This paper starts from the contradictions that permeate the Latin American democratic context to dis¬cuss how psychology can contribute to expanding students' agency in public schools located in vulnerable contexts marked by poverty and social exclusion. The contributions of Cultural-Historical Psychology and German Critical Psychology are articulated to substantiate the importance of building participatory spaces for human development. The authors were inserted in a public school from the year 2015 to the year 2017, holding class assemblies with primary school students. The content discussed in these meetings was re¬corded in field diaries, from which three narratives were selected for analysis. The first narrative deals with a discussion of physical education activities; the second presents a student sharing his suffering in the face of bullying as he cries in class; the third reports a discussion about the theft of a pencil. It is concluded that guided by critical perspective, psychology can contribute to the strengthening of subjects, collaborating to the expansion of their agency.
{"title":"From Interpsychological to Intrapsychological: Developing Students’ Agency","authors":"J. Meireles, R. Guzzo","doi":"10.17759/chp.2021170310","DOIUrl":"https://doi.org/10.17759/chp.2021170310","url":null,"abstract":"This paper starts from the contradictions that permeate the Latin American democratic context to dis¬cuss how psychology can contribute to expanding students' agency in public schools located in vulnerable contexts marked by poverty and social exclusion. The contributions of Cultural-Historical Psychology and German Critical Psychology are articulated to substantiate the importance of building participatory spaces for human development. The authors were inserted in a public school from the year 2015 to the year 2017, holding class assemblies with primary school students. The content discussed in these meetings was re¬corded in field diaries, from which three narratives were selected for analysis. The first narrative deals with a discussion of physical education activities; the second presents a student sharing his suffering in the face of bullying as he cries in class; the third reports a discussion about the theft of a pencil. It is concluded that guided by critical perspective, psychology can contribute to the strengthening of subjects, collaborating to the expansion of their agency.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81110541","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":"Thinking According to Vygotsky","authors":"V. Rubtsov, V. Kudryavtsev","doi":"10.17759/chp.2021170320","DOIUrl":"https://doi.org/10.17759/chp.2021170320","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78568022","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}
В статье рассматриваются особенности такого элемента детской субкультуры, как коллекционирование в жизни современных дошкольников. Представлены результаты, полученные с помощью беседы со 160 дошкольниками разных возрастов, родителями и воспитателями. Полученные данные позволили говорить о значимости деятельности коллекционирования в дошкольном возрасте. Выявлены приоритеты в содержании детских коллекций в разных дошкольных возрастах, показаны современные феномены коллекционирования в виртуальном пространстве и сетевого коллекционирования, рассмотрено становление детской самостоятельности в рамках данного вида деятельности, выявлены функции коллекционирования в дошкольном возрасте. Показано, что в дошкольном возрасте, становясь все более самостоятельной деятельностью ребенка, детское коллекционирование уже приобретает форму культурной деятельности, как по содержанию, в котором отражаются существующие культурные ценности, так и по функциям, в которых отражается социальная направленность. На основании анализа полученных данных сделан вывод о том, что развитию ребенка будет способствовать поддержка познавательной направленности и самостоятельности в рамках коллекционирования, начиная со среднего дошкольного возраста, и создание на их основе возможностей для коммуникативного взаимодействия.
{"title":"Collecting as an Element of Subculture in Modern Preschoolers","authors":"E. Klopotova, T..D. Zlobina","doi":"10.17759/CHP.2021170111","DOIUrl":"https://doi.org/10.17759/CHP.2021170111","url":null,"abstract":"В статье рассматриваются особенности такого элемента детской субкультуры, как коллекционирование в жизни современных дошкольников. Представлены результаты, полученные с помощью беседы со 160 дошкольниками разных возрастов, родителями и воспитателями. Полученные данные позволили говорить о значимости деятельности коллекционирования в дошкольном возрасте. Выявлены приоритеты в содержании детских коллекций в разных дошкольных возрастах, показаны современные феномены коллекционирования в виртуальном пространстве и сетевого коллекционирования, рассмотрено становление детской самостоятельности в рамках данного вида деятельности, выявлены функции коллекционирования в дошкольном возрасте. Показано, что в дошкольном возрасте, становясь все более самостоятельной деятельностью ребенка, детское коллекционирование уже приобретает форму культурной деятельности, как по содержанию, в котором отражаются существующие культурные ценности, так и по функциям, в которых отражается социальная направленность. На основании анализа полученных данных сделан вывод о том, что развитию ребенка будет способствовать поддержка познавательной направленности и самостоятельности в рамках коллекционирования, начиная со среднего дошкольного возраста, и создание на их основе возможностей для коммуникативного взаимодействия.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84184419","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}
Kyrgyzstan and Estonia are two post-Soviet countries which, after the collapse of the USSR, chose different trajectories of ethnopolitical and socio-economic development, attitudes towards the Russian language, the Soviet period of their history, as well as interaction with Russia in the international arena. The focus of the article is perceived inclusiveness of the modern sociocultural contexts by Russians living in Kyrgyzstan or Estonia as well as its role in their identification and acculturation (N = 630). As a result of the path analysis, it was revealed that the perceived inclusiveness of the contexts of Kyrgyzstan and Estonia by Russians is positively associated with civic (Kyrgyz and Estonian) identity, the strategy of integration and assimilation, and is negatively associated with the strategy of separation. Moreover, the perceived in clusiveness of the Estonian context by Russians is negatively associated with ethnic and religious identity. These and other universal and context-specific patterns of relationships are discussed in the article through the prism of sociocultural contexts of Kyrgyzstan and Estonia.
