首页 > 最新文献

Psychology in Russia-State of the Art最新文献

英文 中文
An Independent Evaluation of the Psychometric Properties of the Russian Version of the Pediatric Daytime Sleepiness Scale (PDSS) 俄语版儿童日间嗜睡量表(PDSS)心理测量特性的独立评价
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0314
Ilya M. Zakharov, Victoria I. Ismatullina, Pavel V. Kolyasnikov, Julia A. Marakshina, Artem S. Malykh, Anna O. Tabueva, Timofey V. Adamovich, Marina M. Lobaskova, Sergey B. Malykh
Background. The quality of sleep significantly impacts children’s day-to-day performance, with at least 20% reporting issues with sleepiness. Valid tools for assessing the quality of sleep are needed. Objective. In this study, we assessed the psychometric properties of the Russian version of the Pediatric Daytime Sleepiness Scale (PDSS). The initial adaptation of the PDSS was conducted on a sample from the Arctic regions of Russia. This location may have influenced the scale's generalizability due to variations in natural daylight across different areas of the country. Design. To rectify this, we gathered a comprehensive, geographically diverse sample from Russia. This combined dataset comprised 3772 participants between 10 to 18 years of age, from nine different regions of Russia. Results. We confirmed the unifactorial structure of the PDSS, which showed no regional effects. The psychometric analysis indicated that one item from the 8-item PDSS could be removed, thereby improving the scale's model fit. We also observed gender and age impacts on sleep quality: boys reported fewer sleep-related issues than girls, and younger children reported fewer problems than older children. Conclusion. This study validates the usefulness and reliability of the Russian version of the PDSS, thereby enhancing its general applicability. Furthermore, we replicated previously reported age and sex effects on the sleep quality of school-aged children.
背景。睡眠质量对儿童的日常表现有显著影响,至少20%的儿童报告有困倦问题。我们需要有效的工具来评估睡眠质量。目标。在这项研究中,我们评估了俄罗斯版儿科日间嗜睡量表(PDSS)的心理测量特性。PDSS的初步适应是在俄罗斯北极地区的一个样本上进行的。由于全国不同地区的自然光照不同,这个位置可能影响了尺度的普遍性。设计。为了纠正这一点,我们从俄罗斯收集了一个全面的、地理上不同的样本。这个综合数据集包括3772名年龄在10到18岁之间的参与者,他们来自俄罗斯九个不同的地区。结果。我们证实了PDSS的单因子结构,没有显示出区域效应。心理测量分析表明,从8个项目的PDSS可以删除一个项目,从而提高了量表的模型拟合。我们还观察到性别和年龄对睡眠质量的影响:男孩报告的睡眠相关问题比女孩少,年龄较小的儿童报告的问题比年龄较大的儿童少。结论。本研究验证了俄语版PDSS的有用性和可靠性,从而提高了其普遍适用性。此外,我们重复了先前报道的年龄和性别对学龄儿童睡眠质量的影响。
{"title":"An Independent Evaluation of the Psychometric Properties of the Russian Version of the Pediatric Daytime Sleepiness Scale (PDSS)","authors":"Ilya M. Zakharov, Victoria I. Ismatullina, Pavel V. Kolyasnikov, Julia A. Marakshina, Artem S. Malykh, Anna O. Tabueva, Timofey V. Adamovich, Marina M. Lobaskova, Sergey B. Malykh","doi":"10.11621/pir.2023.0314","DOIUrl":"https://doi.org/10.11621/pir.2023.0314","url":null,"abstract":"Background. The quality of sleep significantly impacts children’s day-to-day performance, with at least 20% reporting issues with sleepiness. Valid tools for assessing the quality of sleep are needed. Objective. In this study, we assessed the psychometric properties of the Russian version of the Pediatric Daytime Sleepiness Scale (PDSS). The initial adaptation of the PDSS was conducted on a sample from the Arctic regions of Russia. This location may have influenced the scale's generalizability due to variations in natural daylight across different areas of the country. Design. To rectify this, we gathered a comprehensive, geographically diverse sample from Russia. This combined dataset comprised 3772 participants between 10 to 18 years of age, from nine different regions of Russia. Results. We confirmed the unifactorial structure of the PDSS, which showed no regional effects. The psychometric analysis indicated that one item from the 8-item PDSS could be removed, thereby improving the scale's model fit. We also observed gender and age impacts on sleep quality: boys reported fewer sleep-related issues than girls, and younger children reported fewer problems than older children. Conclusion. This study validates the usefulness and reliability of the Russian version of the PDSS, thereby enhancing its general applicability. Furthermore, we replicated previously reported age and sex effects on the sleep quality of school-aged children.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135263177","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}
引用次数: 0
The Deficits of Students’ Orientation in Solving Proportion Problems, as Revealed through Task Modifications 从任务修改看学生在解决比例问题上的定向缺陷
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0303
Maria A. Yanishevskaya
Background. Using the Activity Theory of education (Galperin, 1992; Talyzina, 2018), this article examines the students’ actions that constitute the early stages of forming the concept of ratios. The psychological analysis of mastery of this concept shows that it essentially depends on understanding the coordination of the changes of two independent values (area, velocity, density, etc.). Objective. The present research considers differences in students’ operations with numbers on various tasks, based on their comprehension of ratio relations (direct and inverse proportions); these differences are revealed through posing certain modified tasks, but may stay unnoticed in regular tasks. The goal of the study was to identify the criteria for adequate assessment of the sustainability of the students’ orientation in modified tasks. Design. A test of 15 tasks was designed based on Galperin's classification of task variations: domain specific, logical, and psychological. The formulation of the tasks disguised the operations needed to achieve the right answer, and sometimes even prompted the wrong solution. There were 12 tasks on direct proportions – four sample and eight modified; and three inverse proportion tasks: one sample and two modified. One hundred sixty (160) students (5th-6th grade, 11-13 years old) took the test in writing. Results. The comparison of students’ performance on the sample and modified tasks showed significant differences. Modifications impaired the students' performance on both types of proportion problems (direct and inverse). Logical and psychological modifications had the most impact on the quality of the students' orientation and thus proved to be most indicative in terms of students’ orientation quality assessment. Conclusion. The data suggest the following: 1) that the concepts of proportionality which the students acquired from a regular school curriculum lack "generalization," and 2) that students’ ability to apply the ratio concept is very sensitive to the way the word problem is presented. These findings are essential for evaluating students’ multiplicative thinking: their actual level of comprehension cannot be revealed through their performance on regular tasks.
背景。运用活动教育理论(Galperin, 1992;Talyzina, 2018),本文考察了构成形成比率概念的早期阶段的学生行为。对这一概念的心理分析表明,它本质上取决于对两个独立值(面积、速度、密度等)变化的协调性的理解。目标。本研究基于对比例关系(正比和反比)的理解,考虑了学生在不同任务中对数字运算的差异;这些差异是通过提出某些修改后的任务来揭示的,但在常规任务中可能不会被注意到。本研究的目的是找出适当的标准来评估学生在修改任务中的取向的可持续性。设计。基于Galperin对任务变化的分类:领域特定、逻辑和心理,设计了一个包含15个任务的测试。任务的制定掩盖了获得正确答案所需的操作,有时甚至会提示错误的解决方案。有12个任务是正比例的——4个样本任务和8个修正任务;还有三个反比任务,一个样本和两个修正。160名学生(5 -6年级,11-13岁)参加了笔试。结果。学生在样本任务和修改任务上的表现比较显示出显著差异。修改会损害学生在两类比例问题(正反比)上的表现。逻辑修正和心理修正对学生适应质量的影响最大,因此在学生适应质量评价中最具指示性。结论。数据表明:1)学生从正规学校课程中获得的比例概念缺乏“泛化”;2)学生应用比例概念的能力对单词问题的呈现方式非常敏感。这些发现对于评估学生的乘法思维至关重要:他们的实际理解水平不能通过他们在常规任务中的表现来揭示。
