The aim of the work was to identify the features of psychological defenses and coping strategies among teachers of preschool educational institutions with different levels of psychological well-being. The study involved 62 educators of preschool educational institutions in the city of Rostov-on-Don, the city of Aksai and the village of Rassvet, Rostov Region. The following methods were used: “Scale of psychological well-being” by K. Riff, technique for measuring psychological defense by E.R. Pilyugina, R.F. Suleimanov, questionnaire “Types of orientations in difficult situations” by E.V. Bityutskaya, A.A. Korneeva. As a result of the study, it was found that teachers with a high level of psychological well-being more often use adaptive psychological defenses, teachers with an average level of psychological well-being more often use psychological defense of the infantile type, teachers with a low level of psychological well-being more often use psychological defense of the psychotic, as well as infantile and neurotic types. Teachers of preschool educational institutions with a high level of psychological well-being are distinguished by their preference for coping strategies related to the type “Orientation towards rapprochement, interaction with difficulty.” Teachers of preschool educational institutions with an average and, especially, a low level of psychological well-being tend to be more inclined to use coping strategies related to the type “Orientation towards leaving and moving away from difficulties.” It is recommended to use the results of the study in psychoprophylactic and psychocorrective work with preschool teachers.
{"title":"Features of Psychological Defenses and Coping Strategies among Teachers of Preschool Educational Institutions with Different Levels of Psychological Well-being","authors":"E.V. Vorobyeva, L.R. Pravdina, A.V. Shevchenko","doi":"10.17759/pse.2024290208","DOIUrl":"https://doi.org/10.17759/pse.2024290208","url":null,"abstract":"The aim of the work was to identify the features of psychological defenses and coping strategies among teachers of preschool educational institutions with different levels of psychological well-being. The study involved 62 educators of preschool educational institutions in the city of Rostov-on-Don, the city of Aksai and the village of Rassvet, Rostov Region. The following methods were used: “Scale of psychological well-being” by K. Riff, technique for measuring psychological defense by E.R. Pilyugina, R.F. Suleimanov, questionnaire “Types of orientations in difficult situations” by E.V. Bityutskaya, A.A. Korneeva. As a result of the study, it was found that teachers with a high level of psychological well-being more often use adaptive psychological defenses, teachers with an average level of psychological well-being more often use psychological defense of the infantile type, teachers with a low level of psychological well-being more often use psychological defense of the psychotic, as well as infantile and neurotic types. Teachers of preschool educational institutions with a high level of psychological well-being are distinguished by their preference for coping strategies related to the type “Orientation towards rapprochement, interaction with difficulty.” Teachers of preschool educational institutions with an average and, especially, a low level of psychological well-being tend to be more inclined to use coping strategies related to the type “Orientation towards leaving and moving away from difficulties.” It is recommended to use the results of the study in psychoprophylactic and psychocorrective work with preschool teachers.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"17 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966757","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}
K. B. Abang, V. J. Owan, R. A. Ojini, B. D. Otu, G. E. Anagbogu, C. A. Beshel
The study investigated the indiscipline of senior secondary school students and the contribution of home behaviour control and religiosity in Cross River State, Nigeria. An ex-post facto research design was adopted for the study. The population comprised 62,501 senior secondary school students in three educational zones. A multistage sampling procedure was adopted to select 1250 students from 30 randomly sampled public and private secondary schools. The Student Opinion Questionnaire (SOQ) was used for data collection. Experts in measurement and evaluation and educational psychology validated the instrument. The test-retest reliability coefficient ranged from 0.78-0.91. The data collected were analysed using one-way analysis of variance (ANOVA). The results revealed that home behaviour control and home religiosity significantly influenced secondary school students' indiscipline behaviour. Specifically, students from firm homes and with high levels of religiosity generally exhibited lower indiscipline behaviour across all the dimensions. In comparison, those from lax homes and homes with low levels of religiosity manifested higher levels of indiscipline behaviour. These findings align with role theory, which suggests that individuals' behaviour is shaped by their immediate social environment. Policymakers can use these results to develop programs that promote positive behaviour by encouraging the development of a strong religious foundation in the home and promoting clear expectations and rules for behaviour.
