I. Polikanova, S. Leonov, Yury I. Semenov, A. Yakushina, V. A. Klimenko
The present review focuses on psychological and psychophysiological research in the study of motor training and the relationship of this process to the mirror neuron system underlying implicit training, or training by analogy. Our review shows that the most effective strategy for training a motor skill is a combination of physical repetition of the movement and observation of it, with the visual observation of the movement being as related as possible to the actual movement - the same environment, the movement should be congruent, the person performing the action should train the skill rather than perform it professionally. This strategy will be more effective in case of absence of any motor system impairment. In sports practice, the use of implicit training based on analogy (metaphor) for motor skill acquisition will be more effective and appropriate compared to classical implicit methods, especially in cases of motor system disorders, as well as at the older preschool and younger school ages, since the brain structures, critical for explicit training (training by instruction), finally mature by the age of 9-10. The system of mirror neurons, which includes, among others, the ventral premotor area and Broca area, is important in motor training, performing such functions as: recognition of movements, including complex polymodal actions performed by another person; it is the basis of mental representations of movements: motor representations, etc. In addition, it is involved in the recognition of action-related sentences. The mirror neuron system integrates observed actions of other people with the personal motor repertoire. The mirror neuron system underlies anticipation: the more professional are the athletes, the higher is the specialization of their mirror neuron system. The system of mirror neurons is the basis of motor training in childhood. An adult person is characterized by a wide repertoire of movements (motor archive), because during his life he gets mastered many movements and actions that are repeated many times and can be later included in mastering more complex actions. A child does not have such a wide motor repertoire; he has to master many movements from the beginning. The system of mirror neurons makes it possible to "mirror" movements similar to those in the human motor repertoire. As a child grows and develops, an archive of different motor programs and formed motor skills is accumulated. This means that children can gradually repeat, or "mirror", increasingly complex movements. Thus, the system of mirror neurons facilitates the process of purposeful movement formation in children of preschool and primary school age.
{"title":"Psychological and Psychophysiological Mechanisms of Motor Skill Training","authors":"I. Polikanova, S. Leonov, Yury I. Semenov, A. Yakushina, V. A. Klimenko","doi":"10.17223/17267080/82/4","DOIUrl":"https://doi.org/10.17223/17267080/82/4","url":null,"abstract":"The present review focuses on psychological and psychophysiological research in the study of motor training and the relationship of this process to the mirror neuron system underlying implicit training, or training by analogy. Our review shows that the most effective strategy for training a motor skill is a combination of physical repetition of the movement and observation of it, with the visual observation of the movement being as related as possible to the actual movement - the same environment, the movement should be congruent, the person performing the action should train the skill rather than perform it professionally. This strategy will be more effective in case of absence of any motor system impairment. In sports practice, the use of implicit training based on analogy (metaphor) for motor skill acquisition will be more effective and appropriate compared to classical implicit methods, especially in cases of motor system disorders, as well as at the older preschool and younger school ages, since the brain structures, critical for explicit training (training by instruction), finally mature by the age of 9-10. The system of mirror neurons, which includes, among others, the ventral premotor area and Broca area, is important in motor training, performing such functions as: recognition of movements, including complex polymodal actions performed by another person; it is the basis of mental representations of movements: motor representations, etc. In addition, it is involved in the recognition of action-related sentences. The mirror neuron system integrates observed actions of other people with the personal motor repertoire. The mirror neuron system underlies anticipation: the more professional are the athletes, the higher is the specialization of their mirror neuron system. The system of mirror neurons is the basis of motor training in childhood. An adult person is characterized by a wide repertoire of movements (motor archive), because during his life he gets mastered many movements and actions that are repeated many times and can be later included in mastering more complex actions. A child does not have such a wide motor repertoire; he has to master many movements from the beginning. The system of mirror neurons makes it possible to \"mirror\" movements similar to those in the human motor repertoire. As a child grows and develops, an archive of different motor programs and formed motor skills is accumulated. This means that children can gradually repeat, or \"mirror\", increasingly complex movements. Thus, the system of mirror neurons facilitates the process of purposeful movement formation in children of preschool and primary school age.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570777","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 the article the manifestation of gelotophobia (fear of being laughed at) in the 1st, 2nd and 3rd-year students aged 17–22 years is described. The aim of the present study was to in-vestigate the manifestation of the fear of being laughed at and its influence on the components of students’ psychological health as a factor of predisposition to mental health disorders. According to this aim, three tasks were set. The first task was to identify the differences in gelotophobia depending on the duration of education and gender. The second task was to establish a link between personality traits and the level of gelotophobia. The third task was to observe the relationship between components of psychological health (resilience, stress management) and the level of gelotophobia. To identify the level of fear of being laughed at in a sample of students, we set the scales of the "GELOPH-15" questionnaire and specified them as low, moderate and high gelotophobia scores. Then, using the frequency analysis of students’ answers to this questionnaire, we found out that most responses indicated a moderate level of gelotophobia (71%), only 16% of answers indicate a low level, and 10% of answers present a high level of fear of being laughed at. Also 3% of students did not answer this ques-tionnaire. The results of this study demonstrated that gelotophobia is more typical for female than for male students. The data also showed that the manifestation of gelotophobia didn’t correlate to the duration of education. A comparative analysis using the Student's t-test in the female and male subgroups identified that young women in socially significant cases could hardly tolerate negative situations. Young men, on the other hand, were able to cope with stressful situations if they had internal balance. Using the Spearman rank test, a correlation analysis was performed between the scales of the characterological questionnaire and the level of gelotophobia. A relationship with the total score of gelotophobia, as well as with the average and low score of gelotophobia was found. No correlation with a high score of gelotophobia was found. The analysis of the results obtained showed that resilience and its components (involvement, control and risk acceptance) helps to reduce stress and the influ-ence of negative factors that cause fear in socially significant situations. The results corre-spond to the above stated aims and tasks. Further work in this direction will make it possible to develop a program of psychological support for students.