{"title":"The Deficits of Students’ Orientation in Solving Proportion Problems, as Revealed through Task Modifications","authors":"Maria A. Yanishevskaya","doi":"10.11621/pir.2023.0303","DOIUrl":"https://doi.org/10.11621/pir.2023.0303","url":null,"abstract":"Background. Using the Activity Theory of education (Galperin, 1992; Talyzina, 2018), this article examines the students’ actions that constitute the early stages of forming the concept of ratios. The psychological analysis of mastery of this concept shows that it essentially depends on understanding the coordination of the changes of two independent values (area, velocity, density, etc.). Objective. The present research considers differences in students’ operations with numbers on various tasks, based on their comprehension of ratio relations (direct and inverse proportions); these differences are revealed through posing certain modified tasks, but may stay unnoticed in regular tasks. The goal of the study was to identify the criteria for adequate assessment of the sustainability of the students’ orientation in modified tasks. Design. A test of 15 tasks was designed based on Galperin's classification of task variations: domain specific, logical, and psychological. The formulation of the tasks disguised the operations needed to achieve the right answer, and sometimes even prompted the wrong solution. There were 12 tasks on direct proportions – four sample and eight modified; and three inverse proportion tasks: one sample and two modified. One hundred sixty (160) students (5th-6th grade, 11-13 years old) took the test in writing. Results. The comparison of students’ performance on the sample and modified tasks showed significant differences. Modifications impaired the students' performance on both types of proportion problems (direct and inverse). Logical and psychological modifications had the most impact on the quality of the students' orientation and thus proved to be most indicative in terms of students’ orientation quality assessment. Conclusion. The data suggest the following: 1) that the concepts of proportionality which the students acquired from a regular school curriculum lack \"generalization,\" and 2) that students’ ability to apply the ratio concept is very sensitive to the way the word problem is presented. These findings are essential for evaluating students’ multiplicative thinking: their actual level of comprehension cannot be revealed through their performance on regular tasks.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311629","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}
引用次数: 0
Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents 巴基斯坦青少年社会情绪能力问卷的跨语言验证与因素结构
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0313
Tahira Jabeen, Aneela Maqsood
Background. For the last few years, in the field of school education, social-emotional competencies have been gaining in importance because they result in positive attitudes and adaptation to school (Mella et al., 2021). Objective. The current study was designed to conduct Urdu translation, cross-language validation, and confirmatory factor analysis of the Social-Emotional Competence Questionnaire (SECQ) for Pakistani adolescents. Design. Urdu translation was done using the standard back-translation method. The data for the main study was collected using a non-random sampling method for 910 adolescents who were between 10 to 17 years old. Results. The findings of the pilot study (n = 64) show that the Social-Emotional Competence Questionnaire is a reliable questionnaire, as Cronbach’s alpha reliabilities of both versions (English and Urdu) were acceptable (Version 1 α = 0.77; Version 2 α = 0.77). After 15 days, the Pearson product-moment correlation was checked to meet the objective of cross-language validation, which resulted in a high correlation between the two forms (r = 0.88). The riginal author of the questionnaire had proposed a factor structure consisting of five factors, namely: self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Results of the confirmatory factor analysis (CFA) in the present study also confirmed and supported the five-factor structure in comparison to other models for the Urdu version. Conclusion. The Social-Emotional Competence Questionnaire is a reliable and culturally-validated tool for adolescents attending school, which can be used in future research for measuring social-emotional competencies.
背景。在过去的几年里,在学校教育领域,社会情感能力变得越来越重要,因为它们会导致积极的态度和对学校的适应(Mella等人,2021)。目标。本研究旨在对巴基斯坦青少年社会情绪能力问卷(SECQ)进行乌尔都语翻译、跨语言验证和验证性因素分析。设计。乌尔都语的翻译是用标准的反译方法完成的。主要研究的数据采用非随机抽样方法收集910名10 - 17岁的青少年。结果。初步研究(n = 64)的结果表明,社会情绪能力问卷是一份可靠的问卷,两个版本(英语和乌尔都语)的Cronbach α信度都是可以接受的(版本1 α = 0.77;版本2 α = 0.77)。15天后,检验Pearson积差相关性,以满足跨语言验证的目的,结果两种形式之间存在较高的相关性(r = 0.88)。问卷的原作者提出了一个由五个因素组成的因素结构,即:自我意识、社会意识、自我管理、关系管理和负责任的决策。本研究的验证性因子分析(CFA)结果也证实并支持乌尔都语版本的五因素结构与其他模型的比较。结论。社会情绪能力问卷是一种可靠的文化验证工具,可以在未来的研究中用于测量青少年的社会情绪能力。
{"title":"Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents","authors":"Tahira Jabeen, Aneela Maqsood","doi":"10.11621/pir.2023.0313","DOIUrl":"https://doi.org/10.11621/pir.2023.0313","url":null,"abstract":"Background. For the last few years, in the field of school education, social-emotional competencies have been gaining in importance because they result in positive attitudes and adaptation to school (Mella et al., 2021). Objective. The current study was designed to conduct Urdu translation, cross-language validation, and confirmatory factor analysis of the Social-Emotional Competence Questionnaire (SECQ) for Pakistani adolescents. Design. Urdu translation was done using the standard back-translation method. The data for the main study was collected using a non-random sampling method for 910 adolescents who were between 10 to 17 years old. Results. The findings of the pilot study (n = 64) show that the Social-Emotional Competence Questionnaire is a reliable questionnaire, as Cronbach’s alpha reliabilities of both versions (English and Urdu) were acceptable (Version 1 α = 0.77; Version 2 α = 0.77). After 15 days, the Pearson product-moment correlation was checked to meet the objective of cross-language validation, which resulted in a high correlation between the two forms (r = 0.88). The riginal author of the questionnaire had proposed a factor structure consisting of five factors, namely: self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Results of the confirmatory factor analysis (CFA) in the present study also confirmed and supported the five-factor structure in comparison to other models for the Urdu version. Conclusion. The Social-Emotional Competence Questionnaire is a reliable and culturally-validated tool for adolescents attending school, which can be used in future research for measuring social-emotional competencies.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311990","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}
引用次数: 0
Social Axioms and Individual Values as Predictors of COVID-19 Fear among University Students from Countries with Different Government Strategies for Managing the Pandemic. 社会公理和个人价值观对不同政府应对策略国家大学生COVID-19恐惧的预测作用
IF 0.9 Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0103
Nadezhda V Murashcenkova

