This text is a response to the article written by A.D. Maidansky (Siberian Journal of Psychology. 2020. 76) [2] and aims to update the discussion of controversial aspects of cultural and activity psychology, especially some of the provisions of the activity theory by A.N. Leontiev and his scientific school, which, in contrast to the creative heritage of L.S. Vygotsky, are now rarely considered in both foreign and domestic literature. The article analyses the solution of the problem of correlation between "affect" (motivational and emotional component of mental life) and "intellect" (cognitive processes) in this scientific school. It is shown that the definition of the mind as an orienting activity (A.N. Leontiev, P.Ya. Galperin, etc.) does not imply the reduction of mental processes to cognitive ones, since any orienting process is always affectively loaded. Sensations are not separated from affects already in the primary forms of sensitivity that arise in phylogeny. However, even at later stages of mental development, a similar unity is maintained, although the mental life (including emotional states) becomes more differentiated. It is shown that this unity of the subject's knowledge of the object and the subject's attitude to this object is best represented in A.N. Leontiev's scientific school in the definition of mental phenomena through the category of sense. Since affect (emotion in the broad sense of the word) is a subjective form of motivation, the problem of "mastering affects" is transformed in the school of A.N. Leontiev into the problem of awareness (comprehension) of the motives of a person's activity and possible restructuring of the hierarchy of motives, which is best represented in the situation of an act. The act as a responsible and free action of a personality is performed by choosing one of the meaningful motives, which acquires a new sense (and thus an additional motivating force) due to the inclusion of this motive in a higher system of values, in the limit - in universal values. And since, according to Leontiev's scientific school, in the activity of any person the "motivational-emotional" ("affect") and cognitive ("intellect") components are inseparable, they are usually proportional to each other: the higher forms of emotional regulation, overcoming the lower ones, correspond with the higher forms of knowledge of the world as a whole. The author sees a clear parallel of these ideas with B. Spinoza's arguments about "Amor Dei intellectualis". Thus, the formula of B. Spinoza - L. S. Vygotsky about free will as a reasonable mastery of affects discussed in the article by A. D. Maidansky is clarified and filled with concrete psychological content.
{"title":"On the Problem of the Unity of \"Affect\" and \"Intellect\" in Activity Psychology (In the Continuation of the Discussion)","authors":"E. Sokolova","doi":"10.17223/17267080/82/2","DOIUrl":"https://doi.org/10.17223/17267080/82/2","url":null,"abstract":"This text is a response to the article written by A.D. Maidansky (Siberian Journal of Psychology. 2020. 76) [2] and aims to update the discussion of controversial aspects of cultural and activity psychology, especially some of the provisions of the activity theory by A.N. Leontiev and his scientific school, which, in contrast to the creative heritage of L.S. Vygotsky, are now rarely considered in both foreign and domestic literature. The article analyses the solution of the problem of correlation between \"affect\" (motivational and emotional component of mental life) and \"intellect\" (cognitive processes) in this scientific school. It is shown that the definition of the mind as an orienting activity (A.N. Leontiev, P.Ya. Galperin, etc.) does not imply the reduction of mental processes to cognitive ones, since any orienting process is always affectively loaded. Sensations are not separated from affects already in the primary forms of sensitivity that arise in phylogeny. However, even at later stages of mental development, a similar unity is maintained, although the mental life (including emotional states) becomes more differentiated. It is shown that this unity of the subject's knowledge of the object and the subject's attitude to this object is best represented in A.N. Leontiev's scientific school in the definition of mental phenomena through the category of sense. Since affect (emotion in the broad sense of the word) is a subjective form of motivation, the problem of \"mastering affects\" is transformed in the school of A.N. Leontiev into the problem of awareness (comprehension) of the motives of a person's activity and possible restructuring of the hierarchy of motives, which is best represented in the situation of an act. The act as a responsible and free action of a personality is performed by choosing one of the meaningful motives, which acquires a new sense (and thus an additional motivating force) due to the inclusion of this motive in a higher system of values, in the limit - in universal values. And since, according to Leontiev's scientific school, in the activity of any person the \"motivational-emotional\" (\"affect\") and cognitive (\"intellect\") components are inseparable, they are usually proportional to each other: the higher forms of emotional regulation, overcoming the lower ones, correspond with the higher forms of knowledge of the world as a whole. The author sees a clear parallel of these ideas with B. Spinoza's arguments about \"Amor Dei intellectualis\". Thus, the formula of B. Spinoza - L. S. Vygotsky about free will as a reasonable mastery of affects discussed in the article by A. D. Maidansky is clarified and filled with concrete psychological content.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"24 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67571171","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 addresses subjective factors of psychological well-being of gifted adolescents. This work was focused on the relationship between psychological well-being of gifted adoles-cents and their anxiety level in assessment of future prospects. To achieve this goal, we used the Integrative test of anxiety, which approaches anxiety as a multidimensional mental phenomenon, and the Ryff Scales of Psychological Well-Being, which has an integral scale of psychological well-being, as well as six subscales aimed at studying its structure. The study involved 422 adolescents aged 15-17 who passed the expert selection for spe-cialized educational programs in St. Petersburg and Nizhny Novgorod. To compare the data, we used the results of a control group survey that consisted of adolescents with standard level of abilities enrolled in secondary schools in St. Petersburg and Smolensk. The results of this study suggest that anxious assessment of prospects, as a structural component of anxiety, in gifted adolescents and adolescents with standard level of abilities has a common trend: an increase in anxiety in predicting the possibility of an unfavorable outcome is associated with a decrease in psychological well-being. In gifted adolescents, it is associated with a decrease in the sense of self-acceptance, autonomy and competence. At the same time, an increase in anxious assessment of prospects (in the range of standard values) in gifted adolescents is associated with an increase in personal growth - a desire to cognize and improve oneself and one's own behavior, to realize one's own potential and increase one's effectiveness. In gifted adolescents, the values of the scale "Anxious assessment of prospects" were much more variable than in the control group, while the highest values on this scale were found in adolescents with intellectual giftedness and the smallest - in adolescents with sports giftedness. The obtained results might be applied in primary prevention of the gifted teenagers’ maladaptation during age and social crises, as well as in secondary prevention, when rates of overall anxiety and its structural components can serve as markers of early (latent) maladjustment phases.
