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The Impact of Romantic Attachment Styles on Jealousy in Young Adults 恋爱依恋类型对青少年嫉妒的影响
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0315
Apollinaria V. Chursina
Background. Romantic attachment is reflected in various aspects of dyadic interaction in a couple, since it is a self-reinforcing system of cognitive, emotional and behavioral patterns. Romantic jealousy was shown to be associated with dimensions of attachment insecurity in various studies worldwide. Objectives. To identify differences in expressions of romantic jealousy based on romantic attachment style. To determine the influence of attachment-related anxiety and attachment-related avoidance on cognitive, emotional, and behavioral jealousy. Design. The sample comprised 171 heterosexual individuals. The “Experiences in Close Relationships – Revised” questionnaire (ECR-R; Fraley, Waller, & Brennan, 2000; adapted for Russian by Chursina, 2022) and “Multidimensional Jealousy Scale” (MJS; Pfeiffer, & Wong, 1989) were used. Results. A number of significant differences were identified between insecure and secure attachment styles. Avoidant attachment is characterized by cognitive jealousy, ambivalent attachment is characterized by cognitive and behavioral jealousy, while dismissing attachment showed no significant differences in the manifestations of jealousy in comparison with secure attachment style. Emotional jealousy is equally characteristic of all types. The primacy of romantic attachment in relation to cognitive and behavioral jealousy was also proved. Conclusion. The experience of jealousy differs among romantic attachment styles. Attachment-related anxiety is a predictor of intrusive thoughts and behavioral manifestations of jealousy, while attachment-related avoidance is less, the greater the manifestation of jealousy behaviors.
背景。浪漫依恋反映在一对夫妇的二元互动的各个方面,因为它是一个自我强化的认知、情感和行为模式系统。在世界各地的各种研究中,浪漫嫉妒被证明与依恋不安全感的维度有关。目标。探讨基于浪漫依恋类型的浪漫嫉妒表达差异。确定依恋相关焦虑和依恋相关回避对认知嫉妒、情感嫉妒和行为嫉妒的影响。设计。样本包括171名异性恋者。“亲密关系的经验-修订”问卷(ECR-R);弗莱利,沃勒,&;布伦南,2000;俄罗斯版由Chursina改编,2022年)和“多维嫉妒量表”(MJS;普费弗和;Wong, 1989)。结果。在不安全依恋类型和安全依恋类型之间发现了许多显著差异。回避型依恋以认知嫉妒为特征,矛盾型依恋以认知嫉妒和行为嫉妒为特征,而解散型依恋与安全型依恋在嫉妒表现上无显著差异。情感上的嫉妒是所有类型的嫉妒的共同特征。浪漫依恋在认知和行为嫉妒中的首要地位也得到了证明。结论。在不同的恋爱关系中,嫉妒的体验是不同的。依恋相关焦虑是侵入性思想和嫉妒行为表现的预测因子,而依恋相关回避越少,嫉妒行为表现越明显。
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引用次数: 0
Psychometric Analysis of Two Brief Versions of the CERQ in the Argentinean Population: CERQ-18 and CERQ-27. 阿根廷人口CERQ的两个简短版本的心理测量分析:CERQ-18和CERQ-27。
IF 0.9 Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0102
Sergio Dominguez-Lara, Luciana Moretti, Pablo Ezequiel Flores-Kanter, Roger Muñoz-Navarro, Leonardo A Medrano

Background: Emotion Regulation (ER) involves any explicit or implicit process that may alter the emotion felt, its duration and expression, and is a transdiagnostic factor of vulnerability involved in the etiology and maintenance of different emotional disorders. The Cognitive Emotion Regulation Questionnaire (CERQ) assesses nine cognitive strategies involved in ER and is a valuable tool. Its popularity and wide use led to the development of two abbreviated versions: a version with 18 items (two items per factor) and a 27-item version (three items per factor).

Objective: To analyze the psychometric properties of both versions in the Argentinean population.