{"title":"Stress Management and Resilience as a Psychological Resource in Case of Gelotophobia in the Context of Students’ Psychological Health","authors":"E. O. Zyatkova, I. Stoyanova, K. Yazykov","doi":"10.17223/17267080/80/8","DOIUrl":"https://doi.org/10.17223/17267080/80/8","url":null,"abstract":"In the article the manifestation of gelotophobia (fear of being laughed at) in the 1st, 2nd and 3rd-year students aged 17–22 years is described. The aim of the present study was to in-vestigate the manifestation of the fear of being laughed at and its influence on the components of students’ psychological health as a factor of predisposition to mental health disorders. According to this aim, three tasks were set. The first task was to identify the differences in gelotophobia depending on the duration of education and gender. The second task was to establish a link between personality traits and the level of gelotophobia. The third task was to observe the relationship between components of psychological health (resilience, stress management) and the level of gelotophobia. To identify the level of fear of being laughed at in a sample of students, we set the scales of the \"GELOPH-15\" questionnaire and specified them as low, moderate and high gelotophobia scores. Then, using the frequency analysis of students’ answers to this questionnaire, we found out that most responses indicated a moderate level of gelotophobia (71%), only 16% of answers indicate a low level, and 10% of answers present a high level of fear of being laughed at. Also 3% of students did not answer this ques-tionnaire. The results of this study demonstrated that gelotophobia is more typical for female than for male students. The data also showed that the manifestation of gelotophobia didn’t correlate to the duration of education. A comparative analysis using the Student's t-test in the female and male subgroups identified that young women in socially significant cases could hardly tolerate negative situations. Young men, on the other hand, were able to cope with stressful situations if they had internal balance. Using the Spearman rank test, a correlation analysis was performed between the scales of the characterological questionnaire and the level of gelotophobia. A relationship with the total score of gelotophobia, as well as with the average and low score of gelotophobia was found. No correlation with a high score of gelotophobia was found. The analysis of the results obtained showed that resilience and its components (involvement, control and risk acceptance) helps to reduce stress and the influ-ence of negative factors that cause fear in socially significant situations. The results corre-spond to the above stated aims and tasks. Further work in this direction will make it possible to develop a program of psychological support for students.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67571035","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 Western Vygotskian studies of recent years have criticized the Vygotsky's theory of the historical development of a human mind from the “primitive” through the “cultural man” to the “superman.” Some researchers discover colonialistic arrogance and even racism in the “primitive” concept, and they also attribute the “superman” concept to the influence of Nietzsche and Marxist revolutionary utopias (such as Kautsky, Trotsky). At the same time, they don't take into account Vygotsky's criticism of the modern “cultural man”. The article reveals the actual content of these concepts in the theory of Vygotsky, through a polemic with Megan Bang (Professor of Educational Psychology at Washington University, Senior Vice President of the Spencer Foundation). The historical framework for the existence of a primitive man is defined as following: from the start of labouring life to the invention of “signification.” At that moment, when people started to regulate communicative processes by means of signs, primitive mind became cultured. Signification forms the primary basis of higher psychological functions, all without exception. For Vygotsky, the “primitive” is not an ideological brand, but the starting point of human cultural development. Each of us entered the life as a primitive. Due to the division of labour into physical and mental and the progressive specialization of labour activities, “the individual has been turned into a fraction” (Vygotsky). The growth of cultural power of humanity comes at the expense of an individual's degradation. The modern cultural type is subject to a profound remelting, including its psychological structures. But it would be remelting not into a new, modernized kind of the primitive, but into a higher kind of cultured man - into a “superhuman.” The era of supermen will come as a result of the “polytechnical changes of labour”, i.e. transformation of labour into an applied science. According to Vygotsky, the psychology of the future will become a “theory and practice of superman.” His book Pedagogical Psychology elaborates the foundations of polytechnic education “for tomorrow,” which aims to form a free, universally developed personality that creates the conditions of its own life and regulates its psychological functions. The superhuman is the free human, homo liber. According to Vygotsky, human freedom consists in the self-active, cultural transformation of our own mode of life. By transforming the external world, labour thereby transforms its subject - the structure of human body, our way of life and social relationships.
{"title":"The primitive and superman in L.S. Vygotsky's cultural psychology","authors":"A. Maidansky","doi":"10.17223/17267080/82/1","DOIUrl":"https://doi.org/10.17223/17267080/82/1","url":null,"abstract":"The Western Vygotskian studies of recent years have criticized the Vygotsky's theory of the historical development of a human mind from the “primitive” through the “cultural man” to the “superman.” Some researchers discover colonialistic arrogance and even racism in the “primitive” concept, and they also attribute the “superman” concept to the influence of Nietzsche and Marxist revolutionary utopias (such as Kautsky, Trotsky). At the same time, they don't take into account Vygotsky's criticism of the modern “cultural man”. The article reveals the actual content of these concepts in the theory of Vygotsky, through a polemic with Megan Bang (Professor of Educational Psychology at Washington University, Senior Vice President of the Spencer Foundation). The historical framework for the existence of a primitive man is defined as following: from the start of labouring life to the invention of “signification.” At that moment, when people started to regulate communicative processes by means of signs, primitive mind became cultured. Signification forms the primary basis of higher psychological functions, all without exception. For Vygotsky, the “primitive” is not an ideological brand, but the starting point of human cultural development. Each of us entered the life as a primitive. Due to the division of labour into physical and mental and the progressive specialization of labour activities, “the individual has been turned into a fraction” (Vygotsky). The growth of cultural power of humanity comes at the expense of an individual's degradation. The modern cultural type is subject to a profound remelting, including its psychological structures. But it would be remelting not into a new, modernized kind of the primitive, but into a higher kind of cultured man - into a “superhuman.” The era of supermen will come as a result of the “polytechnical changes of labour”, i.e. transformation of labour into an applied science. According to Vygotsky, the psychology of the future will become a “theory and practice of superman.” His book Pedagogical Psychology elaborates the foundations of polytechnic education “for tomorrow,” which aims to form a free, universally developed personality that creates the conditions of its own life and regulates its psychological functions. The superhuman is the free human, homo liber. According to Vygotsky, human freedom consists in the self-active, cultural transformation of our own mode of life. By transforming the external world, labour thereby transforms its subject - the structure of human body, our way of life and social relationships.