude finger movements were significantly better with explicit encoding while using a computer monitor. Explicit Encoding learned words with small amplitude movements were recognized faster using VR then a computer monitor. The pilot study showed the effectiveness of the semantic assimilation of new words in both learning environments with the combined influence of speech learning strategies and the student's motor activity in this process.","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":"67572015","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}
I. Shpitsberg, Svetlana O. Krivoruchko, A. Varlamov
Autism spectrum disorder (ASD) is one of the most common developmental disorders. It includes impaired socialization and communication, stereotypical behaviors, cognitive abnormalities, and a wide range of sensory features. While most experts now agree that the social impairments seen in ASD are caused by cognitive deficits, including deficits in cognitive processing of sensory information, there is yet no generally accepted theory to explain the causes of ASD and the nature of the relationship between the deficits in the sensory, cognitive, and social domains. This paper addresses the advances in understanding the sensory-cognitive traits defining an autistic perception, particularly at early age, and presents a model of autistic adaptation (AA) suggesting that social deficits, rigid behavioral patterns, and self-stimulation can be conceived as a consequence of a suboptimal adaptation strategy brought forth by a need to cope with sensory hypersensitivity and to make the outside world a less chaotic and more predictable place. As a result of this adaptation, most children with ASD at an early age (up to 1.5-2 years) form a system of protection against external sensory stimuli perceived as excessively intense at a subjective level; this protection system includes behavioral responses aimed at limiting incoming sensory information and increasing predictability of sensations received by actively searching for the more uniform and predictable external stimuli, avoiding social interaction, narrowing activity range, and following rigid behavior patterns. Special attention is paid to a well-documented tendency of children with ASD to use peripheral vision instead of central vision (lateral glances) and to refrain from behaviors aimed on integration of auditory and visual information; these sensory behaviors, though helpful in preventing sensory overflow, lead to an even more fragmented perception of an outside world characteristic for an autistic personality. Sensory self-stimulation (stimming) is also perceived as a specific adaptive mechanism that provides a child with ASD with predictable and controllable sensations and is aimed at reducing anxiety associated with the intense and unpredictable flow of external sensory information. Further attempts to better understand the specific behaviors and perceptual traits associated with autistic adaptation may lead to development of more effective intervention programs for children with ASD. A broad range of sensory integration therapies are sought that aim to establish new behavioral responses and perception strategies helping to integrate the sensory information, cope with sensory overflow, and enable us to explore the world in a more positive and efficient way.
{"title":"An Autistic Way to Adapt: A Model Linking Social and Behavioral Impairments to Sensory Traits of an Autistic Personality","authors":"I. Shpitsberg, Svetlana O. Krivoruchko, A. Varlamov","doi":"10.17223/17267080/84/1","DOIUrl":"https://doi.org/10.17223/17267080/84/1","url":null,"abstract":"Autism spectrum disorder (ASD) is one of the most common developmental disorders. It includes impaired socialization and communication, stereotypical behaviors, cognitive abnormalities, and a wide range of sensory features. While most experts now agree that the social impairments seen in ASD are caused by cognitive deficits, including deficits in cognitive processing of sensory information, there is yet no generally accepted theory to explain the causes of ASD and the nature of the relationship between the deficits in the sensory, cognitive, and social domains. This paper addresses the advances in understanding the sensory-cognitive traits defining an autistic perception, particularly at early age, and presents a model of autistic adaptation (AA) suggesting that social deficits, rigid behavioral patterns, and self-stimulation can be conceived as a consequence of a suboptimal adaptation strategy brought forth by a need to cope with sensory hypersensitivity and to make the outside world a less chaotic and more predictable place. As a result of this adaptation, most children with ASD at