Design: The research design was instrumental. The factor structure of the CERQ-18 and CERQ-27 as well as the reliability of the scores and the construct of each dimension were evaluated. In addition, we gathered validity evidence for its relationship with other variables by associating the CERQ scores with Difficulties in Emotion Regulation Scale (DERS) scores.

Results: The CERQ-18 presented more consistent evidence regarding its internal structure (adequate fit indices and factor loadings of moderate magnitude) and reliability. Given that the association of the two versions with the DERS is similar, we recommend that the 18-item version be used.

Conclusion: The CERQ-18 has quite similar psychometric properties to the CERQ-27 in the general population of Argentina and the findings contribute to an understanding of its internal structure.

背景:情绪调节(emotional Regulation, ER)涉及任何可能改变情绪感受、持续时间和表达的外显或内隐过程,是一种易感性的跨诊断因素,涉及不同情绪障碍的病因和维持。认知情绪调节问卷(Cognitive Emotion Regulation Questionnaire, CERQ)评估了内情反应中涉及的九种认知策略,是一种有价值的工具。它的流行和广泛使用导致了两个简化版本的发展:一个有18个项目的版本(每个因素两个项目)和一个27个项目的版本(每个因素三个项目)。目的:分析阿根廷人群中两种版本的心理测量特征。设计:研究设计是工具性的。对CERQ-18和CERQ-27量表的因子结构、各维度得分的信度和结构进行评价。此外,我们通过将CERQ得分与情绪调节困难量表(DERS)得分相关联,收集了其与其他变量关系的效度证据。结果:CERQ-18量表在内部结构(适宜的拟合指标和适度的因子负荷)和信度方面具有较强的一致性。鉴于这两个版本与DERS的关联是相似的,我们建议使用18项版本。结论:CERQ-18在阿根廷普通人群中具有与CERQ-27非常相似的心理测量特性,研究结果有助于理解其内部结构。
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引用次数: 0
The Role of Income in System Justification. 收入在制度正当性中的作用。
IF 0.9 Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0104
Elena R Agadullina

Background: System justification theory asserts that people's motivation to defend, justify, and maintain the status quo depends on their socio-economic status. At the same time practically nothing is known about the mediators for the relationship between a person's income and his adherence to system justification.

Objective: The aim of this study was to clarify the role of income in motivating an individual to justify the system, taking into account as potential mediators of this relationship his sense of control over life and level of life satisfaction.

Design: In an online study (N = 410), a double sequential mediation model was tested, with an individual's income as an independent variable, his/her system justification as a dependent variable, and his/her perceived control over life and level of life satisfaction as mediators. The impact of education was controlled by inserting it into the model as a covariate.

Results: The results demonstrated that people with low incomes justify the system more than people with high incomes do. At the same time, there was a positive indirect effect of income on system justification, indicating that, compared to people with low incomes, those with high incomes had a more pronounced sense of control over their lives, which contributed to an increase in their level of life satisfaction, and was positively associated with justification of the status quo.

Conclusion: The results are discussed in terms of differences in the palliative function of system justification for individuals of different socio-economic status.

背景:制度正当化理论认为,人们捍卫、正当化和维持现状的动机取决于他们的社会经济地位。与此同时,对于一个人的收入与其遵守制度正当性之间关系的中介因素,人们几乎一无所知。目的:本研究的目的是澄清收入在激励个人为制度辩护方面的作用,考虑到他对生活的控制感和生活满意度水平作为这种关系的潜在中介。设计:在一项在线研究(N = 410)中,测试了双序列中介模型,以个人收入为自变量,他/她的制度正当性为因变量,他/她对生活的感知控制和生活满意度水平为中介。通过将教育作为协变量插入模型,控制了教育的影响。结果:结果表明,低收入人群比高收入人群更能证明该制度的合理性。与此同时,收入对制度正当性存在积极的间接影响,表明与低收入者相比,高收入者对自己的生活有更明显的控制感,这有助于提高他们的生活满意度,并与维持现状的正当性呈正相关。结论:从不同社会经济地位的个体对制度正当性的姑息功能差异的角度探讨了研究结果。
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引用次数: 0
The Relationship Between Perceived Discrimination, Acculturation Attitudes, and Adaptation among Anglophone African Immigrants in Russia: The Moderating Role of Neuroticism. 俄罗斯英语非洲移民歧视感知、文化适应态度与适应的关系:神经质的调节作用。
IF 0.9 Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0105
Sepase K Ivande, Tatiana Ryabichenko

