Pub Date : 2023-12-22DOI: 10.23947/2658-7165-2023-6-5-81-93
N. F. Efremova
Introduction. The article outlines the development trends of digital pedagogy and learning conditions in the new educational environment. The urgency of the study is justified through changes in technology and methods of providing education, as well as implications in the education sector with digital technologies and digital landscape. All of this helps improve the efficiency of educational activity and its outcome. However, it also requires digital literacy from its users. The novelty lies in identification of digital pedagogy problems and assessment of students' readiness for the implementation of digital tools in learning.Purpose. In our study, we will consider capabilities, challenges, and risks of education in a digital environment in an integrated way.Materials and Methods. We used theoretical methods for the analysis of digitalization state in the Russian and foreign education systems, and current requirements for digital skills of educational process participants. In the empirical part, the questionnaire method regarding teachers’ and students’ readiness level for the digital shift and ability to fully operate with digital educational environment was taken on the broad matter.Results. Various strategies and practices, models, and pedagogical innovations in the didactics development area were analyzed. We have revealed strengths and weaknesses, positive and problematic moments, organizational and didactic issues of learning in the digital landscape. Theoretical and methodological foundations of didactics under the conditions of digital transformation were structured. We analyzed the responses of teachers and students and draw a conclusion about their readiness for the digital shift in education.Discussion. The main factors that impact effective leaning in the digital landscape are stressed. It is proposed that digital pedagogy, as a new direction in science, is bound to answer plenty of questions regarding the digital shift. We have to enrich traditional methodology capabilities with a new content, modern tools and methods of teaching using digital technologies, as well as information and communications means, leaving the best to its side.
{"title":"Digital Pedagogy: Challenges and Readiness for Learning in Digital Environment","authors":"N. F. Efremova","doi":"10.23947/2658-7165-2023-6-5-81-93","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-81-93","url":null,"abstract":"Introduction. The article outlines the development trends of digital pedagogy and learning conditions in the new educational environment. The urgency of the study is justified through changes in technology and methods of providing education, as well as implications in the education sector with digital technologies and digital landscape. All of this helps improve the efficiency of educational activity and its outcome. However, it also requires digital literacy from its users. The novelty lies in identification of digital pedagogy problems and assessment of students' readiness for the implementation of digital tools in learning.Purpose. In our study, we will consider capabilities, challenges, and risks of education in a digital environment in an integrated way.Materials and Methods. We used theoretical methods for the analysis of digitalization state in the Russian and foreign education systems, and current requirements for digital skills of educational process participants. In the empirical part, the questionnaire method regarding teachers’ and students’ readiness level for the digital shift and ability to fully operate with digital educational environment was taken on the broad matter.Results. Various strategies and practices, models, and pedagogical innovations in the didactics development area were analyzed. We have revealed strengths and weaknesses, positive and problematic moments, organizational and didactic issues of learning in the digital landscape. Theoretical and methodological foundations of didactics under the conditions of digital transformation were structured. We analyzed the responses of teachers and students and draw a conclusion about their readiness for the digital shift in education.Discussion. The main factors that impact effective leaning in the digital landscape are stressed. It is proposed that digital pedagogy, as a new direction in science, is bound to answer plenty of questions regarding the digital shift. We have to enrich traditional methodology capabilities with a new content, modern tools and methods of teaching using digital technologies, as well as information and communications means, leaving the best to its side.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.23947/2658-7165-2023-6-5-64-72
O. Druzhba, R. S. Khan, P. A. Tikhinya
Introduction. In modern world, the dynamic development of information technologies leads to corresponding changes in educational process, that is, to a great extent, founded on implemented technologies. The new forms of information presentation are declared by designers as the most effective for teaching. Therefore, the question of their real value for education and their impact on the students' perception of educational content arises. The study of virtual reality, which is in principal a new form, impact on students' perception of educational material appears to be of importance. Specifically, we mean it in comparison with traditional forms, which are video and text.Purpose. In our article, we will assess students' perception features of learning material presented in various formats, thus its efficiency for educational process.Materials and Methods. We used the questionnaire method. The study participants were students of Don State Technical University. They were asked to assess materials presented in various forms: video, text, and VR.Results. The conducted research showed that the students highly assessed VR and video forms of information presentation. They think the stated forms are the easiest for perception, they are engaging and allow students to memorize material in the best way possible. While giving them the highest priority for further education, respondents also noted the difficulties with full immersion in the material.Discussion. The implementation of new forms of information presentation and VR specifically can help induce full immersion in the material. However, it requires familiarization for students with the content provided, which is organized in video and text form.