an early age (up to 1.5-2 years) form a system of protection against external sensory stimuli perceived as excessively intense at a subjective level; this protection system includes behavioral responses aimed at limiting incoming sensory information and increasing predictability of sensations received by actively searching for the more uniform and predictable external stimuli, avoiding social interaction, narrowing activity range, and following rigid behavior patterns. Special attention is paid to a well-documented tendency of children with ASD to use peripheral vision instead of central vision (lateral glances) and to refrain from behaviors aimed on integration of auditory and visual information; these sensory behaviors, though helpful in preventing sensory overflow, lead to an even more fragmented perception of an outside world characteristic for an autistic personality. Sensory self-stimulation (stimming) is also perceived as a specific adaptive mechanism that provides a child with ASD with predictable and controllable sensations and is aimed at reducing anxiety associated with the intense and unpredictable flow of external sensory information. Further attempts to better understand the specific behaviors and perceptual traits associated with autistic adaptation may lead to development of more effective intervention programs for children with ASD. A broad range of sensory integration therapies are sought that aim to establish new behavioral responses and perception strategies helping to integrate the sensory information, cope with sensory overflow, and enable us to explore the world in a more positive and efficient way.","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":"67571146","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 aim of this study is to study possible changes caused by the pandemic factor in the psychological system of ensuring the psychological health of young people, related to regulatory controls and value orientations. The sample consisted of 164 university students, 17 to 25 years of age (the mean age is 19.4 years; and 39.0% are males), divided into two equal investigation groups of 82 people from 2019 and 2020. Research methods: “Personal Readiness for Activity (PRA)” scale (I. V. Atamanova, S. A. Bogomaz) and “Portrait Value Questionnaire-Revised (PVQ-R)” (Sh. Schwartz). Data analysis methods: rank-biserial correlation, regression analysis, Mann-Whitney U-test, Student's t-test, network analysis. Results: The data of correlation and regression analysis revealed relationships between the studied psychological variables and the “pandemic factor”, which are significantly more pronounced than the common socio-demographic relationships from before the pandemic from a variety of respondents (gender, age, specialty). To a greater extent, this applies to the variables of Planning, Reflection, and Conservation. The use of statistical criteria for differences revealed a significant decrease in the indicators of Planning, Reflection, and the PRA Index in 2020 compared to 2019. We found a significant increase in the level of higher-order value of Conservation in 2020. The role of this indicator in the network structure of the psychological system for ensuring psychological health of young people is also on the rise, while the role of the value of Openness is on the decline. These phenomena reflect the dynamic consistency of youth value orientations with global critical factors related to the pandemic. There is a restructuring of the structural features of the value and regulatory controls for ensuring the psychological health of young people in the context of a pandemic. In the network graphs of 2019, a single center is represented - Goal setting, which acts as a systemforming factor. In 2020, it was replaced by a cooperative, polycentric subsystem that combines three characteristics that are similar in their degree of influence on human life - Planning, Reflection, and Conservation.
本研究的目的是研究流行病因素对保障青少年心理健康的心理系统可能造成的变化，与监管控制和价值取向有关。样本由164名大学生组成，年龄在17至25岁之间(平均年龄19.4岁;39.0%为男性)，从2019年到2020年，被分为两个相等的调查小组，每组82人。研究方法:“个人活动准备(PRA)”量表(I. V. Atamanova, S. A. Bogomaz)和“肖像价值问卷-修订(PVQ-R)”(Sh. Schwartz)。数据分析方法:秩双相关、回归分析、Mann-Whitney u检验、Student’st检验、网络分析。结果:相关分析和回归分析的数据揭示了所研究的心理变量与"大流行因素"之间的关系，这种关系比大流行前各种受访者(性别、年龄、专业)之间的常见社会人口关系明显得多。在更大程度上，这适用于规划、反思和保护的变量。对差异的统计标准的使用显示，与2019年相比，2020年规划、反思和PRA指数的指标显著下降。我们发现，到2020年，保护的高阶值水平显著增加。该指标在保障青少年心理健康的心理系统网络结构中的作用也在上升，而开放性价值的作用在下降。这些现象反映了青年价值取向与与该流行病有关的全球关键因素的动态一致性。在流行病背景下，为确保青年人的心理健康，正在重新调整价值和管制的结构特征。在2019年的网络图中，表示一个单一的中心-目标设定，它是一个系统形成因素。2020年，它被一个合作的多中心子系统所取代，该子系统结合了对人类生活影响程度相似的三个特征——规划、反思和保护。