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67571091","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 the results of the study of personal projections in assessing the limits of punishment humanization in the practice of criminal justice. The topic relevance is determined by the discussions held in various social institutions in recent years. Public opinion is a particularly important component of such discussions (We understand public opinion as the opinion of citizens who are the direct subjects of determining the measure of punishment). It is necessary to note the degree of scientific novelty of the proposed study. The problems of psychological justification of the norms, measures and limits of criminal punishment, the perception of its mechanisms, forms of influence and subjective meanings are poorly studied both in the framework of general and legal psychology. The authors attempt to study the personal characteristics of respondents who assess the limits of punishment humanization in criminal proceedings, depending on the characteristics of regional living conditions. For the study the authors have chosen the areas of the Arctic North, these areas are of particular interest for research owing to its climatic, ethno-cultural, socio-economic identity, reflected in the formation and implementation (projections) of personal characteristics. The study involved respondents from the Arctic North: Yamalo-Nenets Autonomous Okrug, KhantyMansi Autonomous Okrug – Yugra. The study sample was represented by four groups of respondents, divided by age and gender. The study covers three projections of personality, emotional, intellectual and intuitive. For this, a well-adapted and sufficiently verified methodological toolkit was selected. In accordance with the purpose of the study, we determined the subjective assessment of the respondents about the degree of criminal punishment for various types of crimes. The range of assessment was in the range of values "humanization - dehumanization". The result of the study was the conclusion that the personal projection in assessing the limits of criminal punishment humanization for the inhabitants of the Arctic North has a number of specific features. For example, respondents with an intellectual projection of personality reject the idea of humanizing criminal punishment. Subjective assessments of actual punishment are perceived by them as underestimated, not meeting their expectations. The assessments of respondents with emotional personality projection are considered to be the most underestimated in the field of environmental crimes. The group of respondents with an intuitive personal projection determines the most smoothed multidirectional subjective assessments. The possibility of humanizing criminal punishment is currently rejected by all respondents in the sample under study. Respondents of all groups with different personal projections (male and female samples) assess the existing level of criminal punishment as insufficiently effective, as not meeting their personal expectations.
{"title":"Personal Projections of the Arctic North Inhabitants in Assessing the Limits of Punishment Humanization","authors":"E. Naumenko, О.A. Naumenko, A. G. Abdullin","doi":"10.17223/17267081/81/10","DOIUrl":"https://doi.org/10.17223/17267081/81/10","url":null,"abstract":"The article presents the results of the study of personal projections in assessing the limits of punishment humanization in the practice of criminal justice. The topic relevance is determined by the discussions held in various social institutions in recent years. Public opinion is a particularly important component of such discussions (We understand public opinion as the opinion of citizens who are the direct subjects of determining the measure of punishment). It is necessary to note the degree of scientific novelty of the proposed study. The problems of psychological justification of the norms, measures and limits of criminal punishment, the perception of its mechanisms, forms of influence and subjective meanings are poorly studied both in the framework of general and legal psychology. The authors attempt to study the personal characteristics of respondents who assess the limits of punishment humanization in criminal proceedings, depending on the characteristics of regional living conditions. For the study the authors have chosen the areas of the Arctic North, these areas are of particular interest for research owing to its climatic, ethno-cultural, socio-economic identity, reflected in the formation and implementation (projections) of personal characteristics. The study involved respondents from the Arctic North: Yamalo-Nenets Autonomous Okrug, KhantyMansi Autonomous Okrug – Yugra. The study sample was represented by four groups of respondents, divided by age and gender. The study covers three projections of personality, emotional, intellectual and intuitive. For this, a well-adapted and sufficiently verified methodological toolkit was selected. In accordance with the purpose of the study, we determined the subjective assessment of the respondents about the degree of criminal punishment for various types of crimes. The range of assessment was in the range of values \"humanization - dehumanization\". The result of the study was the conclusion that the personal projection in assessing the limits of criminal punishment humanization for the inhabitants of the Arctic North has a number of specific features. For example, respondents with an intellectual projection of personality reject the idea of humanizing criminal punishment. Subjective assessments of actual punishment are perceived by them as underestimated, not meeting their expectations. The assessments of respondents with emotional personality projection are considered to be the most underestimated in the field of environmental crimes. The group of respondents with an intuitive personal projection determines the most smoothed multidirectional subjective assessments. The possibility of humanizing criminal punishment is currently rejected by all respondents in the sample under study. Respondents of all groups with different personal projections (male and female samples) assess the existing level of criminal punishment as insufficiently effective, as not meeting their personal expectations.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"67 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67572285","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}
L. A. Regush, A. Orlova, E. Alekseeva, O. R. Veretina, Y.S. Pezhemskaya, E. Laktionova
The purpose of the study was to justify the essence of the “Internet immersion” phenomenon and to create a standardized method for its measurement. A comparative analysis of approaches to human behavior on the Internet environment and existing diagnostic methods has revealed a significant variety of categories and definitions used. At the same time, there is no definition that: first, characterizes the degree and quality of user's Internet activity; second, is free from negative and clinical connotations; and, third, describes a wider time range of Internet usage than the actual state of immersion. The authors substantiate the possibility of studying the phenomenon of the Internet immersion through the category of disposition. It consists of the readiness to use technical means and informational resources of the Internet to solve problems in various types of activities and communication. The authors identify traditional components in the structure of the Internet immersion phenomenon. These are, first of all, a cognitive component, represented by digital competence self-assessment; then, an affective component, represented by motivation and emotional and value-based attitude towards the Internet; and a behavioral component, represented by the amount of digital consumption. Based on this definition, it was possible to construct a compact 9-block “Index of the Internet immersion” questionnaire. Its standardization was conducted on the sample of 712 adolescents, aged from 11 to 17. Using the factor analysis, the structure of the questionnaire was identified. The first factor includes questions that relate to the time spent on the Internet and signs of dependence on it. The second factor includes questions that reveal the activity component and emotional attitude to the Internet. The third factor includes questions about experience and self-assessment of digital competence. The advantage of the “Index of the Internet immersion” questionnaire is a fairly high reliability for internal consistency of scales throughout the questionnaire. We also confirmed the sufficient convergent validity of the “Internet environment immersion Index” method with the “Scale of Problematic Internet Usage” by A.A. Gerasimova, A.B. Kholmogorova (adapted version of Generalized Problematic Internet Use Scale (GPIUS) by S. Caplan) and the Internet Addiction Test (IAT, K. Young), modified by V. A. Loskutova. This indicates its validity as an independent tool that does not duplicate other tools for semantically similar phenomena measurement. In the conditions of forced self-isolation that have developed in our country, the method of the Internet immersion diagnostics as an adequate and theoretically justified tool will allow us to study changes in the emotional state and behavior of teenagers on the Internet.