{"title":"Indiscipline Among Senior Secondary School Students: The Contributions of Home Behaviour Control and Religiosity","authors":"K. B. Abang, V. J. Owan, R. A. Ojini, B. D. Otu, G. E. Anagbogu, C. A. Beshel","doi":"10.17759/pse.2024290206","DOIUrl":"https://doi.org/10.17759/pse.2024290206","url":null,"abstract":"The study investigated the indiscipline of senior secondary school students and the contribution of home behaviour control and religiosity in Cross River State, Nigeria. An ex-post facto research design was adopted for the study. The population comprised 62,501 senior secondary school students in three educational zones. A multistage sampling procedure was adopted to select 1250 students from 30 randomly sampled public and private secondary schools. The Student Opinion Questionnaire (SOQ) was used for data collection. Experts in measurement and evaluation and educational psychology validated the instrument. The test-retest reliability coefficient ranged from 0.78-0.91. The data collected were analysed using one-way analysis of variance (ANOVA). The results revealed that home behaviour control and home religiosity significantly influenced secondary school students' indiscipline behaviour. Specifically, students from firm homes and with high levels of religiosity generally exhibited lower indiscipline behaviour across all the dimensions. In comparison, those from lax homes and homes with low levels of religiosity manifested higher levels of indiscipline behaviour. These findings align with role theory, which suggests that individuals' behaviour is shaped by their immediate social environment. Policymakers can use these results to develop programs that promote positive behaviour by encouraging the development of a strong religious foundation in the home and promoting clear expectations and rules for behaviour.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"22 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is devoted to the study of the motivation and readiness of teachers to implement the target model of mentoring in order to identify and evaluate the factors influencing this process. We considered theoretical foundations of the organization of mentoring, possible approaches to the study of strategies for the behaviour of teachers during its implementation, and gave the characteristics of their manifestations. The results of study were obtained on a sample of teachers from 4 secondary schools in one of the districts of Saint Petersburg. We used the methods “Motivational profile”, “Determination of the motives of teachers’ work activity”, “Motivational readiness of the teaching staff to master innovations”, “Barriers preventing the development of innovations”, based on generally accepted methodology, proven research design, methods of data collection and analysis, which minimize the impact of systematic and random errors, reduce the reliability of the data. The results obtained show that teachers from different schools have similar characteristics of readiness for mentoring activities, which is largely determined by the level of motivation of teachers, the nature of their attitude towards mentoring, and the degree of understanding of its necessity and importance.
{"title":"Subjective Well-being of Parents in an Inclusive School","authors":"E.A. Kukuev, I.V. Patrusheva, O.V. Ogorodnova","doi":"10.17759/pse.2024290204","DOIUrl":"https://doi.org/10.17759/pse.2024290204","url":null,"abstract":"The article is devoted to the study of the motivation and readiness of teachers to implement the target model of mentoring in order to identify and evaluate the factors influencing this process. We considered theoretical foundations of the organization of mentoring, possible approaches to the study of strategies for the behaviour of teachers during its implementation, and gave the characteristics of their manifestations. The results of study were obtained on a sample of teachers from 4 secondary schools in one of the districts of Saint Petersburg. We used the methods “Motivational profile”, “Determination of the motives of teachers’ work activity”, “Motivational readiness of the teaching staff to master innovations”, “Barriers preventing the development of innovations”, based on generally accepted methodology, proven research design, methods of data collection and analysis, which minimize the impact of systematic and random errors, reduce the reliability of the data. The results obtained show that teachers from different schools have similar characteristics of readiness for mentoring activities, which is largely determined by the level of motivation of teachers, the nature of their attitude towards mentoring, and the degree of understanding of its necessity and importance.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"32 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was aimed to adapt the Russian version of the Children’s Somatic Symptoms Inventory-8 (CSSI-8). The participants were 160 orphans and children and adolescents left without parental care, including 80 girls and 80 boys aged 9 to 17 years (M=14,51; Me=15 years; SD=1,79). All participants completed CSSI-8 and the Revised Child Anxiety and Depression Scale-30 (RCADS-30). The Russian version of the inventory was reliable and valid: firstly, it has a high Cronbach’s α, showing its internal reliability; secondly, it has a one-factor structure, indicating its factor validity; thirdly, the relationship of somatic symptoms with anxiety and depressive symptoms proves convergent validity. Thus, 76,2% of children and adolescents had at least one specific somatic symptom, 44,4% complained of pain in stomach or abdomen, 58,7% of headaches, 30,6% of pain in lower back, 19,4% of faintness or dizziness, 29,4% of pain in arms or legs, 28,7% of heart palpitations, nausea or upset stomach, 47,5% of weakness in some parts of the body. In conclusion, it is important to make future psychometric examinations of the adapted questionnaire, which allow us to recommend it for school diagnosis and psychological counseling of children and adolescents, as well as screening and monitoring of somatoform disorders.