{"title":"The Perception Features of Various Educational Material Forms: Efficiency Question","authors":"O. Druzhba, R. S. Khan, P. A. Tikhinya","doi":"10.23947/2658-7165-2023-6-5-64-72","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-64-72","url":null,"abstract":"Introduction. In modern world, the dynamic development of information technologies leads to corresponding changes in educational process, that is, to a great extent, founded on implemented technologies. The new forms of information presentation are declared by designers as the most effective for teaching. Therefore, the question of their real value for education and their impact on the students' perception of educational content arises. The study of virtual reality, which is in principal a new form, impact on students' perception of educational material appears to be of importance. Specifically, we mean it in comparison with traditional forms, which are video and text.Purpose. In our article, we will assess students' perception features of learning material presented in various formats, thus its efficiency for educational process.Materials and Methods. We used the questionnaire method. The study participants were students of Don State Technical University. They were asked to assess materials presented in various forms: video, text, and VR.Results. The conducted research showed that the students highly assessed VR and video forms of information presentation. They think the stated forms are the easiest for perception, they are engaging and allow students to memorize material in the best way possible. While giving them the highest priority for further education, respondents also noted the difficulties with full immersion in the material.Discussion. The implementation of new forms of information presentation and VR specifically can help induce full immersion in the material. However, it requires familiarization for students with the content provided, which is organized in video and text form.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.23947/2658-7165-2023-6-5-38-45
A. Y. Svetonosova, V. Klimenko, A. V. Grishina
Introduction. Recently, interest in the problem of educational migration has been steadily growing. The most active and dynamically developing group of modern youth is considered to be the category of educational migrants - young people moving to other regions and countries to obtain higher education. The study involved 382 people aged 18-22 years old. In the course of the study of resilience and psychological well-being, the features of personal resources of different groups of educational migrants were identified, the features of young people's perception of difficult life situations were described, and information was obtained on the general satisfaction and dissatisfaction of respondents with the period under evaluation, as well as data on the prevalence of various situations among educational migrants.Purpose. To investigate the psychological characteristics of students in the conditions of educational migration.Materials and Methods. The following methods were chosen as the main tools of the study: Salvatore Muddy's "Hardiness" test (in the original - "Hardiness Survey", 1997) adapted by D. A. Leontiev and E. I. Rasskazova (2006); the "Psychological Well-Being Scale" questionnaire by C. A. Leontiev and E. I. I. Rasskazova (2006); Questionnaire "Psychological Well-Being Scale" by C. Ryff (in the original - "Ryff Psychological Well-Being Scale"). Ryff (in the original - "The scales of psychological well-being", 1998) adapted by N. N. Lepeshinsky (2007).Results. The study obtained data on the prevalence of various difficult life situations in the samples of students with different migration experiences. They show that the greatest significance and subjective complexity for them were difficulties with studies and experiences related to fulfilment and well-being. Students who travelled to another country to study are much more inclined to exercise control over their life events and get involved in them, are ready to take risks and to act in situations of uncertainty.Discussion. Significant differences in the interrelationships of personal resources in groups of young people overcoming difficult life situations with different degrees of success have been revealed.
导言。近来，人们对教育移民问题的兴趣与日俱增。现代青年中最活跃、最具发展活力的群体被认为是教育移民--为接受高等教育而迁移到其他地区和国家的青年。这项研究涉及 382 名 18-22 岁的青年。在对复原力和心理健康进行研究的过程中，确定了不同教育移民群体的个人资源特点，描述了年轻人对生活困境的认知特点，获得了受访者对评估期间的总体满意度和不满意度的信息，以及教育移民中各种情况的普遍性数据。调查教育移民条件下学生的心理特征。选择以下方法作为研究的主要工具：Salvatore Muddy 的 "Hardiness "测试（原文为 "Hardiness Survey"，1997 年），由 D. A. Leontiev 和 E. I. Rasskazova（2006 年）改编；C. A. Leontiev 和 E. I. I. Rasskazova（2006 年）的 "Psychological Well-Being Scale "问卷。Rasskazova (2006)；C. Ryff（原名--"Ryff 心理幸福量表"）的 "心理幸福量表 "问卷。结果。 研究获得了关于具有不同移民经历的学生样本中各种生活困境发生率的数据。这些数据表明，对他们来说最重要和主观复杂的是学习困难以及与成就感和幸福感有关的经历。到另一个国家求学的学生更倾向于控制自己的生活事件并参与其中，愿意承担风险并在不确定的情况下采取行动。在克服生活困境并取得不同程度成功的青年群体中，个人资源的相互关系存在显著差异。