这项研究的目的是为了证明“互联网沉浸”现象的本质，并为其测量创造一种标准化的方法。对互联网环境下人类行为的研究方法和现有诊断方法的比较分析揭示了所使用的各种类别和定义。同时，也没有定义:首先，表征用户网络活动的程度和质量;二是没有消极、临床的内涵;第三，描述了比实际沉浸状态更广泛的互联网使用时间范围。作者论证了通过倾向范畴来研究网络沉浸现象的可能性。它包括准备利用互联网的技术手段和信息资源来解决各种类型的活动和交流中的问题。作者确定了互联网沉浸现象结构中的传统成分。首先是认知成分，以数字能力自我评估为代表;其次是情感成分，以动机、情感态度和价值观态度为代表;还有一个行为成分，用数字消费的数量来表示。基于这一定义，可以构建一个紧凑的9块“互联网沉浸指数”问卷。对712名11 - 17岁的青少年进行标准化。通过因子分析，确定了问卷的结构。第一个因素包括与花在互联网上的时间和依赖互联网的迹象有关的问题。第二个因素包括揭示活动成分和对互联网的情感态度的问题。第三个因素包括有关经验和数字能力自我评估的问题。“网络沉浸指数”问卷的优势在于整个问卷量表的内部一致性具有较高的信度。我们还证实了“网络环境沉浸指数”方法与A.A. Gerasimova、A.B. Kholmogorova的“问题网络使用量表”(S. Caplan的广义问题网络使用量表(GPIUS)的改编版)和V. A. Loskutova修改的网络成瘾测试(IAT, K. Young)的充分收敛效度。这表明它作为一个独立的工具，不重复其他工具的语义相似的现象测量的有效性。在我国已经发展起来的强迫自我隔离的条件下，互联网沉浸诊断方法作为一种充分的、理论上合理的工具，将使我们能够研究青少年在互联网上的情绪状态和行为的变化。
{"title":"Phenomenon of the Internet Immersion: Definition and Measurement","authors":"L. A. Regush, A. Orlova, E. Alekseeva, O. R. Veretina, Y.S. Pezhemskaya, E. Laktionova","doi":"10.17223/17267081/81/5","DOIUrl":"https://doi.org/10.17223/17267081/81/5","url":null,"abstract":"The purpose of the study was to justify the essence of the “Internet immersion” phenomenon and to create a standardized method for its measurement. A comparative analysis of approaches to human behavior on the Internet environment and existing diagnostic methods has revealed a significant variety of categories and definitions used. At the same time, there is no definition that: first, characterizes the degree and quality of user's Internet activity; second, is free from negative and clinical connotations; and, third, describes a wider time range of Internet usage than the actual state of immersion. The authors substantiate the possibility of studying the phenomenon of the Internet immersion through the category of disposition. It consists of the readiness to use technical means and informational resources of the Internet to solve problems in various types of activities and communication. The authors identify traditional components in the structure of the Internet immersion phenomenon. These are, first of all, a cognitive component, represented by digital competence self-assessment; then, an affective component, represented by motivation and emotional and value-based attitude towards the Internet; and a behavioral component, represented by the amount of digital consumption. Based on this definition, it was possible to construct a compact 9-block “Index of the Internet immersion” questionnaire. Its standardization was conducted on the sample of 712 adolescents, aged from 11 to 17. Using the factor analysis, the structure of the questionnaire was identified. The first factor includes questions that relate to the time spent on the Internet and signs of dependence on it. The second factor includes questions that reveal the activity component and emotional attitude to the Internet. The third factor includes questions about experience and self-assessment of digital competence. The advantage of the “Index of the Internet immersion” questionnaire is a fairly high reliability for internal consistency of scales throughout the questionnaire. We also confirmed the sufficient convergent validity of the “Internet environment immersion Index” method with the “Scale of Problematic Internet Usage” by A.A. Gerasimova, A.B. Kholmogorova (adapted version of Generalized Problematic Internet Use Scale (GPIUS) by S. Caplan) and the Internet Addiction Test (IAT, K. Young), modified by V. A. Loskutova. This indicates its validity as an independent tool that does not duplicate other tools for semantically similar phenomena measurement. In the conditions of forced self-isolation that have developed in our country, the method of the Internet immersion diagnostics as an adequate and theoretically justified tool will allow us to study changes in the emotional state and behavior of teenagers on the Internet.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67572603","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 the article is to investigate the interrelationship between various indicators of success in learning Russian at the primary school age. The study analyzed both expert assess-ments – teachers’ annual grades on Russian language and literary reading, and test results – the scores of State testing on Russian. The gender differences of the contributions of the non-verbal intelligence and reading skills to the individual differences of the success in learning Russian are also presented. The study involved all students in Grades 4 (N = 162) of the general educational institu-tion aged from 10 to 11. The «Standard Progressive Matrices» test was used to assessment the level of nonverbal intelligence. Reading skills were assessed by testing in accordance with the Federal State Standard for Primary Education. Gender differences were obtained for all analyzed indicators of success in learning Rus-sian, for the relationships of these indicators, and in the contributions of nonverbal intelli-gence and reading skills to individual differences in terms of success in learning. The results of analysis of variance revealed statistically significant gender differences in all analyzed indicators of success in learning Russian. The greatest differences were observed for teachers’ annual grades on Russian language – 18% of the variance of this indicator, the smallest – for teachers’ annual grades on literary reading (7%). The gender differences for State testing on Russian also obtained (12%). Girls performed better than boys on all analyzed indicators of success in learning Russian. The results of the correlation analysis showed that the structure of relationships of various success indicators in learning Russian is characterized by closer relationships in boys than in girls. It emphasizes the greater interdependence of the assessed knowledge and skills neces-sary for the successful learning Russian in boys. The hierarchical regression analysis were shown that gender differences for both the scores of the State testing and annual grade on Russian are associated with a large percentage of the explained variance of these indicators in boys compared to girls. It emphasizes the great value of nonverbal intelligence and reading skills for successfully learning Russian at group of boys. Gender differences for the annual grade on literary reading are associated with different patterns of predictors. The reading skill only is significant predictor in girls, and both reading speed and non-verbal intelligence are in boys. It may be due to the age-related development of the reading skills in girls and boys.