Background: Effective prevention of psychological trauma by fear of COVID-19 requires the study of the relationships between the psychological and contextual factors that can influence the level of this fear. The social axioms, individual values, and government strategies for managing the pandemic have not yet been studied as a system of psychological and contextual factors contributing to COVID-19 fear.

Objective: The aim of this study was to assess the level of COVID-19 fear and the characteristics of the relationships between the social axioms, individual values, and fear of COVID-19 among university students from countries with different government strategies for managing the pandemic.

Design: University students from countries with different government strategies for managing the pandemic (208 Belarusians, 200 Kazakhstanis, and 250 Russians ages 18 to 25) participated in an anonymous online survey. The respondents filled in questionnaires that assessed their manifestations of COVID-19 fear (COVID-19 Fear Scale: FCV-19S) as the dependent variable; the "Social Axiom Questionnaire" (QSA-31) and the "Portrait Value Questionnaire" (ESS-21) measured the social axioms and individual values as the independent variables.

Results: Fear of COVID-19 reached a higher level among the students from the countries with the weakest (Belarus) and the strongest (Kazakhstan) restrictive measures during the pandemic. Dysfunctional fear of COVID-19 was manifest among those Belarusian students who attached the greatest importance to self-enhancement values and the fate control axiom, and the least importance to the social complexity axiom, as well as among those Russian students for whom the religiosity social axiom was significant and the social complexity axiom was not. For Kazakhstani students, social axioms and values were not predictors of dysfunctional fear of COVID-19.

Conclusion: The greatest contribution of social axioms and individual values to the experience of COVID-19 fear among the students was observed under conditions where the actions of the authorities were incompatible with the existing pandemic risks (in Belarus), as well as under conditions where a variable assessment of threat level was possible (in Russia).