{"title":"Perceived Inclusiveness of the Context, Identities and Acculturation of Russians in Kyrgyzstan and Estonia","authors":"Z. Lepshokova","doi":"10.17759/chp.2021170403","DOIUrl":"https://doi.org/10.17759/chp.2021170403","url":null,"abstract":"Kyrgyzstan and Estonia are two post-Soviet countries which, after the collapse of the USSR, chose different trajectories of ethnopolitical and socio-economic development, attitudes towards the Russian language, the Soviet period of their history, as well as interaction with Russia in the international arena. The focus of the article is perceived inclusiveness of the modern sociocultural contexts by Russians living in Kyrgyzstan or Estonia as well as its role in their identification and acculturation (N = 630). As a result of the path analysis, it was revealed that the perceived inclusiveness of the contexts of Kyrgyzstan and Estonia by Russians is positively associated with civic (Kyrgyz and Estonian) identity, the strategy of integration and assimilation, and is negatively associated with the strategy of separation. Moreover, the perceived in clusiveness of the Estonian context by Russians is negatively associated with ethnic and religious identity. These and other universal and context-specific patterns of relationships are discussed in the article through the prism of sociocultural contexts of Kyrgyzstan and Estonia.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88553075","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 present article focuses on the relationship between local identity, perceived inclusiveness of the sociocultural context and psychological well-being of the Russians in Estonia (N = 309; M = 37,46; SD = 16,56). Perceived discrimination and perceived multiculturalism are considered as indicators of inclusiveness of the context, and self-esteem and life satisfaction as indicators of psychological well-being. We used the scales from the MIRIPS questionnaire translated and adapted for Russia by N.M. Lebedeva and A.N.Tatarko, the scale of descriptive multicultural attitudes developed in the Center for Sociocultural Research of the HSE University, and the local identity scale of Droseltis and Vignoles. The results of strutural equation modeling show that local identity significantly positively relates to perceived inclusiveness of the sociocultural context. Perceived inclusiveness of the context is positively related to self-esteem and life satisfaction. Indicators of perceived inclusiveness of the context mediate the relationship between local identity and psychological well-being. The study revealed direct positive effect of local identity on life satisfaction. Thus, local identity fulfills an adaptive function, contributing to a more positive perception of the context of acculturation and increasing psychological well-being.
{"title":"Role of Local Identity and Perceived Context in Psychological Well-Being of Russians in Estonia","authors":"A. Trifonova","doi":"10.17759/chp.2021170409","DOIUrl":"https://doi.org/10.17759/chp.2021170409","url":null,"abstract":"The present article focuses on the relationship between local identity, perceived inclusiveness of the sociocultural context and psychological well-being of the Russians in Estonia (N = 309; M = 37,46; SD = 16,56). Perceived discrimination and perceived multiculturalism are considered as indicators of inclusiveness of the context, and self-esteem and life satisfaction as indicators of psychological well-being. We used the scales from the MIRIPS questionnaire translated and adapted for Russia by N.M. Lebedeva and A.N.Tatarko, the scale of descriptive multicultural attitudes developed in the Center for Sociocultural Research of the HSE University, and the local identity scale of Droseltis and Vignoles. The results of strutural equation modeling show that local identity significantly positively relates to perceived inclusiveness of the sociocultural context. Perceived inclusiveness of the context is positively related to self-esteem and life satisfaction. Indicators of perceived inclusiveness of the context mediate the relationship between local identity and psychological well-being. The study revealed direct positive effect of local identity on life satisfaction. Thus, local identity fulfills an adaptive function, contributing to a more positive perception of the context of acculturation and increasing psychological well-being.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91259067","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":"Магия художественного слова как повод для размышлений","authors":"I. E. Reyf","doi":"10.17759/CHP.2021170116","DOIUrl":"https://doi.org/10.17759/CHP.2021170116","url":null,"abstract":"","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83368925","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}
M. Sachkova, E. Berezina, N. Dvoryanchikov, I. Bovina
Problem. The problem of norms and norms violation has a long research history in scientific thinking. Lay thinking analysis rests in the shadow of this research line; although in the modern world people are actively involved in the construction of lay theories about various phenomena and they use this knowledge in daily life. Aim. Following the ideas of the social representations theory, the aim of the exploratory study was to analyse the lay theories developed by young Russian adults about norms and norms violation. Method. 134 young adults participated in the study, 26.12% males (aged 18 — 28 years, M=21.01years, SD =2.23). 71.6% participants were students of social sciences from Moscow Universities. A free-association technique was used. The data were analysed by using prototypical analysis. Results. The particularity of lay thinking about norms and norms violation was revealed. Conclusion: It is possible to conclude that norms are not equated with laws, while norms violation is identified with crimes (laws’ violation). The framework of the social representations theory allowed us to analyse the lay thinking about norms and norms violation as a matter of Russian cultural context.