{"title":"Adaptation of the Russian Version of the Children’s Somatic Symptoms Inventory on a Sample of Orphans and Children without Parental Care","authors":"A. A. Zolotareva, A.S. Khegay","doi":"10.17759/pse.2024290205","DOIUrl":"https://doi.org/10.17759/pse.2024290205","url":null,"abstract":"This study was aimed to adapt the Russian version of the Children’s Somatic Symptoms Inventory-8 (CSSI-8). The participants were 160 orphans and children and adolescents left without parental care, including 80 girls and 80 boys aged 9 to 17 years (M=14,51; Me=15 years; SD=1,79). All participants completed CSSI-8 and the Revised Child Anxiety and Depression Scale-30 (RCADS-30). The Russian version of the inventory was reliable and valid: firstly, it has a high Cronbach’s α, showing its internal reliability; secondly, it has a one-factor structure, indicating its factor validity; thirdly, the relationship of somatic symptoms with anxiety and depressive symptoms proves convergent validity. Thus, 76,2% of children and adolescents had at least one specific somatic symptom, 44,4% complained of pain in stomach or abdomen, 58,7% of headaches, 30,6% of pain in lower back, 19,4% of faintness or dizziness, 29,4% of pain in arms or legs, 28,7% of heart palpitations, nausea or upset stomach, 47,5% of weakness in some parts of the body. In conclusion, it is important to make future psychometric examinations of the adapted questionnaire, which allow us to recommend it for school diagnosis and psychological counseling of children and adolescents, as well as screening and monitoring of somatoform disorders.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"15 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968787","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}
Test-taking behavior in reading comprehension tests is explained, among other things, by meta-cognitive skills, which can be described by indicators of test behavior. These indicators include reading time, respondent-item interaction time, returning to the text, etc. This study is based on the analysis of the test-taking behavior of fourth graders (N=2168) during a reading comprehension test. Two types of indicators of test behavior were described: 1) timing and action speed control; and 2) nonlinear test navigation from item to item and returns to the text. Based on these indicators and using cluster analysis, we identified groups of students with typical patterns of behavior. These groups were described in the context of student gender and test score in the test. The results showed that the data about nonlinear transitions helps to find out the groups of students with regulatory difficulties, however the presence or absence of nonlinear transitions is not associated with test results. Higher results of students are associated with taking test in a linear pattern and a moderately long time.
{"title":"Online Reading Comprehension Assessment of Primary School Students: Analysis of Testing Behavior Indicators","authors":"E.A. Bakay, E.M. Yusupova, I.V. Antipkina","doi":"10.17759/pse.2024290203","DOIUrl":"https://doi.org/10.17759/pse.2024290203","url":null,"abstract":"Test-taking behavior in reading comprehension tests is explained, among other things, by meta-cognitive skills, which can be described by indicators of test behavior. These indicators include reading time, respondent-item interaction time, returning to the text, etc. This study is based on the analysis of the test-taking behavior of fourth graders (N=2168) during a reading comprehension test. Two types of indicators of test behavior were described: 1) timing and action speed control; and 2) nonlinear test navigation from item to item and returns to the text. Based on these indicators and using cluster analysis, we identified groups of students with typical patterns of behavior. These groups were described in the context of student gender and test score in the test. The results showed that the data about nonlinear transitions helps to find out the groups of students with regulatory difficulties, however the presence or absence of nonlinear transitions is not associated with test results. Higher results of students are associated with taking test in a linear pattern and a moderately long time.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969112","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}
In the article play is considered as a space for the development of creative (dialectical) thinking in preschool age. The aim of the study is to analyze the relationship between the success of children in solving creative (dialectical) tasks and initiative in spontaneous play. The study involved 57 preschoolers from 2 preschool groups, contrasting in the quality of the educational environment. A qualitative and quantitative analysis of the initiative in play was carried out using an observation tool developed on the basis of the methodology of E.O. Smirnova. A total of 14 videos of a joint play were analyzed. “What can be simultaneously at the same time”, “Dialectical stories”, “Three stories” were used to measure the level of creative (dialectical) thinking. Qualitative analysis made it possible to distinguish two types of initiative actions – maintaining and changing the course of play. The study revealed the correlation between creative thinking in children’s narratives and play-changing initiative. The study points to the value of play as an activity where the child can not only solve, but also set tasks.