Background: Perceived discrimination is an acculturative stressor that negatively predicts psychological and socio-cultural adaptation, partially mediated by the individual's acculturation attitudes. However, despite being under similar conditions of high perceived discrimination, some African immigrants in Russia appear to adapt more successfully than others. Why the individual differences? Neuroticism is a trait that intensifies the experience of negative emotions and sensitivity to stress. Perhaps it amplifies the reaction to acculturative stressors (e.g., perceived discrimination) in terms of acculturation attitudes, with significant implications for adaptation.

Objective: This study sought to determine whether the personality trait of neuroticism influences how African immigrants in Russia react to perceived discrimination in terms of their acculturation attitudes and how this may relate to adaptation.

Design: A moderated mediation analysis was carried out, investigating neuroticism as a moderator in the relationship between perceived discrimination, acculturation attitudes, and adaptation of African immigrants in Russia (N = 157).

Results: Perceived discrimination was found to be strongly associated with poor psychological and sociocultural adaptation, which was partially mediated by the integration attitude; neuroticism strengthened this indirect negative association.

Conclusion: When highly neurotic African immigrants perceived elevated levels of discrimination, they were more averse to adopting a positive attitude toward integration, and as a result, were more maladapted. This result suggests that the differences in the levels of adaptation among African immigrants in Russia under similar conditions of high perceived discrimination may be partially due to their levels of neuroticism.

