The article is devoted to the study of attitudes of married couples with differing degrees of marriage satisfaction. 24 officially registered married couples have participated in this study. The following methods were used: questionnaire of marriage satisfaction (authors V. V. Stolin, T. L. Romanova, G. P. Butenko); questionnaire “evaluation of attitudes of a married couple” (authors Yu. E. Aleshina, I. Ya. Gozman, E. M. Dubovskaya), method of diagnostics of irrational attitudes (author A. Ellis). The study shows, that prohibition of discussion of sexual relationships and focus on traditionally imagined romantic love are characteristic for happily married couples. These couples do not support divorces. Unhappily married couples are characterized by their optimistic image of people, they attach great importance to children and do not support divorces as well. In happily married couples on all scales except frustration tolerance the irrational attitudes were measured to be of moderate intensity. On the scale of frustration tolerance the irrational attitudes are absent, which indicates high levels of stress tolerance in happily married couples. In unhappily married couples the irrational attitudes of moderate intensity are present on all scales, therefore their levels of frustration tolerance are lower, and there is a higher probability of them getting and being ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ 164 stressed. Examination of validity of the differences between happily and unhappily married couples showed the existence of differences on the scales “attitude towards people” (in unhappily married couples the attitude towards people is more optimistic) and “frustration tolerance” (in happily married couples the irrational attitudes on this scale are absent). ведение. Следствием глобальных изменений в современном обществе стало расширение спектра социальных ролей мужчин и женщин, способствующее индивидуализации, выражающейся в стремлении к преодолению гендерных стереотипов, возрастающем значении ценности личной свободы, самовыражения и т. п. Это приводит к трансформации семейных отношений, установок и ценностей, качество которых тесно связано с удовлетворенностью супругов браком. Одними из первых в отечественной психологии к изучению вопроса удовлетворенности браком обратились С. И. Голод и В. А. Сысенко. С точки зрения С. И. Голода, «удовлетворенность браком <...> складывается как результат адекватной реализации представления (образа) о семье, сложившегося в сознании человека под влиянием встреч с различными событиями, составляющими его опыт (действительный или символический) в данной сфере деятельности» [8, с. 90]. Согласно В. А. Сысенко, удовлетворенность браком связана с взаимным удовлетворением самых разнообразных потребностей супругов, а «частичное или полное неудовлетворение тех или иных потребностей одного или обоих супругов ведет к ссорам, а затем и к хроническим конфликтам, разрушая устойчивость брака» [18, с. 12]. Современные исследователи о
这篇文章致力于研究对婚姻满意程度不同的已婚夫妇的态度。24对正式登记的已婚夫妇参与了这项研究。采用了以下方法:婚姻满意度问卷(作者V. V. Stolin, T. L. Romanova, G. P. Butenko);调查问卷“对已婚夫妇态度的评价”(作者于。E. Aleshina, I. Ya。Gozman, e.m. Dubovskaya)，非理性态度的诊断方法(作者A. Ellis)。研究表明，禁止讨论性关系，关注传统上想象的浪漫爱情是幸福的已婚夫妇的特征。这些夫妇不支持离婚。婚姻不幸福的夫妇的特点是他们乐观的人的形象，他们非常重视孩子，也不支持离婚。在除了挫折容忍之外的所有量表中，幸福的已婚夫妇的非理性态度被测量为中等强度。在挫折容忍的尺度上，不合理的态度是不存在的，这表明婚姻幸福的夫妇有较高的压力容忍水平。在婚姻不幸福的夫妇中，中等强度的非理性态度在所有尺度上都存在，因此他们对挫折的容忍度较低，他们受到压力的可能性更高ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ 164。对婚姻幸福和婚姻不幸福夫妇之间差异的有效性检验表明，在“对人的态度”(婚姻不幸福的夫妇对人的态度更乐观)和“挫折容忍”(婚姻幸福的夫妇在这个尺度上不存在非理性态度)上存在差异。ведение。Следствиемглобальныхизмененийвсовременномобществесталорасширениеспектрасоциальныхролеймужчиниженщин,способствующееиндивидуализации,выражающейсявстремлениикпреодолениюгендерныхстереотипов,возрастающемзначенииценностиличнойсвободы,самовыраженияит。п。Этоприводитктрансформациисемейныхотношений,установокиценностей,качествокоторыхтесносвязаносудовлетворенностьюсупруговбраком。ОднимиизпервыхвотечественнойпсихологиикизучениювопросаудовлетворенностибракомобратилисьС。И。Голод * В。А。Сысенко。С точки зрения С。И。Голода,«удовлетворенностьбракомскладываетсякакрезультатадекватнойреализациипредставления(образа)осемь,есложившегосявсознаниичеловекаподвлияниемвстречсразличнымисобытиями,составляющимиегоопыт(действительныйилисимволический)вданнойсфередеятельности»[8с。90]。СогласноВ。А。,уСысенкодовлетворенностьбракомсвязанасвзаимнымудовлетворениемсамыхразнообразныхпотребностейсупругов,а«частичноеилиполноенеудовлетворениетехилииныхпотребностейодногоилиобоихсупруговведеткссорам,азатемикхроническимконфликтам,разрушаяустойчивостьбрака»[18,с。12)。Современныеисследователиопределяютудовлетворенностьбракомкак«отношениесупруговксобственномусупружеству,внутреннююсубъективнуюоценкустепениикачествареализацииразличныхпотребностейпартнеровпобраку»[11,с。