Recently, the discussion of the peculiarities and special features of boys and girls growing up has become more relevant. The aim of the study was to determine the main stages of ideas about growing up in adolescence, reflected through the interests and experiences of boys and girls. We assumed that during adulthood modern boys and girls go through several stages of changing their life task formed by their interests, expectations and experiences. What is new in the study is that the authors identified the relationship between the education level and the stages of growing up, expressed in personal interests and experiences. The author's projective technique "Growing Up" was used to conduct the research. This technique allows detecting experiences about one's own growing up through the interpretation of the "cultural image of growing up". The study sample consisted of 1,394 Russian boys and girls from 14 to 23 years old. Among them were 462 schoolchildren, 454 students of the vocational education system, and 478 university students. The study demonstrated that boys and girls consider creativity and achieving some goals to be the most interesting topics for discussion in the context of their own growing up. At the same time, for most schoolchildren the creative approach is more interesting than the discussion on achievements. On the contrary, for most university students the discussion on achieving success and goals is more interesting than the discussion on creativity. Moreover, university students find interesting the topics of relativity of adulthood and the brevity of life, but for students of vocational education system these topics are not interesting at all. Talking about life prospects, university students are sure that everything will be fine if you take into account the advice of seniors, but schoolchildren look at future life with pessimism, believing that everything will be ordinary. Most of all, the study participants worry about finding the meaning of life. In the experiences of growing up, schoolchildren are dominated by the comparison of childhood and adulthood, but university students have questions of choosing between life achievements and the charm of life. According to the results of the study, in changing ideas about growing up 4 stages were identified: 1) the experience of distinguishing childhood and adulthood; 2) interest in creativity and denial of the primacy of goals in life; 3) priority of life achievements; 4) worries about the choice between life achievements and the charm of life. It was revealed that self-awareness, expressed in the passage of the selected stages of changing ideas about growing up, is a vital task of an individual growing up. The relationship between this transformation and the level of received education has been established. In general, the data of the conducted research demonstrate the need to take into account the differences in the level of education received when discussing the issues of growing
{"title":"Stages of Growing up in Modern Russian Culture","authors":"N. P. Shilova, A. K. Vladyko","doi":"10.17223/17267080/82/3","DOIUrl":"https://doi.org/10.17223/17267080/82/3","url":null,"abstract":"Recently, the discussion of the peculiarities and special features of boys and girls growing up has become more relevant. The aim of the study was to determine the main stages of ideas about growing up in adolescence, reflected through the interests and experiences of boys and girls. We assumed that during adulthood modern boys and girls go through several stages of changing their life task formed by their interests, expectations and experiences. What is new in the study is that the authors identified the relationship between the education level and the stages of growing up, expressed in personal interests and experiences. The author's projective technique \"Growing Up\" was used to conduct the research. This technique allows detecting experiences about one's own growing up through the interpretation of the \"cultural image of growing up\". The study sample consisted of 1,394 Russian boys and girls from 14 to 23 years old. Among them were 462 schoolchildren, 454 students of the vocational education system, and 478 university students. The study demonstrated that boys and girls consider creativity and achieving some goals to be the most interesting topics for discussion in the context of their own growing up. At the same time, for most schoolchildren the creative approach is more interesting than the discussion on achievements. On the contrary, for most university students the discussion on achieving success and goals is more interesting than the discussion on creativity. Moreover, university students find interesting the topics of relativity of adulthood and the brevity of life, but for students of vocational education system these topics are not interesting at all. Talking about life prospects, university students are sure that everything will be fine if you take into account the advice of seniors, but schoolchildren look at future life with pessimism, believing that everything will be ordinary. Most of all, the study participants worry about finding the meaning of life. In the