{"title":"The Interrelation between Initiative in Play and Dialectical Thinking in Preschool Age","authors":"O.A. Shiyan, A.N. Iakshina, Y.O. Oskina","doi":"10.17759/pse.2024290201","DOIUrl":"https://doi.org/10.17759/pse.2024290201","url":null,"abstract":"In the article play is considered as a space for the development of creative (dialectical) thinking in preschool age. The aim of the study is to analyze the relationship between the success of children in solving creative (dialectical) tasks and initiative in spontaneous play. The study involved 57 preschoolers from 2 preschool groups, contrasting in the quality of the educational environment. A qualitative and quantitative analysis of the initiative in play was carried out using an observation tool developed on the basis of the methodology of E.O. Smirnova. A total of 14 videos of a joint play were analyzed. “What can be simultaneously at the same time”, “Dialectical stories”, “Three stories” were used to measure the level of creative (dialectical) thinking. Qualitative analysis made it possible to distinguish two types of initiative actions – maintaining and changing the course of play. The study revealed the correlation between creative thinking in children’s narratives and play-changing initiative. The study points to the value of play as an activity where the child can not only solve, but also set tasks.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"39 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This cross-sectional study aimed to investigate the relationship between mindfulness and academic competency among International students in China, as well as the potential mediating role of academic self-efficacy in this association. International students in China (n=476) were recruited to complete the Mindful Attention Awareness Scale (MAAS), the Academic Self-efficacy Scale (ASES), and the competence subscale of the Positive Youth Development Inventory (PYDI). The results found that mindfulness correlated positively with academic self-efficacy and academic competency. Furthermore, the results revealed that the mediation model fit the data well; academic self-efficacy partly mediated the association of mindfulness with academic competency. We concluded that this insight contributes to a better understanding of the interplay between mindfulness, academic competency, and the psychological aspects of academic self-efficacy, providing valuable implications for interventions and strategies to promote academic performance among the target population.
{"title":"Mindfulness, Academic Competency and Academic Self-efficacy: A Cross-sectional Study","authors":"A. Aldbyani, Z.A.N. Alhadoor, M.H.A. Al-Abyadh","doi":"10.17759/pse.2024290209","DOIUrl":"https://doi.org/10.17759/pse.2024290209","url":null,"abstract":"This cross-sectional study aimed to investigate the relationship between mindfulness and academic competency among International students in China, as well as the potential mediating role of academic self-efficacy in this association. International students in China (n=476) were recruited to complete the Mindful Attention Awareness Scale (MAAS), the Academic Self-efficacy Scale (ASES), and the competence subscale of the Positive Youth Development Inventory (PYDI). The results found that mindfulness correlated positively with academic self-efficacy and academic competency. Furthermore, the results revealed that the mediation model fit the data well; academic self-efficacy partly mediated the association of mindfulness with academic competency. We concluded that this insight contributes to a better understanding of the interplay between mindfulness, academic competency, and the psychological aspects of academic self-efficacy, providing valuable implications for interventions and strategies to promote academic performance among the target population.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"19 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968754","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}
S.Y. Trapitsin, O. Granichina, E.N. Agapova, M.V. Zharova
The article is devoted to the study of the motivation and readiness of teachers to implement the target model of mentoring in order to identify and evaluate the factors influencing this process. We considered theoretical foundations of the organization of mentoring, possible approaches to the study of strategies for the behaviour of teachers during its implementation, and gave the characteristics of their manifestations. The results of study were obtained on a sample of teachers from 4 secondary schools in one of the districts of Saint Petersburg. We used the methods “Motivational profile”, “Determination of the motives of teachers’ work activity”, “Motivational readiness of the teaching staff to master innovations”, “Barriers preventing the development of innovations”, based on generally accepted methodology, proven research design, methods of data collection and analysis, which minimize the impact of systematic and random errors, reduce the reliability of the data. The results obtained show that teachers from different schools have similar characteristics of readiness for mentoring activities, which is largely determined by the level of motivation of teachers, the nature of their attitude towards mentoring, and the degree of understanding of its necessity and importance.