28 - 29日),акцентируютвниманиенаудовлетворениипотребностивличностномросте(с。118年,чтонесомненносвидетельствуетобизмененияхвсистемеожиданийитребований,предъявляемыхнашимисовременникамиксемьеибраку。Насегодняшнийденьвнаучнойлитературепредставленозначительноеколичестворабот,посвященныхизучениювзаимосвязиудовлетворенностибракомсразличнымифакторамикаквнешнегопоотношениюксемь,етакивнутрисемейногохарактера(1;5;9;10;16)。Проведенцелыйрядисследованийсцельюизучениявзаимосвязеймеждуудовлетворенностьюбракомииндивидуально——личностнымиособенностямисупругов[2;13;17)。Приэтомследуетотметитьпротиворечивостьрезультатов,полученныхнаразныхвыборках。Этокасается,например,данныховлияниифакторовпола,семейногостажа,этапаразвитиясемь,иналичиядетейиформыбраканаудовлетворенностьим[15]。Однакоисследователисходятсявомнении,что«удовлетворенностьбракомявляетсяэмоциональноо——ценочнымотношениемсупруговксемьеисвязанасреализациейвсемейно——брачныхотношенияхпотребностейвлюбви,общении,открытости,домашнейподдержке,заботе;возможности самораскрытия， взаимопонимания， др。»[3];127]。По словам Л。Б。Шнейдер,«удовлетворенностьбракомкакфеноменмежличностноговосприятия,выражающийстепеньудовлетворенностипотребностейсупруговввысокомкачествесемейныхотношен
{"title":"STUDY OF ATTITUDES OF MARRIED COUPLES WITH DIFFERING LEVELS OF MARRIAGE SATISFACTION","authors":"A. Pecherkina, I. Ershova, O. Novikova","doi":"10.26170/po19-09-22","DOIUrl":"https://doi.org/10.26170/po19-09-22","url":null,"abstract":"The article is devoted to the study of attitudes of married couples with differing degrees of marriage satisfaction. 24 officially registered married couples have participated in this study. The following methods were used: questionnaire of marriage satisfaction (authors V. V. Stolin, T. L. Romanova, G. P. Butenko); questionnaire “evaluation of attitudes of a married couple” (authors Yu. E. Aleshina, I. Ya. Gozman, E. M. Dubovskaya), method of diagnostics of irrational attitudes (author A. Ellis). The study shows, that prohibition of discussion of sexual relationships and focus on traditionally imagined romantic love are characteristic for happily married couples. These couples do not support divorces. Unhappily married couples are characterized by their optimistic image of people, they attach great importance to children and do not support divorces as well. In happily married couples on all scales except frustration tolerance the irrational attitudes were measured to be of moderate intensity. On the scale of frustration tolerance the irrational attitudes are absent, which indicates high levels of stress tolerance in happily married couples. In unhappily married couples the irrational attitudes of moderate intensity are present on all scales, therefore their levels of frustration tolerance are lower, and there is a higher probability of them getting and being ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ 164 stressed. Examination of validity of the differences between happily and unhappily married couples showed the existence of differences on the scales “attitude towards people” (in unhappily married couples the attitude towards people is more optimistic) and “frustration tolerance” (in happily married couples the irrational attitudes on this scale are absent). ведение. Следствием глобальных изменений в современном обществе стало расширение спектра социальных ролей мужчин и женщин, способствующее индивидуализации, выражающейся в стремлении к преодолению гендерных стереотипов, возрастающем значении ценности личной свободы, самовыражения и т. п. Это приводит к трансформации семейных отношений, установок и ценностей, качество которых тесно связано с удовлетворенностью супругов браком. Одними из первых в отечественной психологии к изучению вопроса удовлетворенности браком обратились С. И. Голод и В. А. Сысенко. С точки зрения С. И. Голода, «удовлетворенность браком <...> складывается как результат адекватной реализации представления (образа) о семье, сложившегося в сознании человека под влиянием встреч с различными событиями, составляющими его опыт (действительный или символический) в данной сфере деятельности» [8, с. 90]. Согласно В. А. Сысенко, удовлетворенность браком связана с взаимным удовлетворением самых разнообразных потребностей супругов, а «частичное или полное неудовлетворение тех или иных потребностей одного или обоих супругов ведет к ссорам, а затем и к хроническим конфликтам, разрушая устойчивость брака» [18, с. 12]. Современные исследователи о","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122663093","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}
Pub Date : 1900-01-01DOI: 10.26170/2079-8717_2022_01_20
E. Bushinskaya