experiences of growing up, schoolchildren are dominated by the comparison of childhood and adulthood, but university students have questions of choosing between life achievements and the charm of life. According to the results of the study, in changing ideas about growing up 4 stages were identified: 1) the experience of distinguishing childhood and adulthood; 2) interest in creativity and denial of the primacy of goals in life; 3) priority of life achievements; 4) worries about the choice between life achievements and the charm of life. It was revealed that self-awareness, expressed in the passage of the selected stages of changing ideas about growing up, is a vital task of an individual growing up. The relationship between this transformation and the level of received education has been established. In general, the data of the conducted research demonstrate the need to take into account the differences in the level of education received when discussing the issues of growing","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":"67571244","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 represents the experience of scientometric analysis based on the materials of a Russian journal. The «Siberian Journal of Psychology» was chosen as the object of analysis. The magazine enjoys authority in the psychological community, it is included in the list of State Commission for Academic Degrees and Titles, is referenced in the databases Web of Science and Scopus. The thesaurus method, which is quite widespread in scientometric research in psychology, was used in the work. The whole body of articles published in the journal (1995-2019), including 1237 articles, is analyzed. The article presents the results of statistical analysis: distribution of articles posted in different sections of journals; articles on personalities, psychology as a science (directions, sections, approaches, etc.), various diseases (mental, physical, psychophysiological, etc.), the study of various social groups (normative, professional), the study of age groups (preschool, primary school, adolescent and other age), various concepts and problems. The analysis of publication dynamics in seven most popular sections reflects a living history of changes in the interest and editions of the journal, and researchers themselves to study the problems of clinical psychology, general psychology and personality psychology, social psychology, educational psychology, developmental psycholo-gy, etc. Despite the great variability of the problem field publications, we highlighted the leading sections in the journal, the most significant areas for the journal, approaches and sections of psychological science; social and age groups to which article authors are most interested; concepts, problems, phenomena of psychology, which are the subject of the largest number of articles. The authors of the article believe that over the 25-year history of the «Siberian Journal of Psychology» has acquired not only its own unique face among many other psychological publications, but also has become strongly associated, on the one hand, with a discussion of a very specific field of urgent problems for psychological science. On the other hand, the presence of the leading problems and issues discussed on the pages of the journal is unique and consistent with the high degree of variability of studies presented in the journal. All this allowed the editorial staff of the journal to enter the «Siberian Journal of Psychology» firmly into the recent history of Russian and world psychological science in a relatively short period of its history.
{"title":"Psychological Research in Modern Russia: Experience of Scientometric Analysis (Based on the Materials of the Siberian Journal of Psychology)","authors":"V. Mazilov, I. Slepko","doi":"10.17223/17267080/77/1","DOIUrl":"https://doi.org/10.17223/17267080/77/1","url":null,"abstract":"The article represents the experience of scientometric analysis based on the materials of a Russian journal. The «Siberian Journal of Psychology» was chosen as the object of analysis. The magazine enjoys authority in the psychological community, it is included in the list of State Commission for Academic Degrees and Titles, is referenced in the databases Web of Science and Scopus. The thesaurus method, which is quite widespread in scientometric research in psychology, was used in the work. The whole body of articles published in the journal (1995-2019), including 1237 articles, is analyzed. The article presents the results of statistical analysis: distribution of articles posted in different sections of journals; articles on personalities, psychology as a science (directions, sections, approaches, etc.), various diseases (mental, physical, psychophysiological, etc.), the study of various social groups (normative, professional), the study of age groups (preschool, primary school, adolescent and other age), various concepts and problems. The analysis of publication dynamics in seven most popular sections reflects a living history of changes in the interest and editions of the journal, and researchers themselves to study the problems of clinical psychology, general psychology