背景:有效预防COVID-19恐惧心理创伤需要研究影响这种恐惧水平的心理因素和环境因素之间的关系。社会公理、个人价值观和政府管理大流行的战略尚未作为导致COVID-19恐惧的心理和背景因素系统进行研究。目的:本研究旨在评估来自不同政府疫情管理策略国家的大学生对COVID-19的恐惧水平以及社会公理、个人价值观与COVID-19恐惧之间的关系特征。设计:来自不同国家的大学生(208名白俄罗斯人、200名哈萨克斯坦人和250名年龄在18至25岁之间的俄罗斯人)参加了一项匿名在线调查。受访者填写以COVID-19恐惧表现评估问卷(COVID-19恐惧量表:FCV-19S)为因变量;“社会公理问卷”(QSA-31)和“肖像价值问卷”(ESS-21)分别测量社会公理和个人价值作为自变量。结果:来自疫情期间限制措施最弱(白俄罗斯)和最强(哈萨克斯坦)国家的学生对新冠肺炎的恐惧程度更高。白俄罗斯学生对自我提升价值观和命运控制公理的重视程度最高,对社会复杂性公理的重视程度最低;俄罗斯学生对宗教性社会公理的重视程度最高,对社会复杂性公理的重视程度最低。对哈萨克斯坦学生来说,社会公理和价值观并不是对COVID-19的功能失调恐惧的预测因素。结论:在当局的行动与现有的大流行风险不相容的情况下(白俄罗斯),以及在可能对威胁程度进行可变评估的情况下(俄罗斯),观察到社会公理和个人价值观对学生的COVID-19恐惧体验的贡献最大。
{"title":"Social Axioms and Individual Values as Predictors of COVID-19 Fear among University Students from Countries with Different Government Strategies for Managing the Pandemic.","authors":"Nadezhda V Murashcenkova","doi":"10.11621/pir.2023.0103","DOIUrl":"https://doi.org/10.11621/pir.2023.0103","url":null,"abstract":"<p><strong>Background: </strong>Effective prevention of psychological trauma by fear of COVID-19 requires the study of the relationships between the psychological and contextual factors that can influence the level of this fear. The social axioms, individual values, and government strategies for managing the pandemic have not yet been studied as a system of psychological and contextual factors contributing to COVID-19 fear.</p><p><strong>Objective: </strong>The aim of this study was to assess the level of COVID-19 fear and the characteristics of the relationships between the social axioms, individual values, and fear of COVID-19 among university students from countries with different government strategies for managing the pandemic.</p><p><strong>Design: </strong>University students from countries with different government strategies for managing the pandemic (208 Belarusians, 200 Kazakhstanis, and 250 Russians ages 18 to 25) participated in an anonymous online survey. The respondents filled in questionnaires that assessed their manifestations of COVID-19 fear (COVID-19 Fear Scale: FCV-19S) as the dependent variable; the \"Social Axiom Questionnaire\" (QSA-31) and the \"Portrait Value Questionnaire\" (ESS-21) measured the social axioms and individual values as the independent variables.</p><p><strong>Results: </strong>Fear of COVID-19 reached a higher level among the students from the countries with the weakest (Belarus) and the strongest (Kazakhstan) restrictive measures during the pandemic. Dysfunctional fear of COVID-19 was manifest among those Belarusian students who attached the greatest importance to self-enhancement values and the fate control axiom, and the least importance to the social complexity axiom, as well as among those Russian students for whom the religiosity social axiom was significant and the social complexity axiom was not. For Kazakhstani students, social axioms and values were not predictors of dysfunctional fear of COVID-19.</p><p><strong>Conclusion: </strong>The greatest contribution of social axioms and individual values to the experience of COVID-19 fear among the students was observed under conditions where the actions of the authorities were incompatible with the existing pandemic risks (in Belarus), as well as under conditions where a variable assessment of threat level was possible (in Russia).</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"44-65"},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10294275/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9739925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Galperin–Talyzina Method of Psychological Investigation of the Genesis of Cognitive Processes 认知过程起源的心理学研究的Galperin-Talyzina方法
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0304
Andréa Maturano Longarezi, Iury Kesley Marques de Oliveira Martins
Background. Piotr Ya. Galperin and his collaborator Nina F. Talyzina performed solid experimental work which led them to propose the theory of stage-by-stage formation of mental actions and concepts, as well as a method to investigate cognitive processes, whose conceptual and procedural streamlining demands analysis and systematization. Objective. To investigate the formative experiment of P. Ya. Galperin and N.F. Talyzina, with the aim of analyzing their contributions to the method of psychological investigation of cognitive processes. Design. The article is part of a theoretical research project on developmental didactics systems, of which the Galperin–Talyzina system is one. Russian works by the two authors and their translations into English, Spanish, and Portuguese, as well as works by other psychologists and educators from the Galperin–Talyzina school, were sources of the work. Results. The experiments of P.Ya. Galperin and N.F. Talyzina studied, promoted, and analyzed the assimilation of new knowledge and mental actions, by introducing different conditions. The article systematizes the stages and procedures of such experiments, as well as the series and steps of diagnosis of the developmental level and the formation of mental actions and concepts, in relation to the type of Orienting Basis of an Action (OBA). Conclusion. The theory was built on the basis of simultaneous production of a method to study the genesis of the cognitive processes and the theory of stage-by-stage formation of mental actions and concepts; it led us to define the method of P.Ya. Galperin and N.F. Talyzina as a gradual formation experiment.
背景。彼得亚雷丫。Galperin和他的合作者Nina F. Talyzina进行了扎实的实验工作,使他们提出了心理行为和概念的阶段性形成理论,以及一种研究认知过程的方法,其概念和程序的流线化需要分析和系统化。目标。探讨P. Ya的形成实验。Galperin和N.F. Talyzina,目的是分析他们对认知过程的心理学研究方法的贡献。设计。本文是发展教学体系理论研究项目的一部分,Galperin-Talyzina体系是其中之一。这两位作者的俄语作品及其翻译成英语、西班牙语和葡萄牙语的作品,以及加尔佩林-塔利吉娜学派的其他心理学家和教育家的作品,都是本著作的来源。结果。p.a。Galperin和N.F. Talyzina通过引入不同的条件来研究、促进和分析新知识和心理行为的同化。本文系统地介绍了这类实验的阶段和步骤,以及与行动导向基础(OBA)类型相关的心理活动和概念的发展水平和形成诊断的系列和步骤。结论。该理论是建立在同时产生了一种研究认知过程起源的方法和心理行为和概念的分阶段形成理论的基础上的;它引导我们定义了p.a的方法。Galperin和N.F. Talyzina作为一个逐渐形成的实验。
{"title":"The Galperin–Talyzina Method of Psychological Investigation of the Genesis of Cognitive Processes","authors":"Andréa Maturano Longarezi, Iury Kesley Marques de Oliveira Martins","doi":"10.11621/pir.2023.0304","DOIUrl":"https://doi.org/10.11621/pir.2023.0304","url":null,"abstract":"Background. Piotr Ya. Galperin and his collaborator Nina F. Talyzina performed solid experimental work which led them to propose the theory of stage-by-stage formation of mental actions and concepts, as well as a method to investigate cognitive processes, whose conceptual and procedural streamlining demands analysis and systematization. Objective. To investigate the formative experiment of P. Ya. Galperin and N.F. Talyzina, with the aim of analyzing their contributions to the method of psychological investigation of cognitive processes. Design. The article is part of a theoretical research project on developmental didactics systems, of which the Galperin–Talyzina system is one. Russian works by the two authors and their translations into English, Spanish, and Portuguese, as well as works by other psychologists and educators from the Galperin–Talyzina school, were sources of the work. Results. The experiments of P.Ya. Galperin and N.F. Talyzina studied, promoted, and analyzed the assimilation of new knowledge and mental actions, by introducing different conditions. The article systematizes the stages and procedures of such experiments, as well as the series and steps of diagnosis of the developmental level and the formation of mental actions and concepts, in relation to the type of Orienting Basis of an Action (OBA). Conclusion. The theory was built on the basis of simultaneous production of a method to study the genesis of the cognitive processes and the theory of stage-by-stage formation of mental actions and concepts; it led us to define the method of P.Ya. Galperin and N.F. Talyzina as a gradual formation experiment.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135312394","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}