背景:感知歧视是一种异文化压力源,负向预测心理和社会文化适应,部分由个体的文化适应态度介导。然而,尽管处于类似的高度歧视的条件下,一些在俄罗斯的非洲移民似乎比其他人更成功地适应。为什么会有个体差异呢?神经质是一种强化负面情绪体验和对压力敏感的特征。就文化适应态度而言,它可能会放大对异文化压力源(例如,感知到的歧视)的反应,对适应具有重要意义。目的:本研究旨在确定神经质的人格特质是否会影响俄罗斯非洲移民在文化适应态度方面对歧视的反应,以及这与适应的关系。设计:进行有调节的中介分析,调查神经质在俄罗斯非洲移民感知歧视、文化适应态度和适应之间的调节作用(N = 157)。结果:感知歧视与心理和社会文化适应不良密切相关,融合态度在其中起部分中介作用;神经质强化了这种间接的负面关联。结论:当高度神经质的非洲移民意识到更高程度的歧视时,他们更不愿意对融合采取积极的态度,因此,他们更不适应。这一结果表明,在类似的高度感知歧视条件下,俄罗斯非洲移民的适应水平差异可能部分归因于他们的神经质水平。
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引用次数: 0
The Contributions of Nina Fedorovna Talyzina to Research Developed in Brazilian Postgraduate Programs Nina Fedorovna Talyzina对巴西研究生项目研究的贡献
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0308
Luiz Fernando Pereira, Isauro Beltrán Núñez, Alison Luan Ferreira da Silva, Maria Helena de Andrade, Frank Madson Araújo de Melo, Marcus Vinicius de Faria Oliveira
Background. Nina Fedorovna Talyzina was a Russian psychologist, whose theories have been applied in educational research in many countries around the world, including Brazil. Her name is mainly connected to the Activity Theory of Learning (ATL), which has been dubbed the Galperin-Talyzina system of developmental didactics. Objective. Investigate how N.F. Talyzina’s ideas are applied in dissertations and theses developed in postgraduate programs in Brazil. Design. Our research was a bibliographic review which used the state of the question method to examine how Talyzina’s ideas are applied in Brazilian academic publications. Data were gathered from three responsible databases – the Brazilian Digital Library, the CAPES Catalogue, and the Institutional Repositories (1987-2022). The method of content analysis was used for data analysis, according to pre-determined categories. Results. We found a prevalence of research based on the methodology of formative experiments carried out at different educational levels. Skills, scientific concept- formation, and problem-solving were the objects of investigation in most of the studies. The ideas proposed by L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin, and V.V. Davidov were expressed through references to Talyzina’s work as the theoretical basis of many studies, thus evidencing a crucial dialogue with the Cultural-Historical School (CHS). Conclusion. Our study points out the growing interest in Talyzina's ideas, specifically her Activity Theory of Learning, which can be attributed to comprehensive dialogues with the ideas of L.S. Vygotsky and A.N. Leontiev which predominate in Brazilian research.
背景。Nina Fedorovna Talyzina是一位俄罗斯心理学家,她的理论已经在包括巴西在内的世界许多国家的教育研究中得到应用。她的名字主要与活动学习理论(ATL)有关,该理论被称为发展教学法的加尔佩林-塔利吉娜系统。目标。调查N.F.塔利吉娜的想法如何应用于巴西研究生课程的学位论文和论文。设计。我们的研究是一个文献回顾,使用问题状态法来检查塔利吉娜的想法如何在巴西学术出版物中应用。数据收集自三个负责的数据库——巴西数字图书馆、CAPES目录和机构知识库(1987-2022)。数据分析采用内容分析法,按照预先确定的分类进行。结果。我们发现,基于不同教育水平的形成性实验方法的研究普遍存在。在大多数研究中,技能、科学概念的形成和问题的解决是调查的对象。由L.S.维果茨基,A.N.列昂蒂耶夫,p.a。Galperin和V.V. Davidov通过引用Talyzina的作品作为许多研究的理论基础来表达,从而证明了与文化历史学派(CHS)的重要对话。结论。我们的研究指出,人们对塔利吉娜的思想,特别是她的学习活动理论越来越感兴趣,这可以归因于与L.S.维果茨基和A.N.列昂蒂耶夫的思想的全面对话,这些思想在巴西研究中占主导地位。
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引用次数: 0
Voluntary Control of Cognitive Activity in Preschool Children: Age-dependent Changes from Ages 3-4 to 4-5 学龄前儿童认知活动的自主控制:3-4岁至4-5岁的年龄依赖性变化
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0309
Marina N. Zakharova, Regina I. Machinskaya