and personality psychology, social psychology, educational psychology, developmental psycholo-gy, etc. Despite the great variability of the problem field publications, we highlighted the leading sections in the journal, the most significant areas for the journal, approaches and sections of psychological science; social and age groups to which article authors are most interested; concepts, problems, phenomena of psychology, which are the subject of the largest number of articles. The authors of the article believe that over the 25-year history of the «Siberian Journal of Psychology» has acquired not only its own unique face among many other psychological publications, but also has become strongly associated, on the one hand, with a discussion of a very specific field of urgent problems for psychological science. On the other hand, the presence of the leading problems and issues discussed on the pages of the journal is unique and consistent with the high degree of variability of studies presented in the journal. All this allowed the editorial staff of the journal to enter the «Siberian Journal of Psychology» firmly into the recent history of Russian and world psychological science in a relatively short period of its history.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41833196","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}
Удк, К Проблеме, Прокрастинации Родителей, ВО Взаимодействии, С Детьми, А.В. Зобков
The practice of psychological counseling with adults who have children, and psychological work with children shows that the postponement of kid things by parents occurs often. As a result of procrastination of parents in interaction with children (parental procrastination) there are negative psychological consequences for parents and children. In psychological science, much attention is paid to the problem of human procrastination, but the procrastination of parents in the interaction of children is not studied. Available studies consider the parent-child relationship only as a cause of procrastination of the child. The article raises the problem of studying procrastination of a parent in interaction with a child (parental procrastination). The psychological features of general procrastination and parental procrastination are compared. Parental procrastination is associated with specific time intervals that require specific actions from the parent. They consciously tolerate interaction with the child often hiding behind objec-tive circumstances. Adults understand the negative consequences of procrastination, such as changing relationships with the child, reducing the level of trust of the child to them, subjective discomfort caused by understanding the negative consequences of procrastination for the child. Analyzing scientific data on the problem of General human procrastination, we develop and justify an approach to the study of parental procrastination. Procrastination is associated with a violation of self-regulation. Violation of self-regulation activities requires: a) the study of self-procrastinate parents, motivation, personality traits, emotional-volitional and cognitive spheres of personality, unconscious mental mechanisms of self-regulation; b) define the relationship of personal characteristics with the characteristics of goal setting (planning), assessment of internal and external conditions of activity (modeling), programming their actions, evaluation of the result, correction of actions and approval of the goal. Considering parental procrastination as a particular psychological problem, it is proposed: a) to consider it in connection with sociological characteristics (family composition, age characteristics of family members), family traditions, experience of family life of parents (number of marriages), etc.; b) through the system of human relations (to oneself, to others, to business; parent-child relations, intergenerational relations). The methodological unity of the categories "attitude" and "self-regulation" of activity allows us to create a holistic theoretical model of the study of parental procrastination. The model is presented in the conclusion of the article in a structure form. The analysis allows outlining the directions of psychological counseling work with procrastinating parents: work on taking responsibility for decisions in their vital activity; formation of self-regulation skills of activity; formation of emotio