{"title":"Changing the Characteristics of Regulatory Controls and Value Orientations of Students in the Context of a Pandemic","authors":"I. A. Filenko, S. Bogomaz","doi":"10.17223/17267080/83/3","DOIUrl":"https://doi.org/10.17223/17267080/83/3","url":null,"abstract":"The aim of this study is to study possible changes caused by the pandemic factor in the psychological system of ensuring the psychological health of young people, related to regulatory controls and value orientations. The sample consisted of 164 university students, 17 to 25 years of age (the mean age is 19.4 years; and 39.0% are males), divided into two equal investigation groups of 82 people from 2019 and 2020. Research methods: “Personal Readiness for Activity (PRA)” scale (I. V. Atamanova, S. A. Bogomaz) and “Portrait Value Questionnaire-Revised (PVQ-R)” (Sh. Schwartz). Data analysis methods: rank-biserial correlation, regression analysis, Mann-Whitney U-test, Student's t-test, network analysis. Results: The data of correlation and regression analysis revealed relationships between the studied psychological variables and the “pandemic factor”, which are significantly more pronounced than the common socio-demographic relationships from before the pandemic from a variety of respondents (gender, age, specialty). To a greater extent, this applies to the variables of Planning, Reflection, and Conservation. The use of statistical criteria for differences revealed a significant decrease in the indicators of Planning, Reflection, and the PRA Index in 2020 compared to 2019. We found a significant increase in the level of higher-order value of Conservation in 2020. The role of this indicator in the network structure of the psychological system for ensuring psychological health of young people is also on the rise, while the role of the value of Openness is on the decline. These phenomena reflect the dynamic consistency of youth value orientations with global critical factors related to the pandemic. There is a restructuring of the structural features of the value and regulatory controls for ensuring the psychological health of young people in the context of a pandemic. In the network graphs of 2019, a single center is represented - Goal setting, which acts as a systemforming factor. In 2020, it was replaced by a cooperative, polycentric subsystem that combines three characteristics that are similar in their degree of influence on human life - Planning, Reflection, and Conservation.","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":"67571192","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 comprehensive analysis and description was conducted of communicative psychosemantics as a universal basis for constructing a structural-dynamic model of the cognitive-noetic potential for the development of a professional personality in the modern educational process. The study used the main humanities communicative sense-forming processes of qualitative methods: hermeneutics, phenomenology, content analysis and experimental psychosemantics. It was found that the relevance of these methods depends on if they take into account authentic communicative factors. For hermeneutic understanding, these are universal factors of contradictions in the communicative situation due to the doubling of mismatched expectations and ideas among partners: on the one hand, about the subject and their linguistic representations; on the other hand, about each other and how each portrays themself. For phenomenological immersion in directly conscious experiences, this is a communicative moment of meeting with the other, the unknown, which gives rise to an ambivalent stress-transformation. It is they who actualize the intuitive-creative cycle of peak experiences: catharsis - imprinting -ecstasy - insight. Content analysis takes into account specific communicative contexts, but needs psychosemantic contextual markers. We created “Communicative psychosemantics” to integrate all high-quality meaning-oriented research methods based on the sociability of the mental and spiritual life of a person in line with the structural-dynamic model of the cognitive-noetic potential of personality development. The intentional dynamic vector of the model is presented as a cumulative cycle of integration of qualitative psychological modalities: motivation - perception - imagination - emotion. The transcendental structural-level vector of communicative psychosemantics is represented by holarchic levels: value-semantic formations - problematic conceptual target solutions - constructive compositional objectivism -archetypal symbolic expressive incarnations. This structural-dynamic model of communicative psychosemantics is translated into an equivalent model of 16 basic positional strategies of the educational process, focused on the cognitive-noetic development of a person's professional and personal potential.