{"title":"Psychological Characteristics of Students in Conditions of Educational Migration: Resilience and Psychological Well-being","authors":"A. Y. Svetonosova, V. Klimenko, A. V. Grishina","doi":"10.23947/2658-7165-2023-6-5-38-45","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-38-45","url":null,"abstract":"Introduction. Recently, interest in the problem of educational migration has been steadily growing. The most active and dynamically developing group of modern youth is considered to be the category of educational migrants - young people moving to other regions and countries to obtain higher education. The study involved 382 people aged 18-22 years old. In the course of the study of resilience and psychological well-being, the features of personal resources of different groups of educational migrants were identified, the features of young people's perception of difficult life situations were described, and information was obtained on the general satisfaction and dissatisfaction of respondents with the period under evaluation, as well as data on the prevalence of various situations among educational migrants.Purpose. To investigate the psychological characteristics of students in the conditions of educational migration.Materials and Methods. The following methods were chosen as the main tools of the study: Salvatore Muddy's \"Hardiness\" test (in the original - \"Hardiness Survey\", 1997) adapted by D. A. Leontiev and E. I. Rasskazova (2006); the \"Psychological Well-Being Scale\" questionnaire by C. A. Leontiev and E. I. I. Rasskazova (2006); Questionnaire \"Psychological Well-Being Scale\" by C. Ryff (in the original - \"Ryff Psychological Well-Being Scale\"). Ryff (in the original - \"The scales of psychological well-being\", 1998) adapted by N. N. Lepeshinsky (2007).Results. The study obtained data on the prevalence of various difficult life situations in the samples of students with different migration experiences. They show that the greatest significance and subjective complexity for them were difficulties with studies and experiences related to fulfilment and well-being. Students who travelled to another country to study are much more inclined to exercise control over their life events and get involved in them, are ready to take risks and to act in situations of uncertainty.Discussion. Significant differences in the interrelationships of personal resources in groups of young people overcoming difficult life situations with different degrees of success have been revealed.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139166018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.23947/2658-7165-2023-6-5-54-63
E. G. Denisova, Yu. E. Voskresenskaya, S. Pisarenko
Introduction. The article deals with bioelectrical activity of the cerebral cortex in the light-and-shade assessment process on the specific form. The need for constant improvement in professional art teaching methods justifies the urgency of the study. Visual perception plays a special role in the life of the person. We will describe and analyze modern psychophysiological studies regarding this mechanism. These studies highlight the great importance of brightness and illumination of the stimulus.Purpose. In our article, we will identify psychophysiological characteristics that affect light-and-shade gradations assessment on the specific form.Materials and Methods. The experiment involved 22 participants. Of them, 11 have experience with artistic activity and 11 do not. In the study, we used: the questionnaire method, the electroencephalography method (EEG), and the methods of mathematical statistics. The significance of differences in the EEG power spectrum was studied with the one-way analysis of variance (ANOVA).Results. Data on the subjects' answers accuracy are provided. Participants with artistic activity experience answered correctly 25% of the time. Those without stated experience were correct 22% of the time. No differences in significance were found. The comparative analysis results of the average power indicators of alpha, beta, gamma, theta, and delta ranges are presented. Indicators of main EEG rhythms power in light-and-shade gradations assessment in the experimental and control groups have differences.Discussion. We considered the relationship of rhythm power changes and cognitive processes. We described found differences regarding bioelectrical activity of the cerebral cortex in the light-and-shade gradations assessing in participants with and without artistic activity experience. The data obtained allow us to state that in the participants from the experimental and control groups various cortex areas were activated while assessing light-and-shade gradations. While performing a task, the artist's frontal and temporal areas of the right hemisphere activate most of the time.