{"title":"“Anxious Assessment of Prospects” and Psychological Well-Being of Gifted Adolescents","authors":"E. Volkova, S. Belyaeva","doi":"10.17223/17267080/80/5","DOIUrl":"https://doi.org/10.17223/17267080/80/5","url":null,"abstract":"The article addresses subjective factors of psychological well-being of gifted adolescents. This work was focused on the relationship between psychological well-being of gifted adoles-cents and their anxiety level in assessment of future prospects. To achieve this goal, we used the Integrative test of anxiety, which approaches anxiety as a multidimensional mental phenomenon, and the Ryff Scales of Psychological Well-Being, which has an integral scale of psychological well-being, as well as six subscales aimed at studying its structure. The study involved 422 adolescents aged 15-17 who passed the expert selection for spe-cialized educational programs in St. Petersburg and Nizhny Novgorod. To compare the data, we used the results of a control group survey that consisted of adolescents with standard level of abilities enrolled in secondary schools in St. Petersburg and Smolensk. The results of this study suggest that anxious assessment of prospects, as a structural component of anxiety, in gifted adolescents and adolescents with standard level of abilities has a common trend: an increase in anxiety in predicting the possibility of an unfavorable outcome is associated with a decrease in psychological well-being. In gifted adolescents, it is associated with a decrease in the sense of self-acceptance, autonomy and competence. At the same time, an increase in anxious assessment of prospects (in the range of standard values) in gifted adolescents is associated with an increase in personal growth - a desire to cognize and improve oneself and one's own behavior, to realize one's own potential and increase one's effectiveness. In gifted adolescents, the values of the scale \"Anxious assessment of prospects\" were much more variable than in the control group, while the highest values on this scale were found in adolescents with intellectual giftedness and the smallest - in adolescents with sports giftedness. The obtained results might be applied in primary prevention of the gifted teenagers’ maladaptation during age and social crises, as well as in secondary prevention, when rates of overall anxiety and its structural components can serve as markers of early (latent) maladjustment phases.","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":"67570606","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. Bokhan, A. V. Silaeva, O. Terekhina, M. V. Shabalovskaya, S. B. Leshchinskaya, Y. Kovas
The study is aimed to explore health and attachment to fetus in pregnant women with natural conception (NC) vs. in-vitro fertilization (IVF). Hypotheses. (1) There are average differences in diagnosed health problems between women with IVF pregnancy and women with NC pregnancy; (2) There are average differences in perceived health between women with IVF pregnancy and women with NC pregnancy; (3) There is a moderate association between diagnosed health problems and perceived health; (4) Women with IVF pregnancy on average report greater attachment to fetus than women with NC pregnancy; (5) Diagnosed health problems are negatively related to attachment to the fetus; and this link is partially mediated by perceived health. Methods. The study was a part of an ongoing prospective longitudinal project in Russia, with the sample including 244 women with NC and 105 women with IVF pregnancy. Data were collected from medical records and questionnaires completed during the first and third trimesters of pregnancy. The measures included perceived health; a detailed measure of reproductive and general health; and a comprehensive measure of attachment to the fetus. Pregnant women completed the questionnaires during the first and third trimesters of pregnancy. In total, 46 questions were related to different health problems. In addition, medical information was obtained from antenatal records stored in the databases of partner clinics. On the bases of combined questionnaire and medical records data, 2 general health indexes were created: Reproductive Health Index (RHI - a measure of reproductive health), Physical Health Index (PHI - a measure of physical health, excluding reproductive). Statistical data analysis was performed with IBM SPSS Statistics 22 software package (descriptive statistics, Chi square test, Mann-Whitney U test, Spearman nonparametric correlation criterion, multiple regression analysis). Data were checked for normal distribution using Kolmogorov-Smirnov criterion. Conclusion. Despite the poorer state of health in terms of reproductive and some somatic indicators, the self-rated health of women with induced pregnancy was not worse than perceived health of women whose pregnancy occurred naturally. Attachment to the fetus was slightly greater for women in the IVF group than in the NC group. Diagnosed and perceived heath was not significantly related to attachment to the fetus.