{"title":"To the Problem of Parental Procrastination in Interaction with Children","authors":"Удк, К Проблеме, Прокрастинации Родителей, ВО Взаимодействии, С Детьми, А.В. Зобков","doi":"10.17223/17267080/77/5","DOIUrl":"https://doi.org/10.17223/17267080/77/5","url":null,"abstract":"The practice of psychological counseling with adults who have children, and psychological work with children shows that the postponement of kid things by parents occurs often. As a result of procrastination of parents in interaction with children (parental procrastination) there are negative psychological consequences for parents and children. In psychological science, much attention is paid to the problem of human procrastination, but the procrastination of parents in the interaction of children is not studied. Available studies consider the parent-child relationship only as a cause of procrastination of the child. The article raises the problem of studying procrastination of a parent in interaction with a child (parental procrastination). The psychological features of general procrastination and parental procrastination are compared. Parental procrastination is associated with specific time intervals that require specific actions from the parent. They consciously tolerate interaction with the child often hiding behind objec-tive circumstances. Adults understand the negative consequences of procrastination, such as changing relationships with the child, reducing the level of trust of the child to them, subjective discomfort caused by understanding the negative consequences of procrastination for the child. Analyzing scientific data on the problem of General human procrastination, we develop and justify an approach to the study of parental procrastination. Procrastination is associated with a violation of self-regulation. Violation of self-regulation activities requires: a) the study of self-procrastinate parents, motivation, personality traits, emotional-volitional and cognitive spheres of personality, unconscious mental mechanisms of self-regulation; b) define the relationship of personal characteristics with the characteristics of goal setting (planning), assessment of internal and external conditions of activity (modeling), programming their actions, evaluation of the result, correction of actions and approval of the goal. Considering parental procrastination as a particular psychological problem, it is proposed: a) to consider it in connection with sociological characteristics (family composition, age characteristics of family members), family traditions, experience of family life of parents (number of marriages), etc.; b) through the system of human relations (to oneself, to others, to business; parent-child relations, intergenerational relations). The methodological unity of the categories \"attitude\" and \"self-regulation\" of activity allows us to create a holistic theoretical model of the study of parental procrastination. The model is presented in the conclusion of the article in a structure form. The analysis allows outlining the directions of psychological counseling work with procrastinating parents: work on taking responsibility for decisions in their vital activity; formation of self-regulation skills of activity; formation of emotio","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45165597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Solodukhin, N. G. Vidyaeva, E. Pomeshkina, U. A. Argunova, Andrej V. Seryj, O. Barbarash
The study was aimed at evaluating the effectiveness of rational emotive behavioral therapy (REBT) used to estimate personal perception of illness and coping strategies in coronary artery disease patients before and after coronary artery bypass grafting. 74 male patients aged from 44 to 73 underwent routine clinical examination and psychological assessment before and after coronary artery bypass grafting (CABG). All patients were enrolled either in Group 1, who received psychological supervision, or Group 2 without psychological supervision. Every patient underwent at least six psychological sessions; half of them were performed in the preoperative period and another half on days 8-10 after the indexed surgery. All patients underwent the standard examination on days 7-10 before CABG and on days 9-11 after CABG. Patients’ perception of illness and coping behavior were evaluated using the Personal Questionnaire of the Bekhterevsky Institute, commonly referred as the TOBOL test. Coping behavior was assessed with the coping strategies. REBT was used to modify patients’ perception and avoid the use of nonproductive coping behavior. The following REBT methods were used: rehabilitation goal setting diaries, cognitive restructuring, rehearsal of adaptive behavior, and Jacobson's relaxation technique. Patients who received psychological supervision demonstrated a positive trend towards using harmonious and ergopathic illness perception models, which are commonly included in the adaptive behavior pattern. Patients without psychological support reported a decrease in using the anxiety-related behavioral pattern, which included concerns and fears about the unfavorable outcome of the surgery. under psychological supervision more frequently took the responsibility, both in terms of scores and the number of patients who started to use it. Importantly, patients less frequently switched to the maladaptive coping-strategies, namely confrontation and positive responsibility. In the number of patients who used self-control and searched for social support decreased. Importantly, patients in this group commonly switched to the escape-avoidance coping strategy after the indexed surgery. The obtained results suggest that REBT is beneficial in the formation of adaptive behavioral patterns and contributes to a wide use of productive coping strategies, thus improving illness perception model in patients with coronary artery disease referred to elective coronary artery bypass grafting.