{"title":"Communicative Psychosemantics of Cognitive-Noetic Development of the Personality","authors":"V. I. Kabrin","doi":"10.17223/17267080/85/3","DOIUrl":"https://doi.org/10.17223/17267080/85/3","url":null,"abstract":"A comprehensive analysis and description was conducted of communicative psychosemantics as a universal basis for constructing a structural-dynamic model of the cognitive-noetic potential for the development of a professional personality in the modern educational process. The study used the main humanities communicative sense-forming processes of qualitative methods: hermeneutics, phenomenology, content analysis and experimental psychosemantics. It was found that the relevance of these methods depends on if they take into account authentic communicative factors. For hermeneutic understanding, these are universal factors of contradictions in the communicative situation due to the doubling of mismatched expectations and ideas among partners: on the one hand, about the subject and their linguistic representations; on the other hand, about each other and how each portrays themself. For phenomenological immersion in directly conscious experiences, this is a communicative moment of meeting with the other, the unknown, which gives rise to an ambivalent stress-transformation. It is they who actualize the intuitive-creative cycle of peak experiences: catharsis - imprinting -ecstasy - insight. Content analysis takes into account specific communicative contexts, but needs psychosemantic contextual markers. We created “Communicative psychosemantics” to integrate all high-quality meaning-oriented research methods based on the sociability of the mental and spiritual life of a person in line with the structural-dynamic model of the cognitive-noetic potential of personality development. The intentional dynamic vector of the model is presented as a cumulative cycle of integration of qualitative psychological modalities: motivation - perception - imagination - emotion. The transcendental structural-level vector of communicative psychosemantics is represented by holarchic levels: value-semantic formations - problematic conceptual target solutions - constructive compositional objectivism -archetypal symbolic expressive incarnations. This structural-dynamic model of communicative psychosemantics is translated into an equivalent model of 16 basic positional strategies of the educational process, focused on the cognitive-noetic development of a person's professional and personal potential.","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":"67571779","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 an overview of researches aimed at studying the consequences of the traumatic childhood experience and not satisfied basic psychological needs. The emerging maladaptive schemas are considered the “moderators” in the association with stress and psychopathology. The emerging maladaptive schema is a stable pattern consisting of memories, emotions, knowledge and perceptions regarding oneself and relationships with other people. The main distinguishing features of emerging maladaptive schemes are: first, dysfunctional experiences that arise as a result of a child's interaction in the communication process with family members; second, perception of schemes as factual knowledge about themselves and surrounding reality; third, activation by external factors. The research data on the relationship between emerging maladaptive schemas and various categories of mental disorders are presented. The relationship of different schemas with various types of fears is described. It has been shown that the frequency of depressive and anxiety disorders is higher in people with ineffective emotional schemas. This is due to the fact that a maladaptive schema causes a person to misunderstand his emotions or interpret them negatively. The features of maladaptive schemas in patients with obsessive-compulsive disorders and schizophrenic spectrum disorders were revealed too. The emerging maladaptive schemas negatively affect mental health and well-being of an individual, his interpersonal relationships, and the ways of emotional response, which determines the need for therapy. Special attention is given to the researches of maladaptive schemas in adolescence with the prospect of their correction and mental status stabilization. In general, there are few studies concerning the identification of emerging maladaptive schemas in adolescents, and they show only the relationship of emerging maladaptive schemas with individual psychological characteristics. Considering that during life the maladaptive schemas become more complex and affect an increasing number of functioning areas, it seems appropriate to identify these schemas at young age, when they do not have a clear structure, are not rigid and do not cause persistent maladjustment in all spheres of functioning. However, until now, in studies of the adolescent population the aspects of studying the role of maladaptive schemas as a link between the traumatic childhood experience, problem parent-child relationships and emerging psychopathology had not been sufficiently studied. In comparison with adults, psychotherapeutic and psycho-corrective tactics of working with activated maladaptive schemes in adolescents have been developed to a lesser extent.