{"title":"Diagnosed Health Problems, Perceived Health and Attachment to the Fetus in Pregnant Women after Natural vs. Assisted Conception","authors":"T. Bokhan, A. V. Silaeva, O. Terekhina, M. V. Shabalovskaya, S. B. Leshchinskaya, Y. Kovas","doi":"10.17223/17267080/82/7","DOIUrl":"https://doi.org/10.17223/17267080/82/7","url":null,"abstract":"The study is aimed to explore health and attachment to fetus in pregnant women with natural conception (NC) vs. in-vitro fertilization (IVF). Hypotheses. (1) There are average differences in diagnosed health problems between women with IVF pregnancy and women with NC pregnancy; (2) There are average differences in perceived health between women with IVF pregnancy and women with NC pregnancy; (3) There is a moderate association between diagnosed health problems and perceived health; (4) Women with IVF pregnancy on average report greater attachment to fetus than women with NC pregnancy; (5) Diagnosed health problems are negatively related to attachment to the fetus; and this link is partially mediated by perceived health. Methods. The study was a part of an ongoing prospective longitudinal project in Russia, with the sample including 244 women with NC and 105 women with IVF pregnancy. Data were collected from medical records and questionnaires completed during the first and third trimesters of pregnancy. The measures included perceived health; a detailed measure of reproductive and general health; and a comprehensive measure of attachment to the fetus. Pregnant women completed the questionnaires during the first and third trimesters of pregnancy. In total, 46 questions were related to different health problems. In addition, medical information was obtained from antenatal records stored in the databases of partner clinics. On the bases of combined questionnaire and medical records data, 2 general health indexes were created: Reproductive Health Index (RHI - a measure of reproductive health), Physical Health Index (PHI - a measure of physical health, excluding reproductive). Statistical data analysis was performed with IBM SPSS Statistics 22 software package (descriptive statistics, Chi square test, Mann-Whitney U test, Spearman nonparametric correlation criterion, multiple regression analysis). Data were checked for normal distribution using Kolmogorov-Smirnov criterion. Conclusion. Despite the poorer state of health in terms of reproductive and some somatic indicators, the self-rated health of women with induced pregnancy was not worse than perceived health of women whose pregnancy occurred naturally. Attachment to the fetus was slightly greater for women in the IVF group than in the NC group. Diagnosed and perceived heath was not significantly related to attachment to the fetus.","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":"67570877","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}
S. Leonov, A. Yakushina, I. Polikanova, V. A. Klimenko
The main purpose of our study was to examine the connection between the Internet addiction in junior school children and their intellectual development and cultural congruence. The study involved 92 schoolchildren from Moscow aged from 9 to 10 years. Our hypothesis was that intellectual abilities of schoolchildren would be related to their cultural congruence, as well as to their Internet dependent behavior. The following methods were used to test the hypothesis: Raven Progressive Matrices, the children's version of Personality Factor Questionnaire by R. Cattell, Chen Internet Addiction Scale, Methodology of determining the cultural congruence of a junior school child by Bayanova and co-authors. The results demonstrated that schoolchildren with good intellectual abilities are highly likely to demonstrate high rates of cultural congruence. At the same time, the study found no statistically significant differences in intellectual development between children with propensity to Internet addiction and children with any Internet addiction. At the same time, it identified significant features in behavior of children prone to online addiction. The behavior of such children is often manifested in demonstrating violations of the regulatory situation at school, as well as in displaying non-congruent behavior; in particular, such children are more likely to tell lies, do not listen to teachers, are late for classes, skip classes, and fight. Besides, such students are characterized by more pronounced impulsiveness and motor retardation, aggressive assertion of their position, self-confidence, and leadership qualities. The school environment is characterized by normative rules and procedures, so children are not always able to realize their motives and desires openly. Thus, we can conclude that more impulsive and motorized children, who are also characterized by displaying aggressive behaviors, will be more likely to be characterized by a tendency to Internet dependent behaviors, because it allows them to express their desires and intentions, which often cannot be realized in a strictly regulated school environment. In this way, our research has demonstrated that high intellectual abilities of junior school children are significantly related to their cultural congruence. In addition, their propensity for Internet addiction can be a factor contributing to non-congruent behavior among children aged 9–10 years.