{"title":"Psychophysiological Correlates of Light-and-Shade Gradation Assessment on the Specific Form","authors":"E. G. Denisova, Yu. E. Voskresenskaya, S. Pisarenko","doi":"10.23947/2658-7165-2023-6-5-54-63","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-54-63","url":null,"abstract":"Introduction. The article deals with bioelectrical activity of the cerebral cortex in the light-and-shade assessment process on the specific form. The need for constant improvement in professional art teaching methods justifies the urgency of the study. Visual perception plays a special role in the life of the person. We will describe and analyze modern psychophysiological studies regarding this mechanism. These studies highlight the great importance of brightness and illumination of the stimulus.Purpose. In our article, we will identify psychophysiological characteristics that affect light-and-shade gradations assessment on the specific form.Materials and Methods. The experiment involved 22 participants. Of them, 11 have experience with artistic activity and 11 do not. In the study, we used: the questionnaire method, the electroencephalography method (EEG), and the methods of mathematical statistics. The significance of differences in the EEG power spectrum was studied with the one-way analysis of variance (ANOVA).Results. Data on the subjects' answers accuracy are provided. Participants with artistic activity experience answered correctly 25% of the time. Those without stated experience were correct 22% of the time. No differences in significance were found. The comparative analysis results of the average power indicators of alpha, beta, gamma, theta, and delta ranges are presented. Indicators of main EEG rhythms power in light-and-shade gradations assessment in the experimental and control groups have differences.Discussion. We considered the relationship of rhythm power changes and cognitive processes. We described found differences regarding bioelectrical activity of the cerebral cortex in the light-and-shade gradations assessing in participants with and without artistic activity experience. The data obtained allow us to state that in the participants from the experimental and control groups various cortex areas were activated while assessing light-and-shade gradations. While performing a task, the artist's frontal and temporal areas of the right hemisphere activate most of the time.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.23947/2658-7165-2023-6-5-46-53
E. V. Turik
Introduction. The article deals with the problem of the growth of high-intensity fears among adolescents over the past year, and their identification with the help of its own psychodiagnostic technique. The study fills the lack of scientific works on studying the manifestation of fears in adolescents of the older age group.Purpose. To carry out approbation of the author's questionnaire-questionnaire "Peculiarities of actualization of existential fears of a personality", consisting of closed and open-ended questions, taking into account the difference between this methodology and other methods aimed at studying actual fears of a personality.Materials and Methods. The study was conducted with the involvement of high school students as respondents, a total of 98 people took part in the study. As a result of the study it was found that all boys and girls aged 15-17 have fears, but their distribution in terms of number, frequency and intensity differs in different gender groups. To confirm the adequacy of the integrative indicator "fear intensity", the methods "Life Satisfaction Scale" and "Death Anxiety Scale" were used. The Mann-Whitney U-criterion was used to confirm the reliability of differences between groups.Results. Content analysis of the open questions of the author's questionnaire-questionnaire made it possible to identify factors influencing the emergence and development of fears, their frequency and intensity, ways to overcome fears and understanding of the negative impact of high-intensity frequent fears by adolescents, as well as their need for professional psychological help.Discussion. This technique can be used as a screening tool to identify the frequency and intensity of fears in different gender and age groups, used for different purposes, including the identification of persons in need of further psychologically corrective work, which will prevent the development of existential fears of high intensity or reduce the intensity of these fears, which, in turn, will help to avoid distress associated with pathological fears, leading to possible personality maladaptation.
{"title":"Approbation of the Methodology for Studying the Frequency and Intensity of Existential Fears in Adolescents 15–17 years’ Old","authors":"E. V. Turik","doi":"10.23947/2658-7165-2023-6-5-46-53","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-46-53","url":null,"abstract":"Introduction. The article deals with the problem of the growth of high-intensity fears among adolescents over the past year, and their identification with the help of its own psychodiagnostic technique. The study fills the lack of scientific works on studying the manifestation of fears in adolescents of the older age group.Purpose. To carry out approbation of the author's questionnaire-questionnaire \"Peculiarities of actualization of existential fears of a personality\", consisting of closed and open-ended questions, taking into account the difference between this methodology and other methods aimed at studying actual fears of a personality.Materials and Methods. The study was conducted with the involvement of high school students as respondents, a total of 98 people took part in the study. As a result of the study it was found that all boys and girls aged 15-17 have fears, but their distribution in terms of number, frequency and intensity differs in different gender groups. To confirm the adequacy of the integrative indicator \"fear intensity\", the methods \"Life Satisfaction Scale\" and \"Death Anxiety Scale\" were used. The Mann-Whitney U-criterion was used to confirm the reliability of differences between groups.Results. Content analysis of the open questions of the author's questionnaire-questionnaire made it possible to identify factors influencing the emergence and development of fears, their frequency and intensity, ways to overcome fears and understanding of the negative impact of high-intensity frequent fears by adolescents, as well as their need for professional psychological help.Discussion. This technique can be used as a screening tool to identify the frequency and intensity of fears in different gender and age groups, used for different purposes, including the identification of persons in need of further psychologically corrective work, which will prevent the development of existential fears of high intensity or reduce the intensity of these fears, which, in turn, will help to avoid distress associated with pathological fears, leading to possible personality maladaptation.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139164973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.23947/2658-7165-2023-6-5-94-106