{"title":"Early Maladaptive Schemas as Stress and Emerging Mental Pathology “Moderators","authors":"I. Karaush, I. Kupriyanova","doi":"10.17223/17267080/83/7","DOIUrl":"https://doi.org/10.17223/17267080/83/7","url":null,"abstract":"The article presents an overview of researches aimed at studying the consequences of the traumatic childhood experience and not satisfied basic psychological needs. The emerging maladaptive schemas are considered the “moderators” in the association with stress and psychopathology. The emerging maladaptive schema is a stable pattern consisting of memories, emotions, knowledge and perceptions regarding oneself and relationships with other people. The main distinguishing features of emerging maladaptive schemes are: first, dysfunctional experiences that arise as a result of a child's interaction in the communication process with family members; second, perception of schemes as factual knowledge about themselves and surrounding reality; third, activation by external factors. The research data on the relationship between emerging maladaptive schemas and various categories of mental disorders are presented. The relationship of different schemas with various types of fears is described. It has been shown that the frequency of depressive and anxiety disorders is higher in people with ineffective emotional schemas. This is due to the fact that a maladaptive schema causes a person to misunderstand his emotions or interpret them negatively. The features of maladaptive schemas in patients with obsessive-compulsive disorders and schizophrenic spectrum disorders were revealed too. The emerging maladaptive schemas negatively affect mental health and well-being of an individual, his interpersonal relationships, and the ways of emotional response, which determines the need for therapy. Special attention is given to the researches of maladaptive schemas in adolescence with the prospect of their correction and mental status stabilization. In general, there are few studies concerning the identification of emerging maladaptive schemas in adolescents, and they show only the relationship of emerging maladaptive schemas with individual psychological characteristics. Considering that during life the maladaptive schemas become more complex and affect an increasing number of functioning areas, it seems appropriate to identify these schemas at young age, when they do not have a clear structure, are not rigid and do not cause persistent maladjustment in all spheres of functioning. However, until now, in studies of the adolescent population the aspects of studying the role of maladaptive schemas as a link between the traumatic childhood experience, problem parent-child relationships and emerging psychopathology had not been sufficiently studied. In comparison with adults, psychotherapeutic and psycho-corrective tactics of working with activated maladaptive schemes in adolescents have been developed to a lesser extent.","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":"67570868","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}
T. Tikhomirova, K. Tagareva, Yulia Kuzmina, S. Malykh
Introduction. Motivation is one of the most reliable predictors of success in school, confirmed by the results of meta-analyses controls for intelligence and previous academic achievements. Goals and objectives. This article gives the results of the adaptation of the Russian version of the self-reported questionnaire, “Intrinsic motivation and Ability of self-perception”. It was aimed at measuring two aspects of a student's motivational sphere: their desire to study certain academic disciplines and self-assessment of their educational achievements in certain subjects at school. The age range analyzed was primary and secondary school children. Materials and methods. The questionnaire “Intrinsic motivation and Ability of selfperception” is aimed at measuring the motivation to study such school subjects as the Russian language, mathematics, natural sciences and physical education. The study involved 936 students aged 8 to 16.9 years, 396 primary school children (grades 2-4, 52.3% boys) and 540 adolescents (grades 5-9, 50.9% boys). Confirmatory factor analysis (CFI) and Student's t test were used. Results. According to the analyses of the original model, intrinsic motivation and selfperceptions of achievements factors for each school discipline had very high intercorrelations, which pointed towards a common latent construct underlying both intrinsic motivation and self-assessment of educational achievements. The study reveals differences in learning motivation between primary schoolchildren and adolescents in all analyzed school disciplines. Additionally observed was the tendency towards weakening of interrelationships between scores for learning motivations of various school disciplines in the period from primary to basic school education. Conclusion. Thus, the results of the adaptation of the Russian-language version of the “Intrinsic motivation and Ability of self-perception” questionnaire confirmed the four-factor structure, according to which there is a single indicator of academic motivation for each of the four school disciplines - the Russian language, mathematics, natural sciences and physical education.
{"title":"Adaptation of the Russian-Language Version of the Questionnaire “Intrinsic Motivation and Ability of Self-Perception”","authors":"T. Tikhomirova, K. Tagareva, Yulia Kuzmina, S. Malykh","doi":"10.17223/17267080/84/2","DOIUrl":"https://doi.org/10.17223/17267080/84/2","url":null,"abstract":"Introduction. Motivation is one of the most reliable predictors of success in school, confirmed by the results of meta-analyses controls for intelligence and previous academic achievements. Goals and objectives. This article gives the results of the adaptation of the Russian version of the self-reported questionnaire, “Intrinsic motivation and Ability of self-perception”. It was aimed at measuring two aspects of a student's motivational sphere: their desire to study certain academic disciplines and self-assessment of their educational achievements in certain subjects at school. The age range analyzed was primary and secondary school children. Materials and methods. The questionnaire “Intrinsic motivation and Ability of selfperception” is aimed at measuring the motivation to study such school subjects as the Russian language, mathematics, natural sciences and physical education. The study involved 936 students aged 8 to 16.9 years, 396 primary school children (grades 2-4, 52.3% boys) and 540 adolescents (grades 5-9, 50.9% boys). Confirmatory factor analysis (CFI) and Student's t test were used. Results. According to the analyses of the original model, intrinsic motivation and selfperceptions of achievements factors for each school discipline had very high intercorrelations, which pointed towards a common latent construct underlying both intrinsic motivation and self-assessment of educational achievements. The study reveals differences in learning motivation between primary schoolchildren and adolescents in all analyzed school disciplines. Additionally observed was the tendency towards weakening of interrelationships between scores for learning motivations of various school disciplines in the period from primary to basic school education. Conclusion. Thus, the results of the adaptation of the Russian-language version of the “Intrinsic motivation and Ability of self-perception” questionnaire confirmed the four-factor structure, according to which there is a single indicator of academic motivation for each of the four school disciplines - the Russian language, mathematics, natural sciences and physical education.","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":"67571430","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}