{"title":"Relationship of Internet-Dependent Behavior, Intellectual Development and Cultural Congruence in Primary School Children","authors":"S. Leonov, A. Yakushina, I. Polikanova, V. A. Klimenko","doi":"10.17223/17267081/81/11","DOIUrl":"https://doi.org/10.17223/17267081/81/11","url":null,"abstract":"The main purpose of our study was to examine the connection between the Internet addiction in junior school children and their intellectual development and cultural congruence. The study involved 92 schoolchildren from Moscow aged from 9 to 10 years. Our hypothesis was that intellectual abilities of schoolchildren would be related to their cultural congruence, as well as to their Internet dependent behavior. The following methods were used to test the hypothesis: Raven Progressive Matrices, the children's version of Personality Factor Questionnaire by R. Cattell, Chen Internet Addiction Scale, Methodology of determining the cultural congruence of a junior school child by Bayanova and co-authors. The results demonstrated that schoolchildren with good intellectual abilities are highly likely to demonstrate high rates of cultural congruence. At the same time, the study found no statistically significant differences in intellectual development between children with propensity to Internet addiction and children with any Internet addiction. At the same time, it identified significant features in behavior of children prone to online addiction. The behavior of such children is often manifested in demonstrating violations of the regulatory situation at school, as well as in displaying non-congruent behavior; in particular, such children are more likely to tell lies, do not listen to teachers, are late for classes, skip classes, and fight. Besides, such students are characterized by more pronounced impulsiveness and motor retardation, aggressive assertion of their position, self-confidence, and leadership qualities. The school environment is characterized by normative rules and procedures, so children are not always able to realize their motives and desires openly. Thus, we can conclude that more impulsive and motorized children, who are also characterized by displaying aggressive behaviors, will be more likely to be characterized by a tendency to Internet dependent behaviors, because it allows them to express their desires and intentions, which often cannot be realized in a strictly regulated school environment. In this way, our research has demonstrated that high intellectual abilities of junior school children are significantly related to their cultural congruence. In addition, their propensity for Internet addiction can be a factor contributing to non-congruent behavior among children aged 9–10 years.","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":"67572316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In modern psychological literature, the term “awareness” is largely undefined. All possible philological epithets are applied to it. This is and understanding, and recognition, and clarification, and discretion, etc. These epithets are not concepts that would reflect the essence of the phenomenon, its mechanism, but rather interchangeable terms of everyday language, reflecting the procedural aspect of consciousness. One of the evidence of the conceptual lack of development of the term “awareness” is the fact that it is completely absent in well-known psychoanalytic dictionaries. In philosophical and general psychological dictionaries, it is given an extremely vague meaning. Despite the widespread use of it, the question does not lose its acuteness: what exactly is the awareness of the unconscious, how does it unfold, and in what terms can we recreate the mechanism of its construction? If we generalize the understanding of awareness, which is implied by various psychoanalytically oriented authors, then it can be reduced to the following definitions. First, awareness is the process of verbalization of unconscious personal meanings and their integration into consciousness. Second, awareness is the thinking aimed at summarizing the disparate elements of experience and combining them into a holistic structure that gives the experience internal coherence and causal validity. Two designated definitions of awareness are associated with two ontological dimensions of dialogue: a) “I am for Myself”; b) "I am for the Other." If we break into two independent parts the dialogical unit of «I for Myself» / «I for the Other», then it turns out that awareness in its phenomenological aspect naturalizes and loses the constructive-analytical element, which, in turn, being placed on the pole of the Other, is alienated from the living phenomenological basis personal experience, as a result of which the identity of the conscious is deprived of “free self-revelation”. Our point of view, the indicated gap is bridged within the framework of the cultural-activity methodology, in the context of which awareness can be viewed as a reflective activity developing in the dialogue that constructs life meanings, indirectly by key-symbolic formations. Based on this theoretical position and analysis of empirical material that reflects the process of dream analysis during psychological counseling, a reconstruction of the mechanism of awareness is carried out. It consists in replacing the real life situation with its key-symbolic referents, the operation of which allows to generalize and separate the life meaning of the situation from the life situation itself and indirectly by the transcendental position of the Other (in the common sense), to transfer the meaning extracted from the dream to the life situation, using it as a means critical reevaluation of the existing structure of life meanings and the construction of a new structure, presented in the form of a matrix of rational actio
{"title":"The Mechanism of Awareness of Life Meanings in Light of the Cultural-Activity Approach","authors":"V. S. Kubarev","doi":"10.17223/17267081/81/2","DOIUrl":"https://doi.org/10.17223/17267081/81/2","url":null,"abstract":"In modern psychological literature, the term “awareness” is largely undefined. All possible philological epithets are applied to it. This is and understanding, and recognition, and clarification, and discretion, etc. These epithets are not concepts that would reflect the essence of the phenomenon, its mechanism, but rather interchangeable terms of everyday language, reflecting the procedural aspect of consciousness. One of the evidence of the conceptual lack of development of the term “awareness” is the fact that it is completely absent in well-known psychoanalytic dictionaries. In philosophical and general psychological dictionaries, it is given an extremely vague meaning. Despite the widespread use of it, the question does not lose its acuteness: what exactly is the awareness of the unconscious, how does it unfold, and in what terms can we recreate the mechanism of its construction? If we generalize the understanding of awareness, which is implied by various psychoanalytically oriented authors, then it can be reduced to the following definitions. First, awareness is the process of verbalization of unconscious personal meanings and their integration into consciousness. Second, awareness is the thinking aimed at summarizing the disparate elements of experience and combining them into a holistic structure that gives the experience internal coherence and causal validity. Two designated definitions of awareness are associated with two ontological dimensions of dialogue: a) “I am for Myself”; b) \"I am for the Other.