M. Flek, E. Ugnich
Introduction. Today, there is a heated discussion about the improvements that can be made in engineering education. The education process can be directly affected by new distance learning technologies that are gaining attention since the limitations of the COVID-19 pandemic. In this context, while implementing distance technologies, one must consider special aspects of educational process organization conditioned by the need of practical training of future engineers.Purpose. In our study, we will discover the peculiarities and capabilities of distance technologies in their implementation to the learning process in the context of engineering education dual system.Materials and Methods. We used key provisions of the social learning theory, the diffusion of innovation theory, and the technology acceptance model. The questionnaire method and the Mann–Whitney U test were applied for the assessment of students and teachers of the joint department vision on distance technologies in education. The empirical base was formed on the survey results of senior students and teachers of the joint department, Don State Technical University.Results. We considered the essence of the dual approach in engineering education formed on the direct participation of companies in a learning process. The special aspects of the application of distance technologies in engineering training are described. The specifics of the distance technologies implementation in engineers' training of the joint department during and after the pandemic are reflected. We described the joint department experience in implementing distance learning in the educational process. The special aspects of the implementation of Internet platforms and how they are perceived by students and teachers from the joint department are described.Discussion. In general, engineering students do not have serious problems with the online learning mode or the lack of digital skills. However, they do not want to study only with distance technologies. Therefore, they see the perspective in blended learning.
导言。如今，人们正在热烈讨论如何改进工程教育。新的远程学习技术可以直接影响教育过程，自 COVID-19 大流行以来，这种技术越来越受到关注。在这种情况下，在实施远程技术的同时，必须考虑到教育过程组织的特殊方面，这也 是未来工程师实践培训的需要。在我们的研究中，我们将发现远程技术在工程教育双元制背景下实施学习过程的特殊性和能力。我们采用了社会学习理论、创新扩散理论和技术接受模型的主要观点。采用问卷调查法和 Mann-Whitney U 检验法对联合系师生对远程技术在教育中的应用进行评估。结果。我们认为工程教育中双重方法的本质是企业直接参与学习过程。描述了远程技术在工程培训中应用的特殊方面。反映了大流行病期间和之后在联合系工程师培训中实施远程技术的具体情况。介绍了联合部门在教育过程中实施远程学习的经验。讨论。一般来说，工科学生在网上学习模式或缺乏数字技能方面并不存在严重问题。然而，他们并不希望只使用远程技术进行学习。因此，他们看到了混合式学习的前景。
{"title":"Distance Learning in the Dual System of Engineering Education: Peculiarities and Capabilities","authors":"M. Flek, E. Ugnich","doi":"10.23947/2658-7165-2023-6-5-94-106","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-94-106","url":null,"abstract":"Introduction. Today, there is a heated discussion about the improvements that can be made in engineering education. The education process can be directly affected by new distance learning technologies that are gaining attention since the limitations of the COVID-19 pandemic. In this context, while implementing distance technologies, one must consider special aspects of educational process organization conditioned by the need of practical training of future engineers.Purpose. In our study, we will discover the peculiarities and capabilities of distance technologies in their implementation to the learning process in the context of engineering education dual system.Materials and Methods. We used key provisions of the social learning theory, the diffusion of innovation theory, and the technology acceptance model. The questionnaire method and the Mann–Whitney U test were applied for the assessment of students and teachers of the joint department vision on distance technologies in education. The empirical base was formed on the survey results of senior students and teachers of the joint department, Don State Technical University.Results. We considered the essence of the dual approach in engineering education formed on the direct participation of companies in a learning process. The special aspects of the application of distance technologies in engineering training are described. The specifics of the distance technologies implementation in engineers' training of the joint department during and after the pandemic are reflected. We described the joint department experience in implementing distance learning in the educational process. The special aspects of the implementation of Internet platforms and how they are perceived by students and teachers from the joint department are described.Discussion. In general, engineering students do not have serious problems with the online learning mode or the lack of digital skills. However, they do not want to study only with distance technologies. Therefore, they see the perspective in blended learning.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.23947/2658-7165-2023-6-5-18-26
E. A. Pronenko, D. V. Vashumirskaya
Introduction. The article deals with the relationship of self-efficacy and internal locus of control with the characteristics of achieving goals in the professional activities of young people. The work is relevant because of the sufficient establishment of the specific factors that ensure a person's rapid and successful achievement of goals. The article expands the understanding of the factors of achievement of goals in professional activity, which can be useful for employees and managers to increase the effectiveness of professional personnel.Purpose: to study the relationship of self-efficacy and internal locus of control with the characteristics of young people's goals achievement in professional activity.Materials and methods. The study sample consisted of 57 people, among whom 84.2% were girls, 15.8% were boys, aged 18 to 31 years, with work experience from several months to 12 years. In the course of the study, we used the following methods: "The General Self-Efficacy Scale", "Rotter's Locus of Control Scale", and our questionnaire.Results. As a result of the use of correlation analysis, several significant relationships were found between the level of self-efficacy and subjective assessments of achieving one's goals. In particular, there are direct relationship between self-efficacy with the assessment of one's professional achievements in the past (0.411), with the strength of motivation from the words of approval of colleagues (0.443) and with a calm psychological state when performing professional tasks in the course of achieving goals (0.413).Discussion. One of the significant elements of self-efficacy is a positive self-attitude, which is formed, on the one hand, from a high assessment of one's successes in the past and, on the other hand, from words of support from colleagues and friends. The data obtained by us indicate the significant role of the presence of achievements in the experience and the perception of this experience as successful in the formation of self-efficacy, which in turn affects goal-setting. This is consistent with the data that purposefulness depends on a person's belief in their strength and luck.