{"title":"Rational Emotive Behavioral Therapy for Coronary Artery Disease Patients Undergoing Coronary Artery Bypass Grafting","authors":"A. Solodukhin, N. G. Vidyaeva, E. Pomeshkina, U. A. Argunova, Andrej V. Seryj, O. Barbarash","doi":"10.17223/17267080/75/10","DOIUrl":"https://doi.org/10.17223/17267080/75/10","url":null,"abstract":"The study was aimed at evaluating the effectiveness of rational emotive behavioral therapy (REBT) used to estimate personal perception of illness and coping strategies in coronary artery disease patients before and after coronary artery bypass grafting. 74 male patients aged from 44 to 73 underwent routine clinical examination and psychological assessment before and after coronary artery bypass grafting (CABG). All patients were enrolled either in Group 1, who received psychological supervision, or Group 2 without psychological supervision. Every patient underwent at least six psychological sessions; half of them were performed in the preoperative period and another half on days 8-10 after the indexed surgery. All patients underwent the standard examination on days 7-10 before CABG and on days 9-11 after CABG. Patients’ perception of illness and coping behavior were evaluated using the Personal Questionnaire of the Bekhterevsky Institute, commonly referred as the TOBOL test. Coping behavior was assessed with the coping strategies. REBT was used to modify patients’ perception and avoid the use of nonproductive coping behavior. The following REBT methods were used: rehabilitation goal setting diaries, cognitive restructuring, rehearsal of adaptive behavior, and Jacobson's relaxation technique. Patients who received psychological supervision demonstrated a positive trend towards using harmonious and ergopathic illness perception models, which are commonly included in the adaptive behavior pattern. Patients without psychological support reported a decrease in using the anxiety-related behavioral pattern, which included concerns and fears about the unfavorable outcome of the surgery. under psychological supervision more frequently took the responsibility, both in terms of scores and the number of patients who started to use it. Importantly, patients less frequently switched to the maladaptive coping-strategies, namely confrontation and positive responsibility. In the number of patients who used self-control and searched for social support decreased. Importantly, patients in this group commonly switched to the escape-avoidance coping strategy after the indexed surgery. The obtained results suggest that REBT is beneficial in the formation of adaptive behavioral patterns and contributes to a wide use of productive coping strategies, thus improving illness perception model in patients with coronary artery disease referred to elective coronary artery bypass grafting.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48793709","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 an empirical study of cognitive and regulatory predictors of the success in general abilities tests in preschool age. The study analyzed the basic cognitive characteristics (Processing speed and Number sense), regulatory characteristics (Cognitive control) and performance in general ability tests (Intelligence and Creativity). Computerized tasks ‘Choice Reaction Time Task’, ‘Non-symbolic comparison of numerosity’, ‘Physical size comparison’, ‘Dot enumeration’ were used for the measurement of cognitive characteristics. For diagnostics of development of cognitive control was used the computerized Stroop task ‘Comparison of numbers’. Non-verbal intelligence was measured with ‘Raven Progressive Matrices’". Creativity was measured with ‘Short test of creative thinking’ with originality and fluency of the performance as indicators. The study involved 225 children of preschool age (52.2% of boys, age 4.8-7.2 year). The mean age was 6.2 years (standard deviation = 0.6). All children successfully completed tasks related to the knowledge of the number series from 0 to 9. The hierarchical regression analysis revealed differences in the relationship between general abilities and regulatory and cognitive characteristics. Both cognitive and regulatory characteristics were significant predictors of intelligence, with individual differences in cognitive characteristics explaining 25% of the variance and regulatory characteristics – 21% of the variance. For the successful performance in the intelligence test in the senior preschool age, it is necessary to have a high level of cognitive control, to have high Processing speed and Number sense, in particular, to be able to compare the physical size of objects. Neither cognitive nor regulatory characteristics were found to be significant predictors of originality. At the same time, the fluency index, which reflects the number of completed tasks in the creative test, was predicted by a regression model with the inclusion of regulatory and cognitive linear components, explaining 36% of the variance with the help of one cognitive characteristic – Processing speed. The results obtained in a study of preschool children con-firm the specificity of patterns of cognitive and/or regulatory characteristics necessary for the successful performance of tests of general abilities – Intelligence and Creativity.