\" If we break into two independent parts the dialogical unit of «I for Myself» / «I for the Other», then it turns out that awareness in its phenomenological aspect naturalizes and loses the constructive-analytical element, which, in turn, being placed on the pole of the Other, is alienated from the living phenomenological basis personal experience, as a result of which the identity of the conscious is deprived of “free self-revelation”. Our point of view, the indicated gap is bridged within the framework of the cultural-activity methodology, in the context of which awareness can be viewed as a reflective activity developing in the dialogue that constructs life meanings, indirectly by key-symbolic formations. Based on this theoretical position and analysis of empirical material that reflects the process of dream analysis during psychological counseling, a reconstruction of the mechanism of awareness is carried out. It consists in replacing the real life situation with its key-symbolic referents, the operation of which allows to generalize and separate the life meaning of the situation from the life situation itself and indirectly by the transcendental position of the Other (in the common sense), to transfer the meaning extracted from the dream to the life situation, using it as a means critical reevaluation of the existing structure of life meanings and the construction of a new structure, presented in the form of a matrix of rational actio","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":"67572401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The relevance of the problem is due to the importance of identifying factors that determine the propensity of students to coercion or nonviolence, creating psychological and pedagogical conditions for the formation of the socionomic sphere of nonviolent competencies for future specialists at universities. The theoretical basis of the study was the position of nonviolence as a daily practice of interaction, by which we understand the ability of a person to choose from a number of possible alternatives that carry the least charge of coercion. The aim of the work was to study the influence of irrational beliefs and sensitivity to a person (interest, empathy, understanding and assistance) on the students’ tendency to coercion, manipulation, non-violence and non-interference in the processes of interaction with people. The hypothesis was tested that the tendency of students to coercion, manipulation, and noninterference will be due to expressed irrational beliefs and low level of sensitivity to a person and the tendency to non-violence will be explained by the absence of irrational beliefs and a high level of sensitivity to a person. The study involved 125 students of pedagogical and psychological faculties of the Moscow Humanitarian and Cherepovets State universities. The authors used questionnaires to identify the positions of interaction among students and sensitivity to a person, as well as a list of irrational beliefs proposed by A. Beck and A. Freeman. It is established that the tendency to both coercion and manipulation are determined by the beliefs of anti-social type and low sensitivity to the person. The tendency to manipulate the narcissistic beliefs, high interest in people and understanding them, at the same time the tendency to non-violence and non-interference are determined by beliefs of avoidant and dependent types with a low level of understanding people. And a tendency to non-interference is determined by beliefs of dependent type with unexpressed orientation on helping. The tendency to nonviolence is determined by the high sensitivity to a person and the absence of irrational beliefs of antisocial, passive-aggressive and narcissistic types. As a result, the conclusion is made about the need to form purposefully the ability to nonviolent interaction among students, which should include the work on awareness and overcoming irrational beliefs and the development of sensitivity to a person. The obtained results can be used in practical work with students on the formation of their nonviolent competencies.
{"title":"Influence of Irrational Beliefs and Sensitivity to a Person on Future Psychology Students’ Propensity to Coercion or Nonviolence","authors":"V. Maralov, V. Sitarov","doi":"10.17223/17267081/81/7","DOIUrl":"https://doi.org/10.17223/17267081/81/7","url":null,"abstract":"The relevance of the problem is due to the importance of identifying factors that determine the propensity of students to coercion or nonviolence, creating psychological and pedagogical conditions for the formation of the socionomic sphere of nonviolent competencies for future specialists at universities. The theoretical basis of the study was the position of nonviolence as a daily practice of interaction, by which we understand the ability of a person to choose from a number of possible alternatives that carry the least charge of coercion. The aim of the work was to study the influence of irrational beliefs and sensitivity to a person (interest, empathy, understanding and assistance) on the students’ tendency to coercion, manipulation, non-violence and non-interference in the processes of interaction with people. The hypothesis was tested that the tendency of students to coercion, manipulation, and noninterference will be due to expressed irrational beliefs and low level of sensitivity to a person and the tendency to non-violence will be explained by the absence of irrational beliefs and a high level of sensitivity to a person. The study involved 125 students of pedagogical and psychological faculties of the Moscow Humanitarian and Cherepovets State universities. The authors used questionnaires to identify the positions of interaction among students and sensitivity to a person, as well as a list of irrational beliefs proposed by A. Beck and A. Freeman. It is established that the tendency to both coercion and manipulation are determined by the beliefs of anti-social type and low sensitivity to the person. The tendency to manipulate the narcissistic beliefs, high interest in people and understanding them, at the same time the tendency to non-violence and non-interference are determined by beliefs of avoidant and dependent types with a low level of understanding people. And a tendency to non-interference is determined by beliefs of dependent type with unexpressed orientation on helping. The tendency to nonviolence is determined by the high sensitivity to a person and the absence of irrational beliefs of antisocial, passive-aggressive and narcissistic types. As a result, the conclusion is made about the need to form purposefully the ability to nonviolent interaction among students, which should include the work on awareness and overcoming irrational beliefs and the development of sensitivity to a person. The obtained results can be used in practical work with students on the formation of their nonviolent competencies.","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":"67572653","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}
Traditionally, the transition from elementary to secondary school is regarded as a boundary separating childhood from adolescence. It is usually characterized by the fact that the inevitable adaptation to new social conditions happens amid motivational crisis and, in general, becomes a time of serious change in children’s psyche. The purpose of the study was to determine the dynamics of the intellectual potential development, motivation and personal qualities of students during their transition from the 4th to the 5th grade. We examined three transition periods from the 4th to the 5th grade since 2016 to 2020. Each transition period involved three classes marked A, B and C. In total, the article presents the results for 261 students. The study was conducted using the Amthauer test (IST), the 16PF test by R. Cattell modified by L. Yasyukova, and the diagnosing method for the school motivation type by E. Lepesheva. The results obtained allow us to draw the following conclusions. 1 During the transition, children experience a period of adaptation, which is generally successful. 2. Students experience a distinct motivational crisis during their 5th grade. Further studies are necessary to understand the reasons of it. At this point, we are able to give several explanations for the results. These are: a) Loss of interest in learning indicates the onset of an age crisis in younger adolescents; during the 5th grade, the crisis grows and matures (according to the views of L. S. Vygotsky). The analysis of motives to educational activities indicates the absence of a clearly expressed leading activity during this period. We can assume that learning loses its significance as a leading activity in the 5th grade because it gives way to communication with other children. b) The reasons for losing the motivation to educational activities are the limits and gaps in the educational system of primary school (possibly, secondary school too), which does not take into account the features and logic of value and motivational mechanisms in educational activities of students. 3. New learning system has a positive effect on the cognitive development of 5th-graders. There is an increase in independent thinking and conceptual thinking. The teacher’s role is very important as well as organization of educational process. 4. Fifth grade is a time of self-awareness development. Changes in the personality of 5th-graders begin with the development of self-criticism and promptness. At the same time, the development of thinking, although it determines this process, does not guarantee its immediate start. There is no connection between the development of thinking in the classroom and personal changes. The organization of educational work in the classroom becomes a crucial link. 5. A relationship between motivation for educational activities and personal characteristics of students was found. The main role in it plays a strong-willed self-control and carelessness of younger teenagers.