Background. Voluntary control of goal-directed behavior and mental activity in preschool children plays a key role in knowledge acquisition and future academic achievement. Studies of voluntary control have mainly concerned 6-8-year- old children; much less is known about the ability to exercise voluntary control at early ages. Due to the high prognostic value of the level of development of voluntary control and heterogeneous development of their individual components, it seems actually useful to study age-related changes of these components in children from 3-4 to 4-5 years old. Objective. To compare age-related changes in executive functions (EF) in children age 3-4 years (mean age: 3.5±0.2 yrs; n = 49; 31 boys) and 4-5 years (mean age: 4.5±0.3 yrs; n = 70; 35 boys). Design. To assess the different components of EF we used: 1) a qualitative group and individual testing procedure based on the principles of Luria’s theory of the dynamic localization and organization of higher mental functions; and 2) a computerized testing procedure which included the Bourdon-Wiersma cancellation test, the “Hearts and Flowers” conflict test (the Dots task), and the Corsi block-tapping test. Results. The results showed that different components of voluntary control developed at different rates (heterochronically): there were significant progressive changes from 3-4 to 4-5 years for working memory, assimilation of instructions, switching between separate actions, selective concentration on a target or task, and the distribution of attention. Some other components of EF did not show significant positive dynamics during this period. Conclusion. The results indicate the importance of applying the activity theory approach to the development of cognitive processes in preschool age.
背景。学龄前儿童目标导向行为和心理活动的自愿控制在知识获取和未来学业成就中起着关键作用。自愿控制的研究主要涉及6-8岁儿童;人们对早期自主控制能力的了解要少得多。由于自主控制的发展水平和个体成分的异质性发展具有很高的预测价值,因此研究3-4岁至4-5岁儿童这些成分的年龄相关变化似乎是有用的。目标。比较3-4岁儿童执行功能(EF)的年龄相关变化(平均3.5±0.2岁;N = 49;男孩31例),4 ~ 5岁(平均年龄:4.5±0.3岁;N = 70;35岁的男孩)。设计。为了评估EF的不同组成部分,我们采用了:1)基于Luria的高级心理功能动态定位和组织理论的定性群体和个体测试程序;2)计算机化的测试程序,包括波登-威尔斯玛消去测试、“心与花”冲突测试(圆点任务)和科西积木敲击测试。结果。结果表明,在3-4岁期间,志愿者的工作记忆、指令同化、独立动作切换、对目标或任务的选择性集中以及注意力分配等方面均有显著的进行性变化。在此期间,EF的其他部分没有表现出显著的正动态。结论。结果表明,将活动理论方法应用于学龄前儿童认知过程的发展具有重要意义。
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引用次数: 0
On the Mastery of Elementary Geometric Concepts 浅谈基本几何概念的掌握
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0301
Nina F. Talyzina
We publish here the report by N.F. Talyzina to a Conference on Psychology in 1955 and released two years later in the proceedings of that conference (N.F. Talyzina [1957]. In B.G. Anan′yeva et al. [Eds.], Materialy soveshchaniia po psikhologii. July 1–6, 1955. Moscow: Publishing House of the Academy of Pedagogical Sciences of the RSFSR.) This report is of particular interest, since it describes some of the first formative experiments based on the theory of planned stage-by-stage formation of mental actions; the text does not yet discuss the formation of actions, but only the application of the attributes of concepts to solving problems. The text presents the results of a study of the formation of elementary geometric concepts according to the theory of planned stage-by-stage formation of mental actions and concepts. Twenty-two subjects from grades 6–9 formed geometric concepts such as “line,” “angle,” “angle bisector,” “perpendicular,” “adjacent angles,” and “supplementary angles.” These attributes were formed in the process of their application to solving different types of problems. Observational and then formative (training) experiments were performed individually. The article contains excerpts from the subjects’ protocols as they solved the problems. It was shown that stage-by-stage development (identifying attributes from a definition, saying them aloud, and then applying them to solving problems) leads to mastery not only of the geometric concepts themselves, but also of the method of action with definitions in general, allowing students to transfer the method they have learned to concepts from another field of knowledge.
我们在这里发表N.F. Talyzina在1955年心理学会议上的报告,并在两年后在该会议的会议记录中发表(N.F. Talyzina[1957])。In B.G. Anan 'yeva et al.[编辑]物质上的知识和精神上的知识。1955年7月1日至6日。莫斯科:俄罗斯苏维埃社会主义共和国社会主义共和国教育科学院出版社。)这个报告特别有趣,因为它描述了一些基于心理活动有计划的阶段性形成理论的第一批形成性实验;本文还没有讨论行动的形成,而只是讨论概念属性在解决问题中的应用。本文根据心理活动和概念有计划的分阶段形成理论,介绍了对初等几何概念形成的研究结果。6-9年级的22个科目形成了“线”、“角”、“角平分线”、“垂线”、“邻角”、“补角”等几何概念。这些属性是在应用于解决不同类型问题的过程中形成的。观察性实验和形成性(训练)实验分别进行。这篇文章包含了受试者解决问题时的协议摘录。研究表明,一步一步的发展(从定义中识别属性,大声说出它们,然后将它们应用于解决问题)不仅可以掌握几何概念本身,还可以掌握使用一般定义的方法,使学生能够将他们所学到的方法转移到另一个知识领域的概念上。