{"title":"Study of Teachers’ Participation in Mentoring Activities in Schools (Using the Example of St. Petersburg)","authors":"S.Y. Trapitsin, O. Granichina, E.N. Agapova, M.V. Zharova","doi":"10.17759/pse.2024290207","DOIUrl":"https://doi.org/10.17759/pse.2024290207","url":null,"abstract":"The article is devoted to the study of the motivation and readiness of teachers to implement the target model of mentoring in order to identify and evaluate the factors influencing this process. We considered theoretical foundations of the organization of mentoring, possible approaches to the study of strategies for the behaviour of teachers during its implementation, and gave the characteristics of their manifestations. The results of study were obtained on a sample of teachers from 4 secondary schools in one of the districts of Saint Petersburg. We used the methods “Motivational profile”, “Determination of the motives of teachers’ work activity”, “Motivational readiness of the teaching staff to master innovations”, “Barriers preventing the development of innovations”, based on generally accepted methodology, proven research design, methods of data collection and analysis, which minimize the impact of systematic and random errors, reduce the reliability of the data. The results obtained show that teachers from different schools have similar characteristics of readiness for mentoring activities, which is largely determined by the level of motivation of teachers, the nature of their attitude towards mentoring, and the degree of understanding of its necessity and importance.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969009","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}
A.A. Berlin Khenis, A.N. Puchkova, E.S. Kashchenko, M.Yu. Lebedeva
The paper presents the results of a study aimed to investigate the correlations between oculomotor reading behavior and self-report data of Russian high school students on their practice of using metacognitive strategies. It was found that high school students tended to use problem-solving reading strategies, while seldom using supportive reading strategies. Differences in the use of metacognitive strategies were found between schools that emphasized differently the development of reading competence in middle school. The findings suggested that there were differences in oculomotor measures across groups with varying levels of metacognitive strategy use. The paper outlines possible directions for further research on this topic.
{"title":"Metacognitive Reading Strategies: Analysis of Self-report Data and Oculomotor Behaviour of Russian Schoolchildren","authors":"A.A. Berlin Khenis, A.N. Puchkova, E.S. Kashchenko, M.Yu. Lebedeva","doi":"10.17759/pse.2024290202","DOIUrl":"https://doi.org/10.17759/pse.2024290202","url":null,"abstract":"The paper presents the results of a study aimed to investigate the correlations between oculomotor reading behavior and self-report data of Russian high school students on their practice of using metacognitive strategies. It was found that high school students tended to use problem-solving reading strategies, while seldom using supportive reading strategies. Differences in the use of metacognitive strategies were found between schools that emphasized differently the development of reading competence in middle school. The findings suggested that there were differences in oculomotor measures across groups with varying levels of metacognitive strategy use. The paper outlines possible directions for further research on this topic.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967501","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}
N. Avdeeva, A. Shvedovskaya, A. D. Andreeva, I. Burlakova, S. Enikolopov, V. Zaretsky, E.I. Zakharova, Y. A. Kochetova, T. Poskakalova
The article provides a transcript of the speeches of the speakers of the Round Table "Functional psychological literacy of parents and teachers as a condition for building effective communication with a child", held at the Moscow State University of Psychological and Education on April 25, 2023. The Round Table addressed the problems of modern "psychology for life": the formation of functional psychological literacy of school teachers and parents in the sphere of communication and interaction with children. The speeches of the speakers of the Round Table were devoted to modern ideas about psychological literacy in psychology; approaches and researches in the field of formation of psychological literacy within the systems "teacher-pupil", "parent-child"; formation of functional psychological literacy of school teachers in communication with pupils; knowledge, skills, abilities of parents in interaction with a child; risk factors in the development of functional psychological literacy in communication and interaction with a child of parents and teachers in the sphere of communication and interaction with a child. Video recording of the speeches is given on the official video channel of PsyJournals.ru.
{"title":"Functional Psychological Literacy of Parents and Teachers as a Condition of Effective Communication with a Child","authors":"N. Avdeeva, A. Shvedovskaya, A. D. Andreeva, I. Burlakova, S. Enikolopov, V. Zaretsky, E.I. Zakharova, Y. A. Kochetova, T. Poskakalova","doi":"10.17759/pse.2024290109","DOIUrl":"https://doi.org/10.17759/pse.2024290109","url":null,"abstract":"The article provides a transcript of the speeches of the speakers of the Round Table \"Functional psychological literacy of parents and teachers as a condition for building effective communication with a child\", held at the Moscow State University of Psychological and Education on April 25, 2023. The Round Table addressed the problems of modern \"psychology for life\": the formation of functional psychological literacy of school teachers and parents in the sphere of communication and interaction with children. The speeches of the speakers of the Round Table were devoted to modern ideas about psychological literacy in psychology; approaches and researches in the field of formation of psychological literacy within the systems \"teacher-pupil\", \"parent-child\"; formation of functional psychological literacy of school teachers in communication with pupils; knowledge, skills, abilities of parents in interaction with a child; risk factors in the development of functional psychological literacy in communication and interaction with a child of parents and teachers in the sphere of communication and interaction with a child. Video recording of the speeches is given on the official video channel of PsyJournals.ru.","PeriodicalId":507500,"journal":{"name":"Психологическая наука и образование","volume":"69 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140087055","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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