{"title":"Cognitive and Regulatory Predictors of Success in General Ability Tests in Preschool Years","authors":"T. Tikhomirova, E.В. Misozhnikova, S. Malykh","doi":"10.17223/17267080/75/6","DOIUrl":"https://doi.org/10.17223/17267080/75/6","url":null,"abstract":"The article presents the results of an empirical study of cognitive and regulatory predictors of the success in general abilities tests in preschool age. The study analyzed the basic cognitive characteristics (Processing speed and Number sense), regulatory characteristics (Cognitive control) and performance in general ability tests (Intelligence and Creativity). Computerized tasks ‘Choice Reaction Time Task’, ‘Non-symbolic comparison of numerosity’, ‘Physical size comparison’, ‘Dot enumeration’ were used for the measurement of cognitive characteristics. For diagnostics of development of cognitive control was used the computerized Stroop task ‘Comparison of numbers’. Non-verbal intelligence was measured with ‘Raven Progressive Matrices’\". Creativity was measured with ‘Short test of creative thinking’ with originality and fluency of the performance as indicators. The study involved 225 children of preschool age (52.2% of boys, age 4.8-7.2 year). The mean age was 6.2 years (standard deviation = 0.6). All children successfully completed tasks related to the knowledge of the number series from 0 to 9. The hierarchical regression analysis revealed differences in the relationship between general abilities and regulatory and cognitive characteristics. Both cognitive and regulatory characteristics were significant predictors of intelligence, with individual differences in cognitive characteristics explaining 25% of the variance and regulatory characteristics – 21% of the variance. For the successful performance in the intelligence test in the senior preschool age, it is necessary to have a high level of cognitive control, to have high Processing speed and Number sense, in particular, to be able to compare the physical size of objects. Neither cognitive nor regulatory characteristics were found to be significant predictors of originality. At the same time, the fluency index, which reflects the number of completed tasks in the creative test, was predicted by a regression model with the inclusion of regulatory and cognitive linear components, explaining 36% of the variance with the help of one cognitive characteristic – Processing speed. The results obtained in a study of preschool children con-firm the specificity of patterns of cognitive and/or regulatory characteristics necessary for the successful performance of tests of general abilities – Intelligence and Creativity.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44027954","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}
{"title":"In Memory of Emma I. Meshcheriakova","authors":"","doi":"10.17223/17267080/75/12","DOIUrl":"https://doi.org/10.17223/17267080/75/12","url":null,"abstract":"","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48756448","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}
{"title":"Forerunners of Post-Non-Classical Thinking in Russian Psychology: P.A. Florensky","authors":"N. I. Nelyubin","doi":"10.17223/17267080/76/1","DOIUrl":"https://doi.org/10.17223/17267080/76/1","url":null,"abstract":"","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570648","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}
Coping strategies are an important factor for a human psychological well-being recon-struction. Theoretical literature analysis revealed that the identified coping mechanisms are relatively few comparing to the number of publications about their measurement. At the same time, in Russian psychology there is no adequate toolkit for measuring the coping behavior and human individual resources. In this regard, it is very important to adapt, validate already existing and well-established foreign methods. The scales’ rates have been established taking into account the multicultural and gender characteristics of the sample. The representativeness of the sample presented makes the resulting norms more correct in assessing the significance of the overcoming behavior strategy. Validity verification of the questionnaire allows speaking about the discrepancy between the received factor structure of the methodology and its author's model. To overcome these discrepancies, some questionnaire items need to be reformulated. The Russian-language version of the technique has good construct validity. The test is capable to measure overcoming behavior strategies. Coping strategies are predictably associated with the level of conscious self-regulation scales (planning, programming, flexibility, evaluation of results) and socially significant personal dispositions (to be close to others, to help them, to empathize and to rejoice in successes, to be conscientious, responsible, and cautious in work). In general, the results of the evaluation of psychometric indices of the SACS methodology showed acceptable internal consistency of the scales of the Russian-language version of the methodology, confirmed structural validity, refined test norms, which allows us talking about the possibilities of using this technique in psychological studies.