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引用次数: 0
The Role of Psychological Time in Late Socialization. A SEM Analysis 心理时间在后期社会化中的作用。扫描电镜分析
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0311
Ekaterina V. Zabelina, Olga S. Deyneka, Yulia V. Chestyunina, Ekaterina V. Vedeneeva
Background. Psychological time, a subjective reflection of the objective passage of time, has age specific characteristics and can be considered a resource for adaptation to difficult life situations (Pultz, & Hviid, 2016). We assume that the components of psychological time are also a resource for adaptation to retirement, smoothing out undesirable social and biological changes in retirees’ lives. Objective. This study explores this hypothesis by identifying the contribution of the cognitive component of psychological time – temporal focus and subjective age – to the effectiveness of late socialization. Design. The developed theoretical model was verified by the SEM method on the sample of retirees from Chelyabinsk, Russia (N = 291). To collect the empirical data we used the Temporal Focus Scale (Shipp et al., 2009), the Age of Me (Barak, 2009), the Life Satisfaction Scale (Diener & Lucas, 1999), the Income Satisfaction Scale (Deyneka, 2000), and questionnaire variables. Results. Temporal focus and subjective age mediated the influence of biological and social variables on the retirees’ subjective well-being. A younger subjective age smoothed the contribution of educational level, working status, and disability, whilst the current and future focuses mediated the association between religiosity and various parameters of satisfaction. Conclusion. The results of the study broaden the understanding of psychological time in late socialization process. A pronounced focus on the present, along with younger subjective age, can be seen as psychological resources, allowing for better adaptation to the social status of a retiree; that is, increasing the effectiveness of late socialization.
背景。心理时间是客观时间流逝的主观反映,具有年龄特异性,可以被认为是适应困难生活状况的资源(Pultz, &Hviid, 2016)。我们假设心理时间的组成部分也是适应退休的资源,平滑退休人员生活中不受欢迎的社会和生理变化。目标。本研究通过确定心理时间的认知成分-时间焦点和主观年龄-对晚期社会化有效性的贡献来探索这一假设。设计。通过对俄罗斯车里雅宾斯克退休人员样本(N = 291)的SEM方法验证了所建立的理论模型。为了收集经验数据,我们使用了时间焦点量表(Shipp et al., 2009),我的年龄(Barak, 2009),生活满意度量表(Diener &Lucas, 1999),收入满意度量表(Deyneka, 2000)和问卷变量。结果。时间焦点和主观年龄在生物变量和社会变量对退休人员主观幸福感的影响中起中介作用。较年轻的主观年龄平滑了受教育程度、工作状态和残疾的贡献,而当前和未来的关注点介导了宗教信仰与各种满意度参数之间的关联。结论。本研究结果拓宽了对社会化后期心理时间的认识。对当下的明显关注,以及主观年龄的年轻,可以被视为心理资源,可以更好地适应退休人员的社会地位;也就是说,提高后期社会化的有效性。
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引用次数: 0
Conscious Self-Regulation as a Meta-Resource of Academic Achievement and Psychological Well-Being of Young Adolescents 自觉自我调节:青少年学业成就与心理健康的元资源
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0312
Varvara I. Morosanova, Tatiana G. Fomina, Irina N. Bondarenko
Background. The role of conscious self-regulation in determining students’ psychological well-being and academic performance is considered in the context of the fundamental problem of the regularities of young adolescents’ development. Objective. To reveal the role of meta-resources of conscious self-regulation in determining young adolescents' psychological well-being and academic performance. Design. Sample: 500 students in 4th- to 6th grade (10-12) in general schools, 149 of whom participated in a three-year longitudinal study. The Self-Regulation Profile of Learning Activity and the Well-Being Manifestation scales were used. Results. Conscious self-regulation and academic performance increase significantly in fifth grade and decrease in sixth grade. On the contrary, psychological well-being is characterized by a systemic positive dynamic. A typological analysis identified the levels of psychological well-being of students growing, stable, and declining during the transition period. It was found that the