引用次数: 0
Playing Online as Preparation for Mathematics: The Cultural-Historical Approach as an Alternative to Constructivism 在线游戏作为数学的准备:作为建构主义替代的文化-历史方法
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0305
Yulia Solovieva, Luis Quintanar, Valeriya A. Plotnikova
Background. While the traditional method of teaching consists of repetition and memorization, the constructivist theory proposes independent discovery and free play. The cultural-historical approach, on the other hand, does not insist on the early introduction of formal mathematics as implicit or explicit knowledge. According to this outlook, important psychological developmental is necessary for the child before he/she can learn mathematics in primary school. Objective. To present a methodology for organizing the play activity of children of preschool age by introducing symbolic means on the materialized and perceptual levels as an essential aspect of preparation for learning mathematical concepts in primary school. Design. The experiment consisted in pedagogical work in the online modality by the authors at a private college in the city of Puebla, Mexico. Eighteen children from three levels of preschool education (from three to six years old) participated in 45-minute sessions three times per week. There were six children from each preschool level. Results. It was shown that playing with roles online allows children at least partially to include different symbolic means in their activity. This allows the children not only to satisfy their curiosity and be positively engaged in the topic of the play, but also to develop symbolic functions as preparation for intellectual actions with numerical content in primary school. Conclusion. The article shows a feasible way to organize preschool play with roles online and thus to scaffold the formation of children’s imagination and ability to use symbolic means, which is important for future learning. The cultural-historical approach offers useful guidelines here, although more research is needed to support the development of children’s symbolic function within math-specific activity, based on activity theory applied to learning.
背景。传统的教学方法是重复和记忆,而建构主义理论提倡自主发现和自由游戏。另一方面,文化-历史方法并不坚持将形式数学的早期引入作为隐式或显式知识。根据这一观点,在孩子在小学学习数学之前,重要的心理发展是必要的。目标。提出一种组织学龄前儿童游戏活动的方法,通过在物化和感知层面上引入符号手段,作为小学数学概念学习准备的重要方面。设计。该实验由作者在墨西哥普埃布拉市的一所私立大学进行的在线教学工作组成。来自三个学前教育阶段(从3岁到6岁)的18名儿童每周参加三次45分钟的课程。每个学前班有6个孩子。结果。研究表明,在网上扮演角色可以让孩子们至少部分地在他们的活动中包含不同的象征意义。这不仅可以满足孩子们的好奇心,积极参与到游戏的主题中,而且还可以发展符号功能,为小学的数字内容的智力活动做准备。结论。本文提出了一种可行的方式来组织幼儿在线角色游戏,从而促进幼儿想象力和使用符号手段的能力的形成,对幼儿今后的学习具有重要意义。文化-历史方法在这里提供了有用的指导,尽管需要更多的研究来支持儿童在数学特定活动中的符号功能的发展,基于应用于学习的活动理论。
{"title":"Playing Online as Preparation for Mathematics: The Cultural-Historical Approach as an Alternative to Constructivism","authors":"Yulia Solovieva, Luis Quintanar, Valeriya A. Plotnikova","doi":"10.11621/pir.2023.0305","DOIUrl":"https://doi.org/10.11621/pir.2023.0305","url":null,"abstract":"Background. While the traditional method of teaching consists of repetition and memorization, the constructivist theory proposes independent discovery and free play. The cultural-historical approach, on the other hand, does not insist on the early introduction of formal mathematics as implicit or explicit knowledge. According to this outlook, important psychological developmental is necessary for the child before he/she can learn mathematics in primary school. Objective. To present a methodology for organizing the play activity of children of preschool age by introducing symbolic means on the materialized and perceptual levels as an essential aspect of preparation for learning mathematical concepts in primary school. Design. The experiment consisted in pedagogical work in the online modality by the authors at a private college in the city of Puebla, Mexico. Eighteen children from three levels of preschool education (from three to six years old) participated in 45-minute sessions three times per week. There were six children from each preschool level. Results. It was shown that playing with roles online allows children at least partially to include different symbolic means in their activity. This allows the children not only to satisfy their curiosity and be positively engaged in the topic of the play, but also to develop symbolic functions as preparation for intellectual actions with numerical content in primary school. Conclusion. The article shows a feasible way to organize preschool play with roles online and thus to scaffold the formation of children’s imagination and ability to use symbolic means, which is important for future learning. The cultural-historical approach offers useful guidelines here, although more research is needed to support the development of children’s symbolic function within math-specific activity, based on activity theory applied to learning.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311627","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}
引用次数: 0
Activity-Based Approach to the Teaching and Psychology of Insightful Problem Solving: Scientific Concepts as a Form of Constructive Criticism 以活动为基础的深刻问题解决的教学和心理学:作为建设性批评形式的科学概念
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0302
Alexander N. Romashchuk
Background. This article is dedicated to the 100-year anniversary of the birth of N.F. Talyzina and contains an assessment of the prospects for developing ways to master a scientific concept, in theories of learning according to the activity approach. The assessment takes into account achievements following the approach of L.S. Vygotsky, the “conceptual changes” approach, and theories of the psychology of insightful problem solving. Objective. To demonstrate the necessity and productivity of the activity approach to scientific concepts that students learn as forms of constructive criticism. Method. A comparative analysis of the theories of the activity approach to learning, the approach of L.S. Vygotsky, the “conceptual changes” approach, and theories of the psychology of insightful problem solving, from the standpoint of identifying the most effective way of mastering scientific concepts. Results. The main substantiated thesis of the article is that mastery of a scientific concept is most effective when it is presented as a form of constructive criticism of another concept. Conclusion. Taking into account the conceptual forms of constructive criticism allows us to outline the actual paths of development of the activity approach to learning. These forms were developed, on the one hand, through the methodology of science, and on the other, in a less developed way, through the psychology of insightful problem solving, with reliance on certain forms of “critical” action. In particular, when using a special kind of obstacle to teach a task, it is proposed to use the analysis of “full insight” to reveal a special type of reason for an erroneous action.