Problematization. In psychology, there is a situation of many working ontologies, expanding their boundaries to a general ontology. Accordingly, we have different explanations of the psyche and many methods of its development. In reality, the psyche is one. Research objectives. Substantiation of the method of studying the integrity of the psyche using the "One Psychology" analysis of the anthropological project of L. S. Vygotsky and the critical ontology of N. Hartman. Methodology. In the study of the psyche as a whole the post-non-classical mode of rationality makes it possible to rely on a fundamental ontology, Hence, we used in our study as a means of analysis of the whole: the substratum unit; and the unit of integrity analysis and modality. Results. As a starting material, we presented a brief analysis of the historical conditions that contributed to the emergence of similar ideological and conceptual views in L. S. Vygotsky, a psychologist, and N. Hartmann, a philosopher, also did not know each other. We examined the fundamental intersection points of: 1) L. S. Vygotsky who is called a Spinozist, and N. Hartmann who gravitated towards Platonism. With similarities of Spinoza and Plato substantial and modal aspects of being, and their identical attitude towards cognition and cognizability; 2) This was reflected in the projects of L. S. Vygotsky and N. Hartman, in particular, in acts of cognition, as “the unity of affect and intellect”, the unity of the cognizer and the cognized, and the definition of the “top” role of the individual; and 3) Both scientists singled out and applied a common method for studying integrity: L. S. Vygotsky - “a unit of analysis of the whole”, N. Hartman - modality. The last conclusion is promising for psychology and allows it to be developed on the basis of a universal ontology. The prospects are as follows: we have shown that the concepts of “units of integrity” and “units of analysis of the whole” are not interchangeable, but in all psychological approaches and concepts, except for the cultural-historical one, the boundaries of these concepts were not given importance and their normative base was blurred. We compared the characteristics of the “unit of analysis of the whole” (L. S. Vygotsky) with the characteristics of modality by N. Hartmann. We determined that these characteristics are similar and made an assumption about the possibility in cultural-historical psychology that “units of analysis of the whole” can be understood as a modality, and not a unit of the whole. This has several advantages: 1) a clearer definition of the boundaries of cultural-historical psychology and its qualitative separation from all other psychologies without the possibility of mixing and substitution; 2) the possibility of analyzing cultural-historical psychology on the basis of a universal ontology, the discovery of new "units of analysis of the whole" (modalities), building links between them; 3) the development of a new psycholo
{"title":"“Unit of Analysis” L.S. Vygotsky and \"Modality\" N. Hartman","authors":"T. Sizikova","doi":"10.17223/17267080/85/1","DOIUrl":"https://doi.org/10.17223/17267080/85/1","url":null,"abstract":"Problematization. In psychology, there is a situation of many working ontologies, expanding their boundaries to a general ontology. Accordingly, we have different explanations of the psyche and many methods of its development. In reality, the psyche is one. Research objectives. Substantiation of the method of studying the integrity of the psyche using the \"One Psychology\" analysis of the anthropological project of L. S. Vygotsky and the critical ontology of N. Hartman. Methodology. In the study of the psyche as a whole the post-non-classical mode of rationality makes it possible to rely on a fundamental ontology, Hence, we used in our study as a means of analysis of the whole: the substratum unit; and the unit of integrity analysis and modality. Results. As a starting material, we presented a brief analysis of the historical conditions that contributed to the emergence of similar ideological and conceptual views in L. S. Vygotsky, a psychologist, and N. Hartmann, a philosopher, also did not know each other. We examined the fundamental intersection points of: 1) L. S. Vygotsky who is called a Spinozist, and N. Hartmann who gravitated towards Platonism. With similarities of Spinoza and Plato substantial and modal aspects of being, and their identical attitude towards cognition and cognizability; 2) This was reflected in the projects of L. S. Vygotsky and N. Hartman, in particular, in acts of cognition, as “the unity of affect and intellect”, the unity of the cognizer and the cognized, and the definition of the “top” role of the individual; and 3) Both scientists singled out and applied a common method for studying integrity: L. S. Vygotsky - “a unit of analysis of the whole”, N. Hartman - modality. The last conclusion is promising for psychology and allows it to be developed on the basis of a universal ontology. The prospects are as follows: we have shown that the concepts of “units of integrity” and “units of analysis of the whole” are not interchangeable, but in all psychological approaches and concepts, except for the cultural-historical one, the boundaries of these concepts were not given importance and their normative base was blurred. We compared the characteristics of the “unit of analysis of the whole” (L. S. Vygotsky) with the