{"title":"Gender Differences in the Relationship between Success in Learning Russian, Intelligence and Reading Skills at the Primary School Age","authors":"T. Tikhomirova, A. Tabueva, A. Malykh","doi":"10.17223/17267080/77/4","DOIUrl":"https://doi.org/10.17223/17267080/77/4","url":null,"abstract":"The aim of the article is to investigate the interrelationship between various indicators of success in learning Russian at the primary school age. The study analyzed both expert assess-ments – teachers’ annual grades on Russian language and literary reading, and test results – the scores of State testing on Russian. The gender differences of the contributions of the non-verbal intelligence and reading skills to the individual differences of the success in learning Russian are also presented. The study involved all students in Grades 4 (N = 162) of the general educational institu-tion aged from 10 to 11. The «Standard Progressive Matrices» test was used to assessment the level of nonverbal intelligence. Reading skills were assessed by testing in accordance with the Federal State Standard for Primary Education. Gender differences were obtained for all analyzed indicators of success in learning Rus-sian, for the relationships of these indicators, and in the contributions of nonverbal intelli-gence and reading skills to individual differences in terms of success in learning. The results of analysis of variance revealed statistically significant gender differences in all analyzed indicators of success in learning Russian. The greatest differences were observed for teachers’ annual grades on Russian language – 18% of the variance of this indicator, the smallest – for teachers’ annual grades on literary reading (7%). The gender differences for State testing on Russian also obtained (12%). Girls performed better than boys on all analyzed indicators of success in learning Russian. The results of the correlation analysis showed that the structure of relationships of various success indicators in learning Russian is characterized by closer relationships in boys than in girls. It emphasizes the greater interdependence of the assessed knowledge and skills neces-sary for the successful learning Russian in boys. The hierarchical regression analysis were shown that gender differences for both the scores of the State testing and annual grade on Russian are associated with a large percentage of the explained variance of these indicators in boys compared to girls. It emphasizes the great value of nonverbal intelligence and reading skills for successfully learning Russian at group of boys. Gender differences for the annual grade on literary reading are associated with different patterns of predictors. The reading skill only is significant predictor in girls, and both reading speed and non-verbal intelligence are in boys. It may be due to the age-related development of the reading skills in girls and boys.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570314","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}
N. O. Leonenko, E. I. Ostasheva, T. Ivanova, A. Davidenko
The article is devoted to scientific rationale of the hardiness development model among cadets, integrated into the educational process at Saint-Petersburg University of the State Fire Service of EMERCOM of Russia. According to the authors, using this model would help to resolve the existing contradic-tions between the personality requirements in extreme conditions of their professional activities and practice that ensures the knowledge interiorization up to the level of competence. The model presents a system of practices distributed throughout all the cadets’ studying process in various organizational forms of the educational and out-of-school processes, such as lectures, seminars and practical classes, all types of practices, cultural and educational pro-jects, and psychological support of professional contingents of the State Fire Service of Emercom of Russia. The main methods are the following: Review and analytical method, document analysis, empirical method, modeling method, and probabilistic method. The model of the hardiness development is a phased process in which participants research their life world and ways of answering existential questions, development and imple-mentation of resilient practices in activities with subsequent reflection of self-consciousness and self-change experience. The content of the program includes two modules. The first module “Hardiness attitudes” is focused on understanding the universal conditions of human existence, existential data of being, semantic values self-determination. The purpose of the first module is to strengthen existential attitudes - risk acceptance, control, and engagement. The content of the second module is focused on three dimensions. These are psychological (self-knowledge and self-design), social (communicative skills), psychophysical (copping and self-regulation). Organizational forms of implementation the psychological mechanisms for resilience development are cognitive, activity and reflexive blocks. It is concluded that the use of the hardiness development model in educational process will contribute to the formation and development of psychological readiness of cadets to solve combat problems in extreme conditions by developing the capacity for mature and complex forms of self-regulation at the levels of existential attitude, psychological and psychophysical functioning of the personality, ability to make and implement decisions based on the existing knowledge and experience.