{"title":"Characteristics of Achieving Goals in the Professional Activity of Young People: the Relationship with the Level of Self-Efficacy and Locus of Control","authors":"E. A. Pronenko, D. V. Vashumirskaya","doi":"10.23947/2658-7165-2023-6-5-18-26","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-18-26","url":null,"abstract":"Introduction. The article deals with the relationship of self-efficacy and internal locus of control with the characteristics of achieving goals in the professional activities of young people. The work is relevant because of the sufficient establishment of the specific factors that ensure a person's rapid and successful achievement of goals. The article expands the understanding of the factors of achievement of goals in professional activity, which can be useful for employees and managers to increase the effectiveness of professional personnel.Purpose: to study the relationship of self-efficacy and internal locus of control with the characteristics of young people's goals achievement in professional activity.Materials and methods. The study sample consisted of 57 people, among whom 84.2% were girls, 15.8% were boys, aged 18 to 31 years, with work experience from several months to 12 years. In the course of the study, we used the following methods: \"The General Self-Efficacy Scale\", \"Rotter's Locus of Control Scale\", and our questionnaire.Results. As a result of the use of correlation analysis, several significant relationships were found between the level of self-efficacy and subjective assessments of achieving one's goals. In particular, there are direct relationship between self-efficacy with the assessment of one's professional achievements in the past (0.411), with the strength of motivation from the words of approval of colleagues (0.443) and with a calm psychological state when performing professional tasks in the course of achieving goals (0.413).Discussion. One of the significant elements of self-efficacy is a positive self-attitude, which is formed, on the one hand, from a high assessment of one's successes in the past and, on the other hand, from words of support from colleagues and friends. The data obtained by us indicate the significant role of the presence of achievements in the experience and the perception of this experience as successful in the formation of self-efficacy, which in turn affects goal-setting. This is consistent with the data that purposefulness depends on a person's belief in their strength and luck.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139167767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.23947/2658-7165-2023-6-5-10-17
E. A. Makarova, V. I. Mishchenko
Introduction. The article presents the results of the study on school students of 9th and 11th grade and university first-year students in their pre-examination study period. Modern school and university students' well-being and behaviour negatively influenced by the exam situation itself and the pre-exam study period before them. Therefore, it justifies the need for an investigation into this matter. Adolescents and young people often cannot deal with the negative consequences of what they feel about their life situations. This provides harmful impact on psychosomatic state of the person, and leads to destructive (suicide) and deviant (victimization) forms of behaviour in the worst-case scenario.Purpose. In our work, we will study students' (school and university) behaviour in the pre-examination period, assessed by them as a stressful satiation.Materials and Methods. The study involved 260 school students and 193 university students from educational establishments in the Rostov region. For the investigation, we used the following methods: the «Exposure to Examination Stress» questionnaire by Yu. B. Gurevich, «Personality Stress Resistance Self-Test» by N. V. Kirsheva and N. V. Ryabchikova, the «Propensity to Victim Behaviour» questionnaire by O. O. Andronnikova, and the «Preparation for Exams» questionnaire by V. I. Mishchenko.Results. We found that the pre-examination study period perceived by students as the situation, that determines their behaviour. In the stress situation both school and university students' behaviour is characterized by identical markers: demonstration of undiversified emotional, cognitive, and behavioural patterns, same levels of stress and anxiety. However, such behaviour factors differ and appear to depend on expected consequences of experienced situations, also on existing predictors, that influence the change in students' behaviour.Discussion. Awareness of exactly what changes in the behaviour of adolescents and young people are caused by stressful situations in the educational process, as well as identifying specific behavioural characteristics of the person acting in stressful situations will allow one to develop effective programs of psychological support for students during the pre-examination study period.