背景。这篇文章是为纪念N.F.塔利吉娜诞辰100周年而写的,其中包含了对根据活动方法学习理论中掌握科学概念的发展方法的前景的评估。该评估考虑了维果茨基(L.S. Vygotsky)方法、“概念变化”方法和洞察力问题解决心理学理论所取得的成就。目标。展示学生学习作为建设性批评形式的科学概念的活动方法的必要性和生产力。方法。从找出掌握科学概念的最有效途径的角度,对活动学习方法理论、维果茨基学习方法理论、“概念变化”学习方法理论和深刻解决问题的心理学理论进行比较分析。结果。本文的主要论点是,当一个科学概念作为对另一个概念的建设性批评形式出现时,对它的掌握是最有效的。结论。考虑到建设性批评的概念形式,我们可以勾勒出活动学习方法发展的实际路径。一方面,这些形式是通过科学方法论发展起来的,另一方面,以一种不太发达的方式,通过洞察力解决问题的心理学,依赖于某些形式的“批判”行动。特别是在使用特殊类型的障碍进行教学任务时,建议使用“全洞察力”的分析来揭示错误动作的特殊类型原因。
{"title":"Activity-Based Approach to the Teaching and Psychology of Insightful Problem Solving: Scientific Concepts as a Form of Constructive Criticism","authors":"Alexander N. Romashchuk","doi":"10.11621/pir.2023.0302","DOIUrl":"https://doi.org/10.11621/pir.2023.0302","url":null,"abstract":"Background. This article is dedicated to the 100-year anniversary of the birth of N.F. Talyzina and contains an assessment of the prospects for developing ways to master a scientific concept, in theories of learning according to the activity approach. The assessment takes into account achievements following the approach of L.S. Vygotsky, the “conceptual changes” approach, and theories of the psychology of insightful problem solving. Objective. To demonstrate the necessity and productivity of the activity approach to scientific concepts that students learn as forms of constructive criticism. Method. A comparative analysis of the theories of the activity approach to learning, the approach of L.S. Vygotsky, the “conceptual changes” approach, and theories of the psychology of insightful problem solving, from the standpoint of identifying the most effective way of mastering scientific concepts. Results. The main substantiated thesis of the article is that mastery of a scientific concept is most effective when it is presented as a form of constructive criticism of another concept. Conclusion. Taking into account the conceptual forms of constructive criticism allows us to outline the actual paths of development of the activity approach to learning. These forms were developed, on the one hand, through the methodology of science, and on the other, in a less developed way, through the psychology of insightful problem solving, with reliance on certain forms of “critical” action. In particular, when using a special kind of obstacle to teach a task, it is proposed to use the analysis of “full insight” to reveal a special type of reason for an erroneous action.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135312354","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}
引用次数: 0
Perfectionism, the Impostor Phenomenon, Self-Esteem, and Personality Traits among Russian College Students 俄罗斯大学生的完美主义、冒名顶替现象、自尊与人格特质
Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2023-01-01 DOI: 10.11621/pir.2023.0310
Marina S. Sheveleva, Tatiana M. Permyakova, Dmitriy S. Kornienko
Background. Perfectionism and the Impostor Phenomenon (IP) have mainly been studied in American samples, as have the associations of Perfectionism and the Impostor Phenomenon with Self-Esteem and the Big Five personality traits. However, previous studies showed that results might depend on cultural background. There is a critical lack of such research in the Russian context which might limit generalization of the previous findings to a narrow range of cultures. Objective. In this study, the authors investigated how Perfectionism and the Impostor Phenomenon are related to the 5-factor model of personality, and examined the mediating role of Self-esteem between the dimensions of Perfectionism and the Impostor Phenomenon, using a Russian sample. Design. The study sample comprised 372 undergraduate students age 18 - 23 (M = 19.07, SD = 1.05). The Impostor Phenomenon, Personality Traits, and Self-Esteem were measured by relevant questionnaires. Results. The results indicated that Adaptive Perfectionism had a strong positive correlation with Extraversion, Conscientiousness, and Openness. Maladaptive Perfectionism had a strong relation to Conscientiousness and Neuroticism. Neuroticism demonstrated a strong positive correlation with impostor tendencies and was the main predictor. Self-esteem partially mediated the link between Maladaptive Perfectionism and the Impostor Phenomenon, intensifying negative feelings and Impostorism. Conclusion. These results generally replicated the pattern from previous studies of the relationship between Perfectionism, the Big Five personality traits, Self-esteem, and the Impostor Phenomenon. Thus, it could be possible to conclude that the studied relationships might be regarded as universal for the Russian students in terms of culture.
背景。完美主义和冒名顶替现象(IP)的研究主要集中在美国样本中,以及完美主义和冒名顶替现象与自尊和五大人格特质的关系。然而,先前的研究表明,结果可能取决于文化背景。在俄罗斯的背景下,这种研究严重缺乏,这可能限制了以前的研究结果在狭窄的文化范围内的推广。目标。本研究以俄罗斯人为样本,探讨了完美主义和冒名顶替现象与人格五因素模型的关系,并考察了自尊在完美主义维度和冒名顶替现象之间的中介作用。设计。研究样本包括372名18 - 23岁的大学生(M = 19.07, SD = 1.05)。采用相关问卷对冒名顶替现象、人格特征和自尊进行测量。结果。结果表明,适应性完美主义与外向性、责任心和开放性有显著正相关。适应不良完美主义与责任心和神经质有密切的关系。神经质与冒名者倾向呈显著正相关,是主要预测因子。自尊在不适应完美主义与冒名顶替现象之间的联系中起到部分中介作用,强化消极情绪和冒名顶替行为。结论。这些结果基本上重复了先前关于完美主义、五大人格特质、自尊和骗子现象之间关系的研究模式。因此,可以得出结论,研究的关系可能被认为是普遍的俄罗斯学生在文化方面。
{"title":"Perfectionism, the Impostor Phenomenon, Self-Esteem, and Personality Traits among Russian College Students","authors":"Marina S. Sheveleva, Tatiana M. Permyakova, Dmitriy S. Kornienko","doi":"10.11621/pir.2023.0310","DOIUrl":"https://doi.org/10.11621/pir.2023.0310","url":null,"abstract":"Background. Perfectionism and the Impostor Phenomenon (IP) have mainly been studied in American samples, as have the associations of Perfectionism and the Impostor Phenomenon with Self-Esteem and the Big Five personality traits. However, previous studies showed that results might depend on cultural background. There is a critical lack of such research in the Russian context which might limit generalization of the previous findings to a narrow range of cultures. Objective. In this study, the authors investigated how Perfectionism and the Impostor Phenomenon are related to the 5-factor model of personality, and examined the mediating role of Self-esteem between the dimensions of Perfectionism and the Impostor Phenomenon, using a Russian sample. Design. The study sample comprised 372 undergraduate students age 18 - 23 (M = 19.07, SD = 1.05). The Impostor Phenomenon, Personality Traits, and Self-Esteem were measured by relevant questionnaires. Results. The results indicated that Adaptive Perfectionism had a strong positive correlation with Extraversion, Conscientiousness, and Openness. Maladaptive Perfectionism had a strong relation to Conscientiousness and Neuroticism. Neuroticism demonstrated a strong positive correlation with impostor tendencies and was the main predictor. Self-esteem partially mediated the link between Maladaptive Perfectionism and the Impostor Phenomenon, intensifying negative feelings and Impostorism. Conclusion. These results generally replicated the pattern from previous studies of the relationship between Perfectionism, the Big Five personality traits, Self-esteem, and the Impostor Phenomenon. Thus, it could be possible to conclude that the studied relationships might be regarded as universal for the Russian students in terms of culture.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311655","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}
引用次数: 0
Post-traumatic Stress Symptoms, Distress, and Optimism in Mexican Colorectal Cancer Patients. 墨西哥结直肠癌患者的创伤后应激症状、痛苦和乐观情绪
IF 0.9 Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2022-12-30 eCollection Date: 2022-01-01 DOI: 10.11621/pir.2022.0408
Jessica Noemí Acevedo-Ibarra, Dehisy Marisol Juárez-García, Absalón Espinoza-Velazco, Sergio Buenaventura-Cisneros, Arnoldo Téllez