{"title":"MODERN APPROACHES TO SUPPLEMENTARY EDUCATION OF PRESCHOOL AGE CHILDREN IN THE RUSSIAN FEDERATION","authors":"E. Bushinskaya","doi":"10.26170/2079-8717_2022_01_20","DOIUrl":"https://doi.org/10.26170/2079-8717_2022_01_20","url":null,"abstract":"","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114177199","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":"THE PRINCIPLES OF NATURE-ALIGNED FOREIGN LANGUAGE TEACHING OF PRESCHOOLERS","authors":"E. Kopylova","doi":"10.26170/po19-04-06","DOIUrl":"https://doi.org/10.26170/po19-04-06","url":null,"abstract":"","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121901453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Mironova, Boris Mikhailovich Igoshev, T. N. Shamalo
The article is devoted to the problem of formation of readiness for professional activity among students of pedagogical universities, as well as the question of how and by what means should determine the availability of this readiness. Based on the analysis of studies of the concept of “readiness for professional activity of graduates of pedagogical higher education institution”, in accordance with the requirements of the Professional standard of teachers it is shown that the readiness for professional activity of teachers of the graduate of pedagogical higher school must be considered as an integrative quality of the subject of this activity, including the motivation for the teaching profession and the self-improvement of personality of a teacher. To assess readiness, a dichotomic approach is proposed: the graduate is either ready for professional activity or not ready. For practical organization of control of readiness for pedagogical activity the following components are offered: motivation for a profession of the teacher and self-improvement of the personality, its moral and ethical characteristics, necessary knowledge and skills, experience of successful professional activity. As a tool for assessing readiness, it is proposed to form an electronic student portfolio, in which during the years of study at the University there is a fixation and accumulation of information about individual achievements of students, external and reflective assessments of the results of their activities from the position of their own advancement to the established educational goal. The “side” effect of using portfolio technology is to increase the level of use of information and communication technologies, motivation to study academic disciplines, improve organization, stimulate reflective activity, etc. The use of portfolio technology in the context of achieving the educational goals of higher education allows to solve socially significant tasks, develop personal qualities of the student and purposefully monitor the formation of his readiness for professional activity of the teacher. ведение. Стремительное развитие науки, техники и технологий, проникновение результатов научной деятельности во все сферы человеческой жизни обусловливают необходимость постоянного пересмотра требований, которые предъявляются к подготовке подрастающего поколения к жизни в современном обществе. В связи с этим возрастают и требования, которым должен соответствовать выпускник педагогического вуза. Нормативные документы, отражающие постоянно изменяющиеся условия подготовки специалистов в области образовательной деятельности, указывают на актуальность проблемы, связанной с формированием готовности к профессиональной деятельности у студентов педагогических вузов. Не менее важным представляется и вопрос о том, как и какими средствами следует определять наличие этой готовности. Наиболее остро проявляется эта проблема в последнее время в результате ввода в действие Профессионального стандарта
{"title":"READINESS OF THE FUTURE TEACHER TO PROFESSIONAL ACTIVITY AND A WAY OF ITS ESTIMATION","authors":"L. Mironova, Boris Mikhailovich Igoshev, T. N. Shamalo","doi":"10.26170/po19-09-19","DOIUrl":"https://doi.org/10.26170/po19-09-19","url":null,"abstract":"The article is devoted to the problem of formation of readiness for professional activity among students of pedagogical universities, as well as the question of how and by what means should determine the availability of this readiness. Based on the analysis of studies of the concept of “readiness for professional activity of graduates of pedagogical higher education institution”, in accordance with the requirements of the Professional standard of teachers it is shown that the readiness for professional activity of teachers of the graduate of pedagogical higher school must be considered as an integrative quality of the subject of this activity, including the motivation for the teaching profession and the self-improvement of personality of a teacher. To assess readiness, a dichotomic approach is proposed: the graduate is