{"title":"Norms and Their Violation: From Scientific to Lay Thinking. An Exploratory Study from a Sample of Young Russian Adults","authors":"M. Sachkova, E. Berezina, N. Dvoryanchikov, I. Bovina","doi":"10.17759/chp.2021170414","DOIUrl":"https://doi.org/10.17759/chp.2021170414","url":null,"abstract":"Problem. The problem of norms and norms violation has a long research history in scientific thinking. Lay thinking analysis rests in the shadow of this research line; although in the modern world people are actively involved in the construction of lay theories about various phenomena and they use this knowledge in daily life. Aim. Following the ideas of the social representations theory, the aim of the exploratory study was to analyse the lay theories developed by young Russian adults about norms and norms violation. Method. 134 young adults participated in the study, 26.12% males (aged 18 — 28 years, M=21.01years, SD =2.23). 71.6% participants were students of social sciences from Moscow Universities. A free-association technique was used. The data were analysed by using prototypical analysis. Results. The particularity of lay thinking about norms and norms violation was revealed. Conclusion: It is possible to conclude that norms are not equated with laws, while norms violation is identified with crimes (laws’ violation). The framework of the social representations theory allowed us to analyse the lay thinking about norms and norms violation as a matter of Russian cultural context.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85895982","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}
This paper will reflect on the influence of Vygotsky and Luria in my work as an occupational therapist in the community mental health setting of an ‘Activity Centre’ in the National Health Service, between 1991 and 2001. The paper will discuss a limited study, referencing Vygotsky during that period, with the benefit of hindsight and subsequent developments in the field of cultural-historical psychology. The origi¬nal study raised the questions of what evidence could be found to support the application of Vygotsky’s Zone of Proximal Development (ZPD) with a mixed group of adults in a community setting, and how this process of learning might be assessed and evaluated. At the time, these questions were informed by litera¬ture sources no later than 1998, and learning theory was often absent from professional training in mental healthcare. However, I will propose that some models of practice in mental health — particularly those founded in psycho-analytic group therapy and occupational therapy — could be enhanced by a deeper un-derstanding of Vygotsky’s ZPD, Luria’s model of field research, and the discussion of some less established connections in psychoanalytic praxis.
{"title":"Unexpected Сonnections: Cultural-Historical Psychologyin a Community Mental Health Setting?","authors":"P. Thomas","doi":"10.17759/chp.2021170311","DOIUrl":"https://doi.org/10.17759/chp.2021170311","url":null,"abstract":"This paper will reflect on the influence of Vygotsky and Luria in my work as an occupational therapist in the community mental health setting of an ‘Activity Centre’ in the National Health Service, between 1991 and 2001. The paper will discuss a limited study, referencing Vygotsky during that period, with the benefit of hindsight and subsequent developments in the field of cultural-historical psychology. The origi¬nal study raised the questions of what evidence could be found to support the application of Vygotsky’s Zone of Proximal Development (ZPD) with a mixed group of adults in a community setting, and how this process of learning might be assessed and evaluated. At the time, these questions were informed by litera¬ture sources no later than 1998, and learning theory was often absent from professional training in mental healthcare. However, I will propose that some models of practice in mental health — particularly those founded in psycho-analytic group therapy and occupational therapy — could be enhanced by a deeper un-derstanding of Vygotsky’s ZPD, Luria’s model of field research, and the discussion of some less established connections in psychoanalytic praxis.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76193369","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}
Media multitasking (MMT) is a growing phenomenon among Indian college students. Previous studies on other nationalities highlight that user’s personality traits play an important role in engaging them in this behavior. Using a sample of Indian college students, this study examined the relationship between MMT and the Big Five personality traits. It also examined the impact of age on the dynamics between personality and MMT. Results suggested that after controlling the socio-demographic factors, traits like openness to experience, extraversion, and neuroticism are positively related with high MMT. However, these observations are found to be moderated by age. These findings may help designing separate intervention techniques for alleviating excessive MMT behavior for different age groups considering their personality traits.
{"title":"Relationship Between Big Five Personality Traits and Media Multitasking Behavior of the Indian Sample","authors":"S. Shukla","doi":"10.17759/CHP.2021170108","DOIUrl":"https://doi.org/10.17759/CHP.2021170108","url":null,"abstract":"Media multitasking (MMT) is a growing phenomenon among Indian college students. Previous studies on other nationalities highlight that user’s personality traits play an important role in engaging them in this behavior. Using a sample of Indian college students, this study examined the relationship between MMT and the Big Five personality traits. It also examined the impact of age on the dynamics between personality and MMT. Results suggested that after controlling the socio-demographic factors, traits like openness to experience, extraversion, and neuroticism are positively related with high MMT. However, these observations are found to be moderated by age. These findings may help designing separate intervention techniques for alleviating excessive MMT behavior for different age groups considering their personality traits.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87695783","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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