{"title":"Strategic Approach to Coping Scale: Psychometric Characteristics of the Russian Version of Technique","authors":"T. Banshchikova, M. L. Sokolovskij, V. Morosanova","doi":"10.17223/17267080/76/4","DOIUrl":"https://doi.org/10.17223/17267080/76/4","url":null,"abstract":"Coping strategies are an important factor for a human psychological well-being recon-struction. Theoretical literature analysis revealed that the identified coping mechanisms are relatively few comparing to the number of publications about their measurement. At the same time, in Russian psychology there is no adequate toolkit for measuring the coping behavior and human individual resources. In this regard, it is very important to adapt, validate already existing and well-established foreign methods. The scales’ rates have been established taking into account the multicultural and gender characteristics of the sample. The representativeness of the sample presented makes the resulting norms more correct in assessing the significance of the overcoming behavior strategy. Validity verification of the questionnaire allows speaking about the discrepancy between the received factor structure of the methodology and its author's model. To overcome these discrepancies, some questionnaire items need to be reformulated. The Russian-language version of the technique has good construct validity. The test is capable to measure overcoming behavior strategies. Coping strategies are predictably associated with the level of conscious self-regulation scales (planning, programming, flexibility, evaluation of results) and socially significant personal dispositions (to be close to others, to help them, to empathize and to rejoice in successes, to be conscientious, responsible, and cautious in work). In general, the results of the evaluation of psychometric indices of the SACS methodology showed acceptable internal consistency of the scales of the Russian-language version of the methodology, confirmed structural validity, refined test norms, which allows us talking about the possibilities of using this technique in psychological studies.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570703","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}
With the transition to a project management system, HR departments of various organiza-tions increasingly evaluate the leadership formation qualities for the effective project management. Moreover, not only the ability to communicate, but also certain sensitivity to other professional areas is important: it is assumed that a modern specialist should be a trans-professional. The purpose of this paper is to study the internal structure of cognitive-creative leadership potential. We assume that creative characteristics of a student’s personality and their communicative world form specific connections. The study of such connections is able to distinguish the structure of cognitive-creative leadership potential. The emphasis was placed on the cognitive psychosemantics of the methods used: the method of modeling communicative worlds, the method of the psychosemantic graph, the method of «Creative personality type» according to Myers-Briggs, the Scalogram profile of sociability, the SNA method (sociogram). The study involved 78 students of one of the Siberian universities in different areas of training from first and third year (38 female and 40 male). To reduce the chance of receiving «expected and approved» answers, the purpose of the survey for respondents was designated as «a study of the personal characteristics of students to improve the educational process». This formulation was supposed to motivate participants to self-reflection and a more frank description of their inner and outer world. Statistical analysis of the data was made using Statistica 13. The Spearman non-parametric criterion (for analyzing correlation relationships), the multiple regression analysis method (for assessing the influence of the studied variables on student’s academic performance) and the principal component analysis (PCA) were Thus, the conducted study problematizes the educational circuit: how the existing con-cepts, forms and methods of education correspond to the tasks of preparing a creative leader and trans-professional who is required by modern changes in the digital post-industrial society.
{"title":"Structure of the Cognitive-creative Learship Potential as a Basic Competence of a Future Trans-professional","authors":"V. I. Kabrin, V. Vyskochkov, I. Prudovikov","doi":"10.17223/17267080/76/6","DOIUrl":"https://doi.org/10.17223/17267080/76/6","url":null,"abstract":"With the transition to a project management system, HR departments of various organiza-tions increasingly evaluate the leadership formation qualities for the effective project management. Moreover, not only the ability to communicate, but also certain sensitivity to other professional areas is important: it is assumed that a modern specialist should be a trans-professional. The purpose of this paper is to study the internal structure of cognitive-creative leadership potential. We assume that creative characteristics of a student’s personality and their communicative world form specific connections. The study of such connections is able to distinguish the structure of cognitive-creative leadership potential. The emphasis was placed on the cognitive psychosemantics of the methods used: the method of modeling communicative worlds, the method of the psychosemantic graph, the method of «Creative personality type» according to Myers-Briggs, the Scalogram profile of sociability, the SNA method (sociogram). The study involved 78 students of one of the Siberian universities in different areas of training from first and third year (38 female and 40 male). To reduce the chance of receiving «expected and approved» answers, the purpose of the survey for respondents was designated as «a study of the personal characteristics of students to improve the educational process». This formulation was supposed to motivate participants to self-reflection and a more frank description of their inner and outer world. Statistical analysis of the data was made using Statistica 13. The Spearman non-parametric criterion (for analyzing correlation relationships), the multiple regression analysis method (for assessing the influence of the studied variables on student’s academic performance) and the principal component analysis (PCA) were Thus, the conducted study problematizes the educational circuit: how the existing con-cepts, forms and methods of education correspond to the tasks of preparing a creative leader and trans-professional who is required by modern changes in the digital post-industrial society.