{"title":"Hardiness development model in educational process at the University of EMERCOM of Russia","authors":"N. O. Leonenko, E. I. Ostasheva, T. Ivanova, A. Davidenko","doi":"10.17223/17267080/80/10","DOIUrl":"https://doi.org/10.17223/17267080/80/10","url":null,"abstract":"The article is devoted to scientific rationale of the hardiness development model among cadets, integrated into the educational process at Saint-Petersburg University of the State Fire Service of EMERCOM of Russia. According to the authors, using this model would help to resolve the existing contradic-tions between the personality requirements in extreme conditions of their professional activities and practice that ensures the knowledge interiorization up to the level of competence. The model presents a system of practices distributed throughout all the cadets’ studying process in various organizational forms of the educational and out-of-school processes, such as lectures, seminars and practical classes, all types of practices, cultural and educational pro-jects, and psychological support of professional contingents of the State Fire Service of Emercom of Russia. The main methods are the following: Review and analytical method, document analysis, empirical method, modeling method, and probabilistic method. The model of the hardiness development is a phased process in which participants research their life world and ways of answering existential questions, development and imple-mentation of resilient practices in activities with subsequent reflection of self-consciousness and self-change experience. The content of the program includes two modules. The first module “Hardiness attitudes” is focused on understanding the universal conditions of human existence, existential data of being, semantic values self-determination. The purpose of the first module is to strengthen existential attitudes - risk acceptance, control, and engagement. The content of the second module is focused on three dimensions. These are psychological (self-knowledge and self-design), social (communicative skills), psychophysical (copping and self-regulation). Organizational forms of implementation the psychological mechanisms for resilience development are cognitive, activity and reflexive blocks. It is concluded that the use of the hardiness development model in educational process will contribute to the formation and development of psychological readiness of cadets to solve combat problems in extreme conditions by developing the capacity for mature and complex forms of self-regulation at the levels of existential attitude, psychological and psychophysical functioning of the personality, ability to make and implement decisions based on the existing knowledge and experience.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570430","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 the study is to reveal the essence, structure and functions of the ability selfdisclosure mechanism in adolescents. The study is based on existential humanistic ideas about the inner content and self-worth of a person (A. Langle, C. Rogers), approaches of metacognitive psychology, revealing the resources of cognitive processes self-organization in relation to their personality and activities (M. Kashapov, A. Karpov ), ideas about the ability selfdisclosure by V. Chernyavskaya. The main empirical methods were psychodiagnostic, survey methods, self-description methods, comparative method, and modeling. Sample is represented by schoolchildren studying in grades from 9 to 11 in Moscow, the Moscow region and Vladivostok. A new problem of discovering the internal mechanism, which determines the inclusion of the personality's ideas about their own abilities in the self-concept structure, has been solved. The mechanism of ability self-disclosure is justified as a process of ordering the subjective experience associated with the implementation of abilities for a certain type of activity. The structure, content and functions of the ability self-disclosure mechanism in adolescents are revealed. The structure is represented by a system of interrelated elements. These are existential fulfillment, which creates the basis for self-acceptance and adequate formation of a person's self-image; metacognitive qualities that self-organize internal resources by gaining knowledge about the features of their cognitive processes and reflecting relationships with the world and with oneself. The influence of the ability self-disclosure mechanism on academic performance is shown. The mechanism determines the relationship between academic performance and the cognitive interests of a student. The correlation between the relationship of parents to an adolescent and the inclusion of ideas about own abilities in the structure of personality self-concept are revealed. The experience of self-acceptance, self-worth, the meaning of life, satisfaction is mediated by internal dialogue, which contains the internalized attitude of parents to adolescents. It has been determined that the parent role distribution (an adoptive mother and a directive father) develops the ability self-disclosure mechanism. The connection of the adolescent's opinion about what teachers and the reference group think about own abilities with the content of his self-concept is highlighted. It was revealed that the action of the ability self-disclosure mechanism is associated with the processing the information from others about own abilities, its subsequent differentiation and embedding it into the self-concept structure of an adolescent. The data obtained can be used in teachers and psychologists' work to develop psychological and pedagogical programs aimed at improving academic performance; in developing approaches to individual counseling of adolescents, their parents and teachers; in professional se
本研究旨在揭示青少年能力自我表露机制的本质、结构和功能。本研究基于存在主义人本主义关于人的内在内容和自我价值的观点(a. Langle, C. Rogers)，元认知心理学的方法，揭示了与人的人格和活动有关的认知过程自组织的资源(M. Kashapov, a. Karpov)，切尔尼亚夫斯卡娅关于能力自我表露的观点。实证方法主要有心理诊断法、调查法、自我描述法、比较法和建模法。样本由莫斯科、莫斯科地区和符拉迪沃斯托克的9至11年级学生代表。解决了发现人格对自身能力的看法在自我概念结构中包含的内在机制的新问题。能力自我表露的机制被证明是一种对特定类型活动的能力实施相关的主观经验进行排序的过程。揭示了青少年能力自我表露机制的结构、内容和功能。结构由相互关联的元素组成的系统来表示。这些是存在的实现，它为自我接受和一个人的自我形象的充分形成创造了基础;元认知素质，通过获得关于认知过程特征的知识，并反映与世界和自身的关系，自我组织内部资源。揭示了能力自我表露机制对学业成绩的影响。该机制决定了学习成绩与学生认知兴趣之间的关系。揭示了父母与青少年的关系与青少年人格自我概念结构中自我能力观念的包含之间的相关关系。自我接纳、自我价值感、生命意义、满足感的体验是由内部对话介导的，其中包含父母对青少年的内化态度。父母角色分配(养母和指导者父亲)发展了能力自我表露机制。青少年对教师和参考群体对自己能力的看法与其自我概念的内容之间的联系是突出的。结果表明，能力自我披露机制的作用与青少年对他人关于自身能力的信息的加工、分化并嵌入到自我概念结构中有关。获得的数据可用于教师和心理学家的工作，以制定旨在提高学习成绩的心理和教学方案;制订对青少年、家长和教师进行个别辅导的办法;职业自我决定、高中生职业指导、能力自我表露机制诊断及其发展。