{"title":"Dynamics of Students’ Intellectual and Personal Development during their Transition from Primary to Secondary School","authors":"Natalija Zimina","doi":"10.17223/17267081/81/8","DOIUrl":"https://doi.org/10.17223/17267081/81/8","url":null,"abstract":"Traditionally, the transition from elementary to secondary school is regarded as a boundary separating childhood from adolescence. It is usually characterized by the fact that the inevitable adaptation to new social conditions happens amid motivational crisis and, in general, becomes a time of serious change in children’s psyche. The purpose of the study was to determine the dynamics of the intellectual potential development, motivation and personal qualities of students during their transition from the 4th to the 5th grade. We examined three transition periods from the 4th to the 5th grade since 2016 to 2020. Each transition period involved three classes marked A, B and C. In total, the article presents the results for 261 students. The study was conducted using the Amthauer test (IST), the 16PF test by R. Cattell modified by L. Yasyukova, and the diagnosing method for the school motivation type by E. Lepesheva. The results obtained allow us to draw the following conclusions. 1 During the transition, children experience a period of adaptation, which is generally successful. 2. Students experience a distinct motivational crisis during their 5th grade. Further studies are necessary to understand the reasons of it. At this point, we are able to give several explanations for the results. These are: a) Loss of interest in learning indicates the onset of an age crisis in younger adolescents; during the 5th grade, the crisis grows and matures (according to the views of L. S. Vygotsky). The analysis of motives to educational activities indicates the absence of a clearly expressed leading activity during this period. We can assume that learning loses its significance as a leading activity in the 5th grade because it gives way to communication with other children. b) The reasons for losing the motivation to educational activities are the limits and gaps in the educational system of primary school (possibly, secondary school too), which does not take into account the features and logic of value and motivational mechanisms in educational activities of students. 3. New learning system has a positive effect on the cognitive development of 5th-graders. There is an increase in independent thinking and conceptual thinking. The teacher’s role is very important as well as organization of educational process. 4. Fifth grade is a time of self-awareness development. Changes in the personality of 5th-graders begin with the development of self-criticism and promptness. At the same time, the development of thinking, although it determines this process, does not guarantee its immediate start. There is no connection between the development of thinking in the classroom and personal changes. The organization of educational work in the classroom becomes a crucial link. 5. A relationship between motivation for educational activities and personal characteristics of students was found. The main role in it plays a strong-willed self-control and carelessness of younger teenagers.","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":"67572708","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 current study was aimed to examine the impact of psychological adjustment / maladjustment on the academic performance of Russian university students. Previous studies have shown that academic performance is closely related to alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. Some researchers also have suggested that adolescent apathy may be the risk factor for academic failure among university students. In turn, the American psychologist R. Handelman defined adolescent apathy as a specific state of lack of goal-setting, energy and interest, indifference to changes and experience of difficulties in making decisions in young adults [27]. In September 2019, 103 students (73 females and 30 males) aged 16 to 21 years from several Moscow universities filled out instruments assessing adolescent apathy, alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. The study was conducted at seminars in psychological disciplines. All study participants received bonus points in these disciplines. In January 2019, based on the results of the examination session, an average score was calculated for each study participant. This score became a criterion for academic performance of university students. There were no statistically significant age and gender differences in the scores of psychological adjustment / maladjustment. The one-way analysis of variance (ANOVA) revealed that adolescent apathy was the single indicator that affects the academic performance of university students. Thus, the higher scores of adolescent apathy university students showed at the beginning of the academic year, the lower the average scores they received for the first exam session. Based on these data, it was concluded that adolescent apathy is a risk factor for academic failure and can serve as a target for preventive and interventional measures related to academic failure among Russian university students. Currently, in foreign practice, programs and recommendations are being developed and implemented for teachers of higher educational institutions who are faced with the adolescent apathy outcomes. Perhaps this study, which has proved the importance of adolescent apathy in the context of academic failure among university students, will be the first step towards the development and implementation of similar programs and recommendations for Russian educational institutions.