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67570720","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 characteristics of the cognitive functioning of primary school children with different levels of mathematics achievement. The study ana-lyzed both basic cognitive characteristics – processing speed, working memory, number sense, and general characteristics – nonverbal intelligence. Computerized test tasks “Choice Reaction Time”, “Corsi Block”, “Number Sense” were used to test basic cognitive characteristics; the paper version of the “Standard Progressive Matrices” test was used to test the level of nonverbal intelligence. The study involved all students in grades 2–4 of a general educational institution aged 7.8 to 11.5 years. All participants were divided into three groups according to the annual math grade: “Excellent performance”, “Good performance”, “Satisfactory performance”. The results of variance analysis revealed statistically significant differences between the three groups of primary school children (“Excellent performance”, “Good performance” or “Satisfactory performance”) in working memory, Number sense and nonverbal intelligence. The greatest differences were observed for nonverbal intelligence – 21% of the variance of this indicator is explained by the student's belonging to the group “Excellent performance”, “Good performance” or “Satisfactory performance”. The processing speed does not differ in primary school children with excellent, good and satisfactory performance in mathematics. The results of the correlation analysis showed that the structure of relationships changes in groups with different performance – in the group with satisfactory performance; there are a greater number of connections than in the excellent performance group. In addition, higher correlation coefficients are observed in the group of schoolchildren with satisfactory performance compared with the group of schoolchildren with excellent performance. In particular, working memory and nonverbal intelligence are statistically interrelated only in groups of younger students with good and satisfactory math performance, and the coefficient of com-munication increases with the deterioration of performance. It is possible that these schoolchildren solve learning problems by attracting additional cognitive and non-cognitive resources. The results obtained are interpreted in terms of the resource productivity theory in solving problems of different levels of complexity.
{"title":"Cognitive Characteristics in Primary School Children with Different Levels of Mathematical Achievement","authors":"T. Tikhomirova, E. Khusnutdinova, S. Malykh","doi":"10.17223/17267080/73/10","DOIUrl":"https://doi.org/10.17223/17267080/73/10","url":null,"abstract":"The aim of the article is to investigate the characteristics of the cognitive functioning of primary school children with different levels of mathematics achievement. The study ana-lyzed both basic cognitive characteristics – processing speed, working memory, number sense, and general characteristics – nonverbal intelligence. Computerized test tasks “Choice Reaction Time”, “Corsi Block”, “Number Sense” were used to test basic cognitive characteristics; the paper version of the “Standard Progressive Matrices” test was used to test the level of nonverbal intelligence. The study involved all students in grades 2–4 of a general educational institution aged 7.8 to 11.5 years. All participants were divided into three groups according to the annual math grade: “Excellent performance”, “Good performance”, “Satisfactory performance”. The results of variance analysis revealed statistically significant differences between the three groups of primary school children (“Excellent performance”, “Good performance” or “Satisfactory performance”) in working memory, Number sense and nonverbal intelligence. The greatest differences were observed for nonverbal intelligence – 21% of the variance of this indicator is explained by the student's belonging to the group “Excellent performance”, “Good performance” or “Satisfactory performance”. The processing speed does not differ in primary school children with excellent, good and satisfactory performance in mathematics. The results of the correlation analysis showed that the structure of relationships changes in groups with different performance – in the group with satisfactory performance; there are a greater number of connections than in the excellent performance group. In addition, higher correlation coefficients are observed in the group of schoolchildren with satisfactory performance compared with the group of schoolchildren with excellent performance. In particular, working memory and nonverbal intelligence are statistically interrelated only in groups of younger students with good and satisfactory math performance, and the coefficient of com-munication increases with the deterioration of performance. It is possible that these schoolchildren solve learning problems by attracting additional cognitive and non-cognitive resources. The results obtained are interpreted in terms of the resource productivity theory in solving problems of different levels of complexity.","PeriodicalId":42898,"journal":{"name":"Sibirskiy Psikhologicheskiy Zhurnal-Siberian Journal of Psychology","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43174004","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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