{"title":"Ability Self-Disclosure Mechanism in Adolescents as Factor of Academic Success","authors":"Nikolaj A. Aminov, V. Malakhova, V. Chernyavskaya","doi":"10.17223/17267080/82/6","DOIUrl":"https://doi.org/10.17223/17267080/82/6","url":null,"abstract":"The aim of the study is to reveal the essence, structure and functions of the ability selfdisclosure mechanism in adolescents. The study is based on existential humanistic ideas about the inner content and self-worth of a person (A. Langle, C. Rogers), approaches of metacognitive psychology, revealing the resources of cognitive processes self-organization in relation to their personality and activities (M. Kashapov, A. Karpov ), ideas about the ability selfdisclosure by V. Chernyavskaya. The main empirical methods were psychodiagnostic, survey methods, self-description methods, comparative method, and modeling. Sample is represented by schoolchildren studying in grades from 9 to 11 in Moscow, the Moscow region and Vladivostok. A new problem of discovering the internal mechanism, which determines the inclusion of the personality's ideas about their own abilities in the self-concept structure, has been solved. The mechanism of ability self-disclosure is justified as a process of ordering the subjective experience associated with the implementation of abilities for a certain type of activity. The structure, content and functions of the ability self-disclosure mechanism in adolescents are revealed. The structure is represented by a system of interrelated elements. These are existential fulfillment, which creates the basis for self-acceptance and adequate formation of a person's self-image; metacognitive qualities that self-organize internal resources by gaining knowledge about the features of their cognitive processes and reflecting relationships with the world and with oneself. The influence of the ability self-disclosure mechanism on academic performance is shown. The mechanism determines the relationship between academic performance and the cognitive interests of a student. The correlation between the relationship of parents to an adolescent and the inclusion of ideas about own abilities in the structure of personality self-concept are revealed. The experience of self-acceptance, self-worth, the meaning of life, satisfaction is mediated by internal dialogue, which contains the internalized attitude of parents to adolescents. It has been determined that the parent role distribution (an adoptive mother and a directive father) develops the ability self-disclosure mechanism. The connection of the adolescent's opinion about what teachers and the reference group think about own abilities with the content of his self-concept is highlighted. It was revealed that the action of the ability self-disclosure mechanism is associated with the processing the information from others about own abilities, its subsequent differentiation and embedding it into the self-concept structure of an adolescent. The data obtained can be used in teachers and psychologists' work to develop psychological and pedagogical programs aimed at improving academic performance; in developing approaches to individual counseling of adolescents, their parents and teachers; in professional se","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570831","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. Kornetov, K. Yazykov, E. Kornetova, O. Fedorenko, Anastasiya A. Goncharova, Arkadij Semke, S. Ivanova, A. Shmukler, N. A. Bokhan
The article provides arguments in favor of developing ideas about cognitive functions and their implementation not only in the practice of scientific knowledge, but also in everyday life. The relevance of the study is due to the priority links with psychosocial functions and cognitive management of public life. The aim of the study was to provide a normative assessment of cognitive functions using the Brief Assessment of Cognitive Functions in Patients with Schizophrenia (BACS) scale in the Tomsk population of healthy individuals. Our objectives were to determine the nature and severity of cognitive functions in the representation of the BACS scale in a group of healthy individuals in the study of the normative indicators variability in different populations; to determine the influence of constitutional factors (gender, age) on the variability of cognitive functions (CF) indicators; to carry out a comparative analysis with the data obtained from other normative indicators studies; to determine the variability of CF indicators in the covariance-dispersion representation; to determine the co-variability of CF indicators in the covariance-dispersion representation. The sample consisted of 161 people without mental disorders living in Tomsk. The age ranged from 20 to 69 years old. The markers of the state of cognitive functions are the assessments of the BACS scale. The BACS scale meets the requirements for rapid assessment of the cognitive functions state and includes tasks for evaluation of planning and control functions, speech fluency, working memory, and motor skills. This study keeps developing ideas about cognitive indicators of the Russian population norm. The article examines the gender and age influence on the scale assessments. Statistically significant decrease with age in male and female subpopulations for all tests is shown. The most significant decrease is noted for test scores “Symbol Coding” and “Tower of London”. Comparative analysis of the state of cognitive functions shows that in the Tomsk population “Token Motor" and "Verbal Fluency" indicators were higher and other test indicators were significantly lower than those of the Moscow sample. The variability of the scale values is found to be due to such constitutional factors as age and gender. According to ANOVA data, gender and age significantly influences the mean scores of test performance. Based on the calculations of the covariance-dispersion matrix, it is shown that cognitive functions are highly connected in the male subpopulation. Comparison of empirical data from different study groups shows that the BACS reveals high validity with respect to measurable attributes and sensitivity to regional variability in CF indices. The scores can be used as normative for the Tomsk population when studying neu-rocognitive deficits in patients with schizophrenia.