Background: The diagnosis and treatment of colorectal cancer are considered highly stressful and potentially traumatic events that can generate post-traumatic stress symptoms and distress among patients.

Objective: This study assessed levels of post-traumatic stress symptoms, distress, and optimism, as well as differences between these conditions relative to sociodemographic and medical variables, in Mexican patients with colorectal cancer.

Design: A cross-sectional descriptive study design was employed, in which 192 colorectal cancer patients over the age of 18 years participated. They filled out the following questionnaires in person: a sociodemographic and medical data questionnaire; the Event Impact Scale-Revised (EIE-R); the Hospital Anxiety and Depression Scale (HADS); and the Life Orientation Test (LOT-R).

Results: The results showed that 32.3% of the patients reported post-traumatic stress symptomatology, and 21.4% reported distress. Post-traumatic stress symptoms and distress varied according to age and monthly income. Significant differences between the sexes were also observed in the levels of post-traumatic stress symptoms and distress. Post-traumatic stress was positively and significantly related to distress, and negatively and significantly to optimism.

Conclusion: Based on these data, we concluded that a significant percentage of colorectal cancer patients present high levels of post-traumatic stress symptoms as well as distress, and that these levels may vary according to sociodemographic and medical characteristics.

背景:癌症的诊断和治疗被认为是高度紧张和潜在的创伤性事件,可能会在患者中产生创伤后应激症状和痛苦。目的:本研究评估了墨西哥癌症大肠癌患者创伤后应激症状、痛苦和乐观的水平,以及这些情况与社会人口统计学和医学变量之间的差异。设计:采用横断面描述性研究设计,192名18岁以上的癌症患者参与了研究。他们亲自填写了以下问卷:社会人口统计和医学数据问卷;修订的事件影响等级(EIE-R);医院焦虑抑郁量表(HADS);结果:32.3%的患者出现创伤后应激症状,21.4%的患者出现痛苦。创伤后的压力症状和痛苦因年龄和月收入而异。在创伤后应激症状和痛苦程度上,性别之间也存在显著差异。创伤后压力与痛苦呈正相关且显著,与乐观呈负相关且显著。结论:根据这些数据,我们得出结论,相当大比例的癌症患者表现出高水平的创伤后应激症状和痛苦,这些水平可能因社会人口统计学和医学特征而异。
{"title":"Post-traumatic Stress Symptoms, Distress, and Optimism in Mexican Colorectal Cancer Patients.","authors":"Jessica Noemí Acevedo-Ibarra,&nbsp;Dehisy Marisol Juárez-García,&nbsp;Absalón Espinoza-Velazco,&nbsp;Sergio Buenaventura-Cisneros,&nbsp;Arnoldo Téllez","doi":"10.11621/pir.2022.0408","DOIUrl":"10.11621/pir.2022.0408","url":null,"abstract":"<p><strong>Background: </strong>The diagnosis and treatment of colorectal cancer are considered highly stressful and potentially traumatic events that can generate post-traumatic stress symptoms and distress among patients.</p><p><strong>Objective: </strong>This study assessed levels of post-traumatic stress symptoms, distress, and optimism, as well as differences between these conditions relative to sociodemographic and medical variables, in Mexican patients with colorectal cancer.</p><p><strong>Design: </strong>A cross-sectional descriptive study design was employed, in which 192 colorectal cancer patients over the age of 18 years participated. They filled out the following questionnaires in person: a sociodemographic and medical data questionnaire; the Event Impact Scale-Revised (EIE-R); the Hospital Anxiety and Depression Scale (HADS); and the Life Orientation Test (LOT-R).</p><p><strong>Results: </strong>The results showed that 32.3% of the patients reported post-traumatic stress symptomatology, and 21.4% reported distress. Post-traumatic stress symptoms and distress varied according to age and monthly income. Significant differences between the sexes were also observed in the levels of post-traumatic stress symptoms and distress. Post-traumatic stress was positively and significantly related to distress, and negatively and significantly to optimism.</p><p><strong>Conclusion: </strong>Based on these data, we concluded that a significant percentage of colorectal cancer patients present high levels of post-traumatic stress symptoms as well as distress, and that these levels may vary according to sociodemographic and medical characteristics.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"15 4","pages":"127-139"},"PeriodicalIF":0.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9903238/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9256917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Coping with the Forced Separation of Close Relationships during the COVID-19 Pandemic. 应对COVID-19大流行期间亲密关系的被迫分离。
IF 0.9 Q3 PSYCHOLOGY, MULTIDISCIPLINARY Pub Date : 2022-09-30 eCollection Date: 2022-01-01 DOI: 10.11621/pir.2022.0305
Anna G Samokhvalova, Mariia V Saporovskaia, Svetlana A Khazova, Elena V Tikhomirova, Natalia S Shipova