导言文章介绍了对九年级和十一年级在校学生以及大学一年级学生考前学习阶段的研究结果。现代中小学生和大学生的身心健康和行为受到考试本身和考前学习阶段的负面影响。因此，有必要对这一问题进行调查。青少年往往无法处理他们对自己生活状况的负面感受。这对人的心理状态产生有害影响，在最坏的情况下导致破坏性（自杀）和离经叛道 （受害）行为。在我们的工作中，我们将研究学生（中小学和大学）在考前的行为，他们将其评估为压力饱和状态。研究涉及罗斯托夫州教育机构的 260 名中小学生和 193 名大学生。在调查中，我们使用了以下方法：Yu.B. Gurevich 的 "考试压力暴露 "问卷、N. V. Kirsheva 和 N. V. Ryabchikova 的 "人格抗压自测 "问卷、O. O. Andronnikova 的 "受害者行为倾向 "问卷以及 V. I. Mishchenko 的 "考试准备 "问卷。我们发现，学生认为考前学习阶段是决定其行为的关键时期。在压力情况下，中小学生和大学生的行为都具有相同的特征：表现出不一样的情绪、认知和行为模式，相同程度的压力和焦虑。然而，这些行为因素各不相同，似乎取决于所经历情况的预期后果，也取决于影响学生行为变化的现有预测因素。了解教育过程中的压力情境究竟会导致青少年的哪些行为变化，并确定在压力情境中行为者的具体行为特征，将有助于在考前学习期间为学生制定有效的心理支持计划。
{"title":"Considering the Pre-Examination Study Period as a Stressful Situation, that Determines the Students’ Personality Behaviour in the Process of Education","authors":"E. A. Makarova, V. I. Mishchenko","doi":"10.23947/2658-7165-2023-6-5-10-17","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-10-17","url":null,"abstract":"Introduction. The article presents the results of the study on school students of 9th and 11th grade and university first-year students in their pre-examination study period. Modern school and university students' well-being and behaviour negatively influenced by the exam situation itself and the pre-exam study period before them. Therefore, it justifies the need for an investigation into this matter. Adolescents and young people often cannot deal with the negative consequences of what they feel about their life situations. This provides harmful impact on psychosomatic state of the person, and leads to destructive (suicide) and deviant (victimization) forms of behaviour in the worst-case scenario.Purpose. In our work, we will study students' (school and university) behaviour in the pre-examination period, assessed by them as a stressful satiation.Materials and Methods. The study involved 260 school students and 193 university students from educational establishments in the Rostov region. For the investigation, we used the following methods: the «Exposure to Examination Stress» questionnaire by Yu. B. Gurevich, «Personality Stress Resistance Self-Test» by N. V. Kirsheva and N. V. Ryabchikova, the «Propensity to Victim Behaviour» questionnaire by O. O. Andronnikova, and the «Preparation for Exams» questionnaire by V. I. Mishchenko.Results. We found that the pre-examination study period perceived by students as the situation, that determines their behaviour. In the stress situation both school and university students' behaviour is characterized by identical markers: demonstration of undiversified emotional, cognitive, and behavioural patterns, same levels of stress and anxiety. However, such behaviour factors differ and appear to depend on expected consequences of experienced situations, also on existing predictors, that influence the change in students' behaviour.Discussion. Awareness of exactly what changes in the behaviour of adolescents and young people are caused by stressful situations in the educational process, as well as identifying specific behavioural characteristics of the person acting in stressful situations will allow one to develop effective programs of psychological support for students during the pre-examination study period.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139167929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.23947/2658-7165-2023-6-5-27-37
I. A. Kairova, M. V. Koshman, N. N. Timokhin
Introduction. The trends observed in the Internet environment today give reason to consider social media as one of the most important communicative spaces of socialization, formation of personal and social identity of young people. The high interest in bloggers and the media content replicated by them actualizes the task of studying the psychological and socio-cultural factors that cause young people to assign the status of significant others to the subjects of the blogosphere, who subsequently act as personified agents of socialization and objects of identification for them.Scientific purpose. To identify individual-psychological features of students with different attitudes towards bloggers.Materials and Methods. In the process of research we used the method of questionnaire survey, method of psychological diagnostics (16-factor personality questionnaire of R. Kettell, questionnaire of attentiveness and awareness of K. Brown and R. Rayyan in adaptation of A. M. Golubev, method of semantic differential of Ch. M. Golubev, Ch. Osgood's method of semantic differential, A. T. Jersild's questionnaire "Mental states of personality", methods of mathematical statistics (descriptive statistics, Mann-Whitney U-criterion, Spearman's rank correlation coefficient).Results. The empirical study revealed positive and negative relationships between students' personality traits, their attitudes towards bloggers and perceptions of the influence of bloggers and their content on mood, attitudes towards others and behavior. Differences were also found in the individual-psychological characteristics and mental states of young people, depending on their perceived influence of bloggers. Thus, those who are influenced by bloggers have more pronounced conflicting perceptions of themselves, lack of meaning in life, and lack of freedom of choice. This group has higher rates of anxiety and conformity. Discussion. The results obtained can be applied to the development of media literacy in students, as well as in psychotherapeutic practice to solve the problem of media addiction.