{"title":"Apathy and Academic Failure among Students: Results of a Pilot Longitudinal Study","authors":"A. Zolotareva","doi":"10.17223/17267081/81/9","DOIUrl":"https://doi.org/10.17223/17267081/81/9","url":null,"abstract":"The current study was aimed to examine the impact of psychological adjustment / maladjustment on the academic performance of Russian university students. Previous studies have shown that academic performance is closely related to alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. Some researchers also have suggested that adolescent apathy may be the risk factor for academic failure among university students. In turn, the American psychologist R. Handelman defined adolescent apathy as a specific state of lack of goal-setting, energy and interest, indifference to changes and experience of difficulties in making decisions in young adults [27]. In September 2019, 103 students (73 females and 30 males) aged 16 to 21 years from several Moscow universities filled out instruments assessing adolescent apathy, alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. The study was conducted at seminars in psychological disciplines. All study participants received bonus points in these disciplines. In January 2019, based on the results of the examination session, an average score was calculated for each study participant. This score became a criterion for academic performance of university students. There were no statistically significant age and gender differences in the scores of psychological adjustment / maladjustment. The one-way analysis of variance (ANOVA) revealed that adolescent apathy was the single indicator that affects the academic performance of university students. Thus, the higher scores of adolescent apathy university students showed at the beginning of the academic year, the lower the average scores they received for the first exam session. Based on these data, it was concluded that adolescent apathy is a risk factor for academic failure and can serve as a target for preventive and interventional measures related to academic failure among Russian university students. Currently, in foreign practice, programs and recommendations are being developed and implemented for teachers of higher educational institutions who are faced with the adolescent apathy outcomes. Perhaps this study, which has proved the importance of adolescent apathy in the context of academic failure among university students, will be the first step towards the development and implementation of similar programs and recommendations for Russian educational institutions.","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":"67572721","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 need for STEM specialists is growing in current technologically-oriented economy. This calls for new approaches in evaluation and development of relevant abilities and skills. However, the current educational systems might miss some students who have high potential for this field or who can develop such potential. For example, according to the results of one Russian study, gifted children may be missed by existing methods of talent search, partially due to the lack of standardised psychometric tests, especially of abilities beyond verbal and numerical abilities. One important predictor of STEM, often neglected in education, is spatial ability. Recently an online short spatial ability battery (OSSAB) for use in adolescent popula-tions was developed. However, no published norms are available. The aim of this study was to develop normalised thresholds for spatial ability testing using OSSAB battery with Russian 13-17 year old schoolchildren. Schoolchildren from the Sirius Educational Centre, demonstrating high achievement in 3 different areas: science (N = 640; 238 females), sports (N = 436; 67 females) and art (N = 260; 204 females), and schoolchildren (N = 752; 350 females) from general education schools of the Russian Federation participated in the study. Age of participants: 13-17 (M = 15.01; SD = 1.18). The study identified thresholds for 8 spatial ability levels: from Very low ability to Extraordinary giftedness. These thresholds can be used by teachers and school psychologists to determine the level of spatial ability in schoolchildren of 13-17 years of age. Based on individual students’ current levels of spatial ability, teachers can provide individual support and recommendations. For high performance recommendations may include additional clas-ses in STEM or natural sciences, for example, electronics, robotics, programming, physics or chemistry. For lower performance recommendations may include computer games containing spatial components; sports; playing musical instruments; origami classes; and studying the Chinese language. More broadly, school curricula in different subjects should include more spatial elements, such as: inclusion of stereometric tasks in learning materials; computer pro-grams for modelling in teaching geometry and other subjects; adding visualizations (graphs and tables) when explaining material. Overall, the results of this study suggest that a significant number of children have very low or very high level of spatial ability in both mainstream schools and in educational centres for high-preforming students. The norms developed in this study can be used for identification and individualized support in all educational settings.