Background: Issues regarding close relations became especially prevalent within the context of the pandemic, due to the forced separation of these relationships. This is now seen as a significant stressor that influences emotions and subjective perceptions of the relationship.

Objective: The current study aims to investigate the specifics of coping with the forced separation of partners with varying types of closeness.

Design: The study was carried out with quantitative and qualitative methods. The sample included 43 women and 42 men (aged 21-47); all were involuntarily separated from their partners by impacts of the pandemic.

Results: Three scenarios of romantic relationships were identified based on a balance of love components (intimacy, passion, commitment) and prevalent feelings (closeness or distance). The authors concluded that certain coping strategies (positive reassessment, acceptance, distraction) can help the individual to cope with the separation, but do not contribute to the closeness of the partners and the strengthening of the relationship. Coping primarily through active support was typical for partners with intense and balanced feelings based on closeness (Scenario 3). Ambivalent feelings toward a partner (Scenario 1) were associated with passive coping, which increased the risk of detachment. The moderate manifestation of balanced love components and closeness (Scenario 2) focused on acceptance of the situation, positive reassessing, and distraction, all of which reduce the stress of separation, but cause anxiety regarding the future of the relationship.

Conclusion: The type of close relationship has been found to correlate to the coping strategy adopted by the couple following forced separation during the COVID-19 pandemic. However, further studies are required to investigate separation in various social contexts, not only in isolation due to the pandemic, as well as its connection to psychological well-being.

背景:在新冠疫情背景下,由于这些关系被迫分离,有关密切关系的问题变得特别普遍。现在,这被视为一种重要的压力源,会影响情感和对关系的主观感知。目的:本研究旨在调查应对不同亲密度伴侣被迫分离的具体情况。设计:采用定量和定性相结合的方法进行研究。样本包括43名女性和42名男性(年龄21-47岁);由于疫情的影响,所有人都不由自主地与伴侣分离。结果:根据爱情成分(亲密度、激情、承诺)和普遍感觉(亲密度或距离)的平衡,确定了三种浪漫关系场景。作者得出结论,某些应对策略(积极的重新评估、接受、分散注意力)可以帮助个人应对分离,但无助于伴侣的亲密和关系的加强。主要通过积极支持来应对是基于亲密感的强烈而平衡的伴侣的典型表现(场景3)。对伴侣的模棱两可的感觉(场景1)与被动应对有关,这增加了脱离的风险。平衡的爱情成分和亲密度的适度表现(场景2)侧重于接受情况、积极的重新评估和分心,所有这些都减轻了分离的压力,但会引起对关系未来的焦虑。结论:已发现亲密关系类型与新冠肺炎大流行期间这对夫妇在被迫分居后采取的应对策略相关。然而,还需要进一步的研究来调查各种社会背景下的分离,不仅是在因疫情而被隔离的情况下,以及它与心理健康的关系。
{"title":"Coping with the Forced Separation of Close Relationships during the COVID-19 Pandemic.","authors":"Anna G Samokhvalova,&nbsp;Mariia V Saporovskaia,&nbsp;Svetlana A Khazova,&nbsp;Elena V Tikhomirova,&nbsp;Natalia S Shipova","doi":"10.11621/pir.2022.0305","DOIUrl":"10.11621/pir.2022.0305","url":null,"abstract":"<p><strong>Background: </strong>Issues regarding close relations became especially prevalent within the context of the pandemic, due to the forced separation of these relationships. This is now seen as a significant stressor that influences emotions and subjective perceptions of the relationship.</p><p><strong>Objective: </strong>The current study aims to investigate the specifics of coping with the forced separation of partners with varying types of closeness.</p><p><strong>Design: </strong>The study was carried out with quantitative and qualitative methods. The sample included 43 women and 42 men (aged 21-47); all were involuntarily separated from their partners by impacts of the pandemic.</p><p><strong>Results: </strong>Three scenarios of romantic relationships were identified based on a balance of love components (intimacy, passion, commitment) and prevalent feelings (closeness or distance). The authors concluded that certain coping strategies (positive reassessment, acceptance, distraction) can help the individual to cope with the separation, but do not contribute to the closeness of the partners and the strengthening of the relationship. Coping primarily through active support was typical for partners with intense and balanced feelings based on closeness (Scenario 3). Ambivalent feelings toward a partner (Scenario 1) were associated with passive coping, which increased the risk of detachment. The moderate manifestation of balanced love components and closeness (Scenario 2) focused on acceptance of the situation, positive reassessing, and distraction, all of which reduce the stress of separation, but cause anxiety regarding the future of the relationship.</p><p><strong>Conclusion: </strong>The type of close relationship has been found to correlate to the coping strategy adopted by the couple following forced separation during the COVID-19 pandemic. However, further studies are required to investigate separation in various social contexts, not only in isolation due to the pandemic, as well as its connection to psychological well-being.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"15 3","pages":"75-90"},"PeriodicalIF":0.9,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9833616/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10677199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
期刊
Psychology in Russia-State of the Art
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1