{"title":"Normative Assessment of Cognitive Functions with on the Brief Assessment of Cognition In Schizophrenia (BACS) Scale in the Tomsk Population: Constitutional Factors of Variability","authors":"A. Kornetov, K. Yazykov, E. Kornetova, O. Fedorenko, Anastasiya A. Goncharova, Arkadij Semke, S. Ivanova, A. Shmukler, N. A. Bokhan","doi":"10.17223/17267080/82/8","DOIUrl":"https://doi.org/10.17223/17267080/82/8","url":null,"abstract":"The article provides arguments in favor of developing ideas about cognitive functions and their implementation not only in the practice of scientific knowledge, but also in everyday life. The relevance of the study is due to the priority links with psychosocial functions and cognitive management of public life. The aim of the study was to provide a normative assessment of cognitive functions using the Brief Assessment of Cognitive Functions in Patients with Schizophrenia (BACS) scale in the Tomsk population of healthy individuals. Our objectives were to determine the nature and severity of cognitive functions in the representation of the BACS scale in a group of healthy individuals in the study of the normative indicators variability in different populations; to determine the influence of constitutional factors (gender, age) on the variability of cognitive functions (CF) indicators; to carry out a comparative analysis with the data obtained from other normative indicators studies; to determine the variability of CF indicators in the covariance-dispersion representation; to determine the co-variability of CF indicators in the covariance-dispersion representation. The sample consisted of 161 people without mental disorders living in Tomsk. The age ranged from 20 to 69 years old. The markers of the state of cognitive functions are the assessments of the BACS scale. The BACS scale meets the requirements for rapid assessment of the cognitive functions state and includes tasks for evaluation of planning and control functions, speech fluency, working memory, and motor skills. This study keeps developing ideas about cognitive indicators of the Russian population norm. The article examines the gender and age influence on the scale assessments. Statistically significant decrease with age in male and female subpopulations for all tests is shown. The most significant decrease is noted for test scores “Symbol Coding” and “Tower of London”. Comparative analysis of the state of cognitive functions shows that in the Tomsk population “Token Motor\" and \"Verbal Fluency\" indicators were higher and other test indicators were significantly lower than those of the Moscow sample. The variability of the scale values is found to be due to such constitutional factors as age and gender. According to ANOVA data, gender and age significantly influences the mean scores of test performance. Based on the calculations of the covariance-dispersion matrix, it is shown that cognitive functions are highly connected in the male subpopulation. Comparison of empirical data from different study groups shows that the BACS reveals high validity with respect to measurable attributes and sensitivity to regional variability in CF indices. The scores can be used as normative for the Tomsk population when studying neu-rocognitive deficits in patients with schizophrenia.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570921","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}
Svetlana A. Miniurova, V. Basyuk, E. Brel, I. Vorobyeva, O. Kruzhkova, A. Matveeva
The article deals with the results of a review of theoretical, empirical and experimental studies on emotional intelligence of Russian and foreign authors published in the scientific literature over the past decades. The relevance of the study on emotional intelligence is due to the scarcity of scientific ideas about the manifestation, interpretation and control of emotions by a person in the new conditions of digital communication, which has spread everywhere, including the sphere of education. The result of the analysis was a tag cloud constructed on the basis of semantic units contained in the definitions of the term given by different authors, as well as a description of the deficit found in the approaches of researchers regarding the definition of the "emotional intelligence" concept. We described approaches to this phenomenon structure with the subsequent operationalization of emotional intelligence as an object of psychological diagnostic measurement. The article contains lists of the most common methodological foundations for the diagnosis of emotional intelligence, including its understanding as a cognitive construct, a personal construct, a construct with the inclusion of cognitive, personal and motivational elements, as well as the identification of the neurobiological foundations, and the fact that there is no consensus of experts on this issue. Special attention in the survey research is paid to the role of emotional intelligence in a personal success in performing certain activities, with a more detailed analysis of the works devoted to the study of this construct in the educational environment. The article describes the results of studies conducted in Australia, Israel, Spain and Russia, confirming the significant contribution of emotional intelligence to the professional activities of teachers, as well as the significance of this construct in the academic performance of students and their achievement of significant results in extracurricular activities (Australia, Belgium, Spain, Pakistan, Russia, USA, and Turkey). At the end of the survey research we defined the raise of scientific interest in the study of emotional intelligence in the subjects of the educational environment due to the widespread introduction of digital technologies in the pedagogical process, which significantly transform the mechanisms of demonstration, recognition and management of emotions. These mechanisms include objective difficulties encountered by teachers and students in recognizing and demonstrating emotions in a situation of remote interaction; the unilateral choice by each subject of educational communication of the degree of completeness of the presentation of information about themselves and their own emotional state, as well as the ability to unilaterally change the conditions of communication; the presence of a cognitive dominant in the interpretation of the emotional state of the interlocutor due to the actualization of the reflection and identi
{"title":"Emotional Intelligence of Subjects of the Educational Environment amidst Digitalization: Review of Studies","authors":"Svetlana A. Miniurova, V. Basyuk, E. Brel, I. Vorobyeva, O. Kruzhkova, A. Matveeva","doi":"10.17223/17267080/82/9","DOIUrl":"https://doi.org/10.17223/17267080/82/9","url":null,"abstract":"The article deals with the results of a review of theoretical, empirical and experimental studies on emotional intelligence of Russian and foreign authors published in the scientific literature over the past decades. The relevance of the study on emotional intelligence is due to the scarcity of scientific ideas about the manifestation, interpretation and control of emotions by a person in the new conditions of digital communication, which has spread everywhere, including the sphere of education. The result of the analysis was a tag cloud constructed on the basis of semantic units contained in the definitions of the term given by different authors, as well as a description of the deficit found in the approaches of researchers regarding the definition of the \"emotional intelligence\" concept. We described approaches to this phenomenon structure with the subsequent operationalization of emotional intelligence as an object of psychological diagnostic measurement. The article contains lists of the most common methodological foundations for the diagnosis of emotional intelligence, including its understanding as a cognitive construct, a personal construct, a construct with the inclusion of cognitive, personal and motivational elements, as well as the identification of the neurobiological foundations, and the fact that there is no consensus of experts on this issue. Special attention in the survey research is paid to the role of emotional intelligence in a personal success in performing certain activities, with a more detailed analysis of the works devoted to the study of this construct in the educational environment. The article describes the results of studies conducted in Australia, Israel, Spain and Russia, confirming the significant contribution of emotional intelligence to the professional activities of teachers, as well as the significance of this construct in the academic performance of students and their achievement of significant results in extracurricular activities (Australia, Belgium, Spain, Pakistan, Russia, USA, and Turkey). At the end of the survey research we defined the raise of scientific interest in the study of emotional intelligence in the subjects of the educational environment due to the widespread introduction of digital technologies in the pedagogical process, which significantly transform the mechanisms of demonstration, recognition and management of emotions. These mechanisms include objective difficulties encountered by teachers and students in recognizing and demonstrating emotions in a situation of remote interaction; the unilateral choice by each subject of educational communication of the degree of completeness of the presentation of information about themselves and their own emotional state, as well as the ability to unilaterally change the conditions of communication; the presence of a cognitive dominant in the interpretation of the emotional state of the interlocutor due to the actualization of the reflection and identi","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570933","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：