either ready for professional activity or not ready. For practical organization of control of readiness for pedagogical activity the following components are offered: motivation for a profession of the teacher and self-improvement of the personality, its moral and ethical characteristics, necessary knowledge and skills, experience of successful professional activity. As a tool for assessing readiness, it is proposed to form an electronic student portfolio, in which during the years of study at the University there is a fixation and accumulation of information about individual achievements of students, external and reflective assessments of the results of their activities from the position of their own advancement to the established educational goal. The “side” effect of using portfolio technology is to increase the level of use of information and communication technologies, motivation to study academic disciplines, improve organization, stimulate reflective activity, etc. The use of portfolio technology in the context of achieving the educational goals of higher education allows to solve socially significant tasks, develop personal qualities of the student and purposefully monitor the formation of his readiness for professional activity of the teacher. ведение. Стремительное развитие науки, техники и технологий, проникновение результатов научной деятельности во все сферы человеческой жизни обусловливают необходимость постоянного пересмотра требований, которые предъявляются к подготовке подрастающего поколения к жизни в современном обществе. В связи с этим возрастают и требования, которым должен соответствовать выпускник педагогического вуза. Нормативные документы, отражающие постоянно изменяющиеся условия подготовки специалистов в области образовательной деятельности, указывают на актуальность проблемы, связанной с формированием готовности к профессиональной деятельности у студентов педагогических вузов. Не менее важным представляется и вопрос о том, как и какими средствами следует определять наличие этой готовности. Наиболее остро проявляется эта проблема в последнее время в результате ввода в действие Профессионального стандарта ","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128523742","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}
Pub Date : 1900-01-01DOI: 10.26170/2079-8717_2021_06_13
A. Huseynova
{"title":"The development of learning motivation by means of an assessment of educational progress in China","authors":"A. Huseynova","doi":"10.26170/2079-8717_2021_06_13","DOIUrl":"https://doi.org/10.26170/2079-8717_2021_06_13","url":null,"abstract":"","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128909803","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}
Pub Date : 1900-01-01DOI: 10.26170/2079-8717_2021_03_10
D. Shibkova, O. Pyatkova
{"title":"EDUCATIONAL COMIC AS A MEDIA EDUCATION TOOL FOR STUDENTS’ PERCEPTION OF NEW KNOWLEDGE","authors":"D. Shibkova, O. Pyatkova","doi":"10.26170/2079-8717_2021_03_10","DOIUrl":"https://doi.org/10.26170/2079-8717_2021_03_10","url":null,"abstract":"","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"238 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128958653","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}
Vladimir Dmitriyevich Shirshov, L. Zabara, L. N. Yakina
{"title":"“HARDINESS” OF PERSONALITY AS SOCIAL PHENOMENON (EXPERIENCE OF PHILOSOPHICAL AND PSYCHOLOGICAL, PEDAGOGICAL ANALYSIS)","authors":"Vladimir Dmitriyevich Shirshov, L. Zabara, L. N. Yakina","doi":"10.26170/po19-05-16","DOIUrl":"https://doi.org/10.26170/po19-05-16","url":null,"abstract":"","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124714936","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}
Pub Date : 1900-01-01DOI: 10.26170/2079-8717_2022_01_13
E. Shalagina, E. Pryamikova
{"title":"PROBLEMS OF PROFESSIONAL ADAPTATION AND INTEGRATION OF YOUNG TEACHERS: WAYS OF SUPPORT","authors":"E. Shalagina, E. Pryamikova","doi":"10.26170/2079-8717_2022_01_13","DOIUrl":"https://doi.org/10.26170/2079-8717_2022_01_13","url":null,"abstract":"","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121493574","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}
Pub Date : 1900-01-01DOI: 10.26170/2079-8717_2021_04_05
Violetta Aleksandrovna Kayavo
{"title":"LANGUAGE ANXIETY AS A PROBLEM IN TEACHING A FOREIGN LANGUAGE AND THE FACTORS OF ITS OCCURRENCE: ANALYSIS OF THEORETICAL AND EMPIRICAL STUDIES","authors":"Violetta Aleksandrovna Kayavo","doi":"10.26170/2079-8717_2021_04_05","DOIUrl":"https://doi.org/10.26170/2079-8717_2021_04_05","url":null,"abstract":"","PeriodicalId":430995,"journal":{"name":"Pedagogical Education in Russia","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115761176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：