导言。当今互联网环境的发展趋势使我们有理由将社交媒体视为年轻人社会化、形成个人和社会身份的最重要交流空间之一。对博主及其所复制的媒体内容的高度关注，使得研究心理和社会文化因素成为现实，这些因素导致年轻人将重要他人的地位赋予博客圈的主体，这些主体随后成为社会化的人格化媒介和他们的认同对象。确定对博客持不同态度的学生的个人心理特征。在研究过程中，我们使用了问卷调查法、心理诊断法（R. Kettell 的 16 要素人格问卷、K. Brown 和 R. Rayyan 根据 A. M. Golubev 的方法改编的注意力和认知度问卷、Ch.M. Golubev 的语义差分法、Ch. Osgood 的语义差分法、A. T. Jersild 的 "人格心理状态 "问卷、数理统计方法（描述性统计、曼-惠特尼 U 标准、斯皮尔曼等级相关系数）。实证研究表明，学生的个性特征、对博客的态度以及对博客及其内容对情绪、对他人的态度和行为的影响的看法之间存在正负关系。研究还发现，青少年的个体心理特征和精神状态也存在差异，这取决于他们对博主影响力的认知。因此，那些受博主影响的人对自己的看法冲突更明显，缺乏生活意义，缺乏选择自由。这一群体的焦虑和顺从率较高。讨论。研究结果可用于培养学生的媒体素养，也可用于心理治疗实践，以解决媒体成瘾问题。
{"title":"Research on the Attitude of Youth Audiences Towards Bloggers and Content on Social Media","authors":"I. A. Kairova, M. V. Koshman, N. N. Timokhin","doi":"10.23947/2658-7165-2023-6-5-27-37","DOIUrl":"https://doi.org/10.23947/2658-7165-2023-6-5-27-37","url":null,"abstract":"Introduction. The trends observed in the Internet environment today give reason to consider social media as one of the most important communicative spaces of socialization, formation of personal and social identity of young people. The high interest in bloggers and the media content replicated by them actualizes the task of studying the psychological and socio-cultural factors that cause young people to assign the status of significant others to the subjects of the blogosphere, who subsequently act as personified agents of socialization and objects of identification for them.Scientific purpose. To identify individual-psychological features of students with different attitudes towards bloggers.Materials and Methods. In the process of research we used the method of questionnaire survey, method of psychological diagnostics (16-factor personality questionnaire of R. Kettell, questionnaire of attentiveness and awareness of K. Brown and R. Rayyan in adaptation of A. M. Golubev, method of semantic differential of Ch. M. Golubev, Ch. Osgood's method of semantic differential, A. T. Jersild's questionnaire \"Mental states of personality\", methods of mathematical statistics (descriptive statistics, Mann-Whitney U-criterion, Spearman's rank correlation coefficient).Results. The empirical study revealed positive and negative relationships between students' personality traits, their attitudes towards bloggers and perceptions of the influence of bloggers and their content on mood, attitudes towards others and behavior. Differences were also found in the individual-psychological characteristics and mental states of young people, depending on their perceived influence of bloggers. Thus, those who are influenced by bloggers have more pronounced conflicting perceptions of themselves, lack of meaning in life, and lack of freedom of choice. This group has higher rates of anxiety and conformity. Discussion. The results obtained can be applied to the development of media literacy in students, as well as in psychotherapeutic practice to solve the problem of media addiction.","PeriodicalId":506688,"journal":{"name":"Innovative science: psychology, pedagogy, defectology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139167539","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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