{"title":"Online Short Spatial Ability Battery (OSSAB): Psychometric Norms for Older Students","authors":"M. Likhanov, E. Tsigeman, Y. Kovas","doi":"10.17223/17267080/78/7","DOIUrl":"https://doi.org/10.17223/17267080/78/7","url":null,"abstract":"The need for STEM specialists is growing in current technologically-oriented economy. This calls for new approaches in evaluation and development of relevant abilities and skills. However, the current educational systems might miss some students who have high potential for this field or who can develop such potential. For example, according to the results of one Russian study, gifted children may be missed by existing methods of talent search, partially due to the lack of standardised psychometric tests, especially of abilities beyond verbal and numerical abilities. One important predictor of STEM, often neglected in education, is spatial ability. Recently an online short spatial ability battery (OSSAB) for use in adolescent popula-tions was developed. However, no published norms are available. The aim of this study was to develop normalised thresholds for spatial ability testing using OSSAB battery with Russian 13-17 year old schoolchildren. Schoolchildren from the Sirius Educational Centre, demonstrating high achievement in 3 different areas: science (N = 640; 238 females), sports (N = 436; 67 females) and art (N = 260; 204 females), and schoolchildren (N = 752; 350 females) from general education schools of the Russian Federation participated in the study. Age of participants: 13-17 (M = 15.01; SD = 1.18). The study identified thresholds for 8 spatial ability levels: from Very low ability to Extraordinary giftedness. These thresholds can be used by teachers and school psychologists to determine the level of spatial ability in schoolchildren of 13-17 years of age. Based on individual students’ current levels of spatial ability, teachers can provide individual support and recommendations. For high performance recommendations may include additional clas-ses in STEM or natural sciences, for example, electronics, robotics, programming, physics or chemistry. For lower performance recommendations may include computer games containing spatial components; sports; playing musical instruments; origami classes; and studying the Chinese language. More broadly, school curricula in different subjects should include more spatial elements, such as: inclusion of stereometric tasks in learning materials; computer pro-grams for modelling in teaching geometry and other subjects; adding visualizations (graphs and tables) when explaining material. Overall, the results of this study suggest that a significant number of children have very low or very high level of spatial ability in both mainstream schools and in educational centres for high-preforming students. The norms developed in this study can be used for identification and individualized support in all educational settings.","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":"67570326","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 subjective (mental) space (MS) is specified as a particular area of research. The issue of its operationalization and measurement are put forward. A mathematical prototype of MS has been proposed. In a simplified form, the mathematical space conceives of as Euclidean, metric, and linear. It extends to the MS. The operationalization of its measurements consisted in the construction of the "Where I am" questionnaire (WIQ). Three main properties of the WIQ were as follows. First, physical descriptions of space were in use as metaphors for the MS. Second, 4 scales, namely, “height,” “width,” “length,” and “volume,” specified the WIQ. Third, a procedure like a semantic differential administered the WIQ’s items to participants. Raw data were gathered from a sample consisting 177 students, men and women aged from 17 to 26. Participants expressed the degree of agreement with each item of the WIQ on the seven point grade ranging from "strongly disagree" to "strongly agree". Ultimately, the WIQ consisted of 36 items, namely, 9 items per the scale “height,” 9 items per the scale “width,” 7 items per the scale “length,” and 11 items per the scale “volume.” Descriptive statistics included means, standard deviations, chi square to define normality of variables, t test to as-sess differences between men and women. Psychometric reliability of the WIQ was estimated by intercorrelations of items in scales, Cronbach's alpha, omega, split half reliability, re test, as well as the WIQ’s discrimination. Exploratory factor analysis provided an estimation of the WIQ’s construct validity. Internal convergent and discriminant validity of the WIQ was gained by comparisons of items’ correlations with ‘own’ and ‘others’ scales. Contrast groups on creative thinking and intelligence computed external criterion validity of the WIQ by 1 way ANOVA. Obtained data were as follows. Extraction to specify the WIQ on above scales was psychometrically justified. The WIQ showed good measures of reliability. The WIQ yielded a 3 factorized structure as most evident of its construct validity and consistent with expected theoretical suggestions, despite of items of the scales “width” and “volume” entered the same factor. Findings maintained significant internal convergent and discriminant validity of the WIQ. It possessed either external criterion validity Creative fluency, originality, and fluid intelligence produced significant effects on the WIQ’s scales. Thus, the WIQ can be reasonable in scientific and applied studies.
{"title":"Theoretical and Psychometric Analysis of the “Where I Am” Questionnaire","authors":"L. Dorfman, V. A. Gasimova, A. Kalugin","doi":"10.17223/17267080/80/2","DOIUrl":"https://doi.org/10.17223/17267080/80/2","url":null,"abstract":"The subjective (mental) space (MS) is specified as a particular area of research. The issue of its operationalization and measurement are put forward. A mathematical prototype of MS has been proposed. In a simplified form, the mathematical space conceives of as Euclidean, metric, and linear. It extends to the MS. The operationalization of its measurements consisted in the construction of the \"Where I am\" questionnaire (WIQ). Three main properties of the WIQ were as follows. First, physical descriptions of space were in use as metaphors for the MS. Second, 4 scales, namely, “height,” “width,” “length,” and “volume,” specified the WIQ. Third, a procedure like a semantic differential administered the WIQ’s items to participants. Raw data were gathered from a sample consisting 177 students, men and women aged from 17 to 26. Participants expressed the degree of agreement with each item of the WIQ on the seven point grade ranging from \"strongly disagree\" to \"strongly agree\". Ultimately, the WIQ consisted of 36 items, namely, 9 items per the scale “height,” 9 items per the scale “width,” 7 items per the scale “length,” and 11 items per the scale “volume.” Descriptive statistics included means, standard deviations, chi square to define normality of variables, t test to as-sess differences between men and women. Psychometric reliability of the WIQ was estimated by intercorrelations of items in scales, Cronbach's alpha, omega, split half reliability, re test, as well as the WIQ’s discrimination. Exploratory factor analysis provided an estimation of the WIQ’s construct validity. Internal convergent and discriminant validity of the WIQ was gained by comparisons of items’ correlations with ‘own’ and ‘others’ scales. Contrast groups on creative thinking and intelligence computed external criterion validity of the WIQ by 1 way ANOVA. Obtained data were as follows. Extraction to specify the WIQ on above scales was psychometrically justified. The WIQ showed good measures of reliability. The WIQ yielded a 3 factorized structure as most evident of its construct validity and consistent with expected theoretical suggestions, despite of items of the scales “width” and “volume” entered the same factor. Findings maintained significant internal convergent and discriminant validity of the WIQ. It possessed either external criterion validity Creative fluency, originality, and fluid intelligence produced significant effects on the WIQ’s scales. Thus, the WIQ can be reasonable in scientific and applied studies.","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":"67570481","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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