general level of conscious self-regulation made a significant positive contribution and is a universal resource for students' psychological well-being and academic performance. Special regulatory resources for academic performance are described, depending on the trajectory of changes in psychological well-being. Increased well-being is determined by the regulatory competencies of Planning and Evaluation of results and its stability by Planning, Modelling, Flexibility, and Responsibility. The general level of self-regulation, regulatory competencies, Planning, Programming and Responsibility mediate in the relationship between student psychological well-being and academic performance. A longitudinal study found that self-regulation has a long-term positive effect on student psychological well-being and academic performance. Conclusion. Conscious self-regulation is a meta-resource that makes a significant contribution to both the psychological well-being and academic performance. Mediator and prognostic effects of self-regulation on these properties create a psychological basis for practical work.
背景。有意识的自我调节在决定学生心理健康和学习成绩中的作用是在青少年发展规律这一基本问题的背景下考虑的。目标。目的:揭示有意识自我调节元资源在青少年心理健康和学业成绩中的作用。设计。样本:500名普通学校4 - 6年级(10-12年级)学生,其中149人参加了为期三年的纵向研究。采用学习活动自我调节量表和幸福感表现量表。结果。自觉自我调节和学业成绩在五年级显著提高,六年级显著降低。相反,心理健康的特点是一种系统的积极动态。一项类型分析确定了过渡时期学生心理健康水平的增长、稳定和下降。研究发现,一般水平的自觉自我调节对学生的心理健康和学业成绩有显著的正向贡献,是学生心理健康和学业成绩的普遍资源。根据心理健康的变化轨迹,描述了学习成绩的特殊监管资源。福祉的增加取决于规划和结果评估的监管能力,以及规划、建模、灵活性和责任的稳定性。自我调节水平、调节能力、计划、规划和责任在学生心理健康与学业成绩的关系中起中介作用。一项纵向研究发现,自我调节对学生的心理健康和学习成绩有长期的积极影响。结论。有意识的自我调节是一种对心理健康和学业成绩都有重要贡献的元资源。自我调节对这些特性的中介和预后作用为实际工作创造了心理学基础。
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引用次数: 0
Teaching in the Light of Activity Theory Applied to Preschool: Reflections on Brazilian Practice 活动理论在学前教育中的应用:对巴西实践的思考
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0306
Marcela Cristina de Moraesa
Background. Activity Theory applied by the teacher to preschool education favors the development of new psychological formations, such as perception, attention, memory, thought, language, and voluntariness, which prepare the child for school. Objective. To highlight the contributions of N.F. Talyzina based on Activity Theory applied to preschool education and to reflect on the theory’s use in the Brazilian education system. Design. This article is theoretically built from research in a sandwich doctorate program in Puebla, Mexico and internship supervision practices for psychologist training at a public university in Brazil’s central-west region. Results. Activity Theory is seldom applied to teaching, including in Brazil, and there is little knowledge about the scientific contributions of one of its practitioners, the late N.F. Talyzina. We chose the preschool stage as the focus of our reflections, and we maintain that the introduction of role-playing as the main activity in early childhood education promotes the development of psychological neoformations and prepares the child for the next stage of school. Finally, we present the internship practices in applied psychology in a Brazilian children’s group, with evidence of advances. Conclusion. There is a need for expansion of the formative experiments reported here to the Brazilian population, for scientific dissemination of the results, and promotion of teacher training and qualification in Activity Theory.
背景。教师在学前教育中运用的活动理论有利于发展新的心理形态,如知觉、注意、记忆、思维、语言和自主性,为孩子上学做准备。目标。强调塔利吉娜将活动理论应用于学前教育的贡献,并反思该理论在巴西教育体系中的运用。设计。这篇文章的理论基础是对墨西哥普埃布拉的一个三明治博士项目的研究,以及巴西中西部地区一所公立大学心理学家培训的实习监督实践。结果。活动理论很少应用于教学,包括在巴西,人们对其实践者之一,已故的N.F.塔利吉娜的科学贡献知之甚少。我们选择了学前阶段作为我们反思的重点,我们认为,在幼儿教育中引入角色扮演作为主要活动,可以促进心理新生形态的发展,为孩子下一阶段的学校生活做好准备。最后,我们提出了在巴西儿童群体的应用心理学实习实践,与进步的证据。结论。有必要扩大向巴西人民报告的形成性实验,科学地传播实验结果,并促进活动理论方面的教师培训和资格。
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引用次数: 0
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Psychology in Russia-State of the Art
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