characteristics of modality by N. Hartmann. We determined that these characteristics are similar and made an assumption about the possibility in cultural-historical psychology that “units of analysis of the whole” can be understood as a modality, and not a unit of the whole. This has several advantages: 1) a clearer definition of the boundaries of cultural-historical psychology and its qualitative separation from all other psychologies without the possibility of mixing and substitution; 2) the possibility of analyzing cultural-historical psychology on the basis of a universal ontology, the discovery of new \"units of analysis of the whole\" (modalities), building links between them; 3) the development of a new psycholo","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":"67571560","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 paper substantiates the need to systematize engagement research on a unified methodological basis, reflecting on its various spatial and temporal characteristics. For the methodology, the author used systemic anthropological psychology, the foundations of which are spelled out in the works of Tomsk scientists (V.E. Klochko, E.V. Galazhinsky, O.M. Krasnoryadtseva, O.V. Lukyanov). This is a model of involvement as a state that arises in the space of interaction between a person and the environment as proposed, provided that they correspond. Described as short-term (in solving a specific problem), medium-term (in professional / educational activities) and long-term (in the process of life) involvement, their psychological characteristics, possible diagnostic and optimization methods. Styles and predictors of involvement were determined from a sample of 388 students from their 2nd and 3rd years of study from universities in the Russian Far East. It was found that the short-term involvement of the majority of respondents is moderate, as are most indicators of medium-term involvement (e.g., intrinsic motivation, self-efficacy, metacognitive involvement, self-organization, confidence in one's own ability to control the current situation). Indicators of long-term involvement (psychological well-being, life satisfaction, resilience, productive reflection), on the contrary, were weakly expressed in a significant part of the students. Based on the factor analysis of the data, four styles of involvement were identified: “Satisfaction with achievements and saturation of life” and “Personal growth” reflect ways of life that go beyond the current situation, “Involvement in activities” is typical for medium and short-term involvement, “Reflection of involvement” - reflects the situation of understanding activities performed. As the main predictors of involvement as an actual state, metacognitive involvement, the use of external means of planning activities, the meaningfulness of life, the absence of external motivation and transsituational variability are identified. Separate components of involvement are also determined by the general background of mood and trans-situational mobility. Based on a comparison of the data obtained with the research of specialists in the field of engagement, a conclusion was made about the relevance of the model of involvement used for the tasks set; and directions for further research was identified.
{"title":"Spatial and Temporal Characteristics of the State of Involvement: Problems of Diagnosis and Management","authors":"E. Pavlova","doi":"10.17223/17267080/85/4","DOIUrl":"https://doi.org/10.17223/17267080/85/4","url":null,"abstract":"The paper substantiates the need to systematize engagement research on a unified methodological basis, reflecting on its various spatial and temporal characteristics. For the methodology, the author used systemic anthropological psychology, the foundations of which are spelled out in the works of Tomsk scientists (V.E. Klochko, E.V. Galazhinsky, O.M. Krasnoryadtseva, O.V. Lukyanov). This is a model of involvement as a state that arises in the space of interaction between a person and the environment as proposed, provided that they correspond. Described as short-term (in solving a specific problem), medium-term (in professional / educational activities) and long-term (in the process of life) involvement, their psychological characteristics, possible diagnostic and optimization methods. Styles and predictors of involvement were determined from a sample of 388 students from their 2nd and 3rd years of study from universities in the Russian Far East. It was found that the short-term involvement of the majority of respondents is moderate, as are most indicators of medium-term involvement (e.g., intrinsic motivation, self-efficacy, metacognitive involvement, self-organization, confidence in one's own ability to control the current situation). Indicators of long-term involvement (psychological well-being, life satisfaction, resilience, productive reflection), on the contrary, were weakly expressed in a significant part of the students. Based on the factor analysis of the data, four styles of involvement were identified: “Satisfaction with achievements and saturation of life” and “Personal growth” reflect ways of life that go beyond the current situation, “Involvement in activities” is typical for medium and short-term involvement, “Reflection of involvement” - reflects the situation of understanding activities performed. As the main predictors of involvement as an actual state, metacognitive involvement, the use of external means of planning activities, the meaningfulness of life, the absence of external motivation and transsituational variability are identified. Separate components of involvement are also determined by the general background of mood and trans-situational mobility. Based on a comparison of the data obtained with the research of specialists in the field of engagement, a conclusion was made about the relevance of the model of involvement used for the tasks set; and directions for further research was identified.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"13 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67571792","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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