Pub Date : 2022-01-01DOI: 10.17759/psyedu.2022140401
E. Shepeleva, A. Solodkova
Time knowledge play an important role in the development of a child, helping him to organize and plan his or her daily activities, also being one of the structures of self-consciousness of a developing personality. The literature on developmental psychology describes in sufficient detail the formation of a child's ideas about duration and time sequences, but it is not completely clear whether the child's notions about time are related to his or her general age maturity or to the individual level of intellectual development. This paper describes the experience of using a modified Questionnaire of Children's Knowledge about the Time of F. Labrell et al. in the Russian-language adaptation, analyzing in detail the various aspects of the child's ideas about time. Additionally, the level of intellectual development of children according to the Raven test, the indicators of the formation of universal learning activities (ULA) of analysis and planning according to the PL-modified method were studied, and the age of children in months was also recorded. The study involved 57 normally developing students of grades 1-4 of Moscow schools (intelligence data were obtained for 31 students, and ULA data were obtained for 13 students). The results of the study demonstrate that the time knowledge can be considered as an indicator of a child's age maturity, independent of his intellectual abilities. Also the correlation between a child's knowledge of time and the formation of ULA of planning was found.
{"title":"Children's Time Knowledge as a Predictor of Age and Learning Maturity","authors":"E. Shepeleva, A. Solodkova","doi":"10.17759/psyedu.2022140401","DOIUrl":"https://doi.org/10.17759/psyedu.2022140401","url":null,"abstract":"Time knowledge play an important role in the development of a child, helping him to organize and plan his or her daily activities, also being one of the structures of self-consciousness of a developing personality. The literature on developmental psychology describes in sufficient detail the formation of a child's ideas about duration and time sequences, but it is not completely clear whether the child's notions about time are related to his or her general age maturity or to the individual level of intellectual development. This paper describes the experience of using a modified Questionnaire of Children's Knowledge about the Time of F. Labrell et al. in the Russian-language adaptation, analyzing in detail the various aspects of the child's ideas about time. Additionally, the level of intellectual development of children according to the Raven test, the indicators of the formation of universal learning activities (ULA) of analysis and planning according to the PL-modified method were studied, and the age of children in months was also recorded. The study involved 57 normally developing students of grades 1-4 of Moscow schools (intelligence data were obtained for 31 students, and ULA data were obtained for 13 students). The results of the study demonstrate that the time knowledge can be considered as an indicator of a child's age maturity, independent of his intellectual abilities. Also the correlation between a child's knowledge of time and the formation of ULA of planning was found.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76310372","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 : 2022-01-01DOI: 10.17759/psyedu.2022140108
русской Арктики, Митина Е.Г, E. Mitina, A. Ishchenko, M. P. Sovetova
The relevance of exploring the ways to impact the Russian Arctic schoolchildren’s attitudes towards nature is explained by the contradictions between the obvious social significance of this issue (and at the same time its wide application possibilities) and the lack of Russian researchers interested in it. Our hypothesis was that occasional visits to botanical gardens can have a significant impact on the development of personal attitudes towards nature in primary schoolchildren of the Russian Arctic. The aim of this study was to identify the specifics of environmental attitudes in a group of primary school students of the Russian Arctic region and to evaluate the impact of occasional visits to the botanical garden on these attitudes. The study involved 60 students of 2-4 grades of secondary schools of the Murmansk region and was conducted using the technique by S.D. Deryabo and V.A. Yasvin "AESOP" (Emotions, Knowledge, Protection, Benefit) on the basis of the Polar-Alpine Botanical Garden of the the N.A. Avrorin Institute of the Kola Research Center, Russian Academy of Sciences. The outcomes of the study show that primary school children living in the Russian Arctic, just like their peers from other regions, generally perceive nature as an aesthetic object. However, their perception of nature tends to have a decreased cognitive component (‘Knowledge’). We conclude that occasional visits to botanical gardens that engage children in a specially organized cognitive activity can be considered significant only in terms of the pragmatic component (‘Benefit’) of the environmental attitude.
{"title":"Effects of Occasional Visits to Botanical Gardens on the Attitude to Nature in Primary Schoolchildren in Russian Arctic","authors":"русской Арктики, Митина Е.Г, E. Mitina, A. Ishchenko, M. P. Sovetova","doi":"10.17759/psyedu.2022140108","DOIUrl":"https://doi.org/10.17759/psyedu.2022140108","url":null,"abstract":"The relevance of exploring the ways to impact the Russian Arctic schoolchildren’s attitudes towards nature is explained by the contradictions between the obvious social significance of this issue (and at the same time its wide application possibilities) and the lack of Russian researchers interested in it. Our hypothesis was that occasional visits to botanical gardens can have a significant impact on the development of personal attitudes towards nature in primary schoolchildren of the Russian Arctic. The aim of this study was to identify the specifics of environmental attitudes in a group of primary school students of the Russian Arctic region and to evaluate the impact of occasional visits to the botanical garden on these attitudes. The study involved 60 students of 2-4 grades of secondary schools of the Murmansk region and was conducted using the technique by S.D. Deryabo and V.A. Yasvin \"AESOP\" (Emotions, Knowledge, Protection, Benefit) on the basis of the Polar-Alpine Botanical Garden of the the N.A. Avrorin Institute of the Kola Research Center, Russian Academy of Sciences. The outcomes of the study show that primary school children living in the Russian Arctic, just like their peers from other regions, generally perceive nature as an aesthetic object. However, their perception of nature tends to have a decreased cognitive component (‘Knowledge’). We conclude that occasional visits to botanical gardens that engage children in a specially organized cognitive activity can be considered significant only in terms of the pragmatic component (‘Benefit’) of the environmental attitude.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90170516","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 : 2022-01-01DOI: 10.17759/psyedu.2022140201
A. Andreeva
The article is devoted to the analysis of empirical data on the structure and content of the image of personal future among high school and junior college students. The study was carried out using the method of prototypical analysis of free associations by P. Verges, developed in line with the concept of social representations by S. Moscovici. The hypothesis was tested that the respondents' image of the future will be different depending on their gender and level of education. The study involved junior college students (153 people) and students of grades 10-11 of secondary schools in Moscow, Chelyabinsk and Orsk (191 people). It is established that the aspiration to the future still remains the leading psychological characteristic of adolescence, and the expressed optimism of the personal future image is interpreted as a predictor of readiness to overcome the crisis of self-determination. Gender differences in the structure and content of the personal future image are manifested in the orientation of young men mainly to professional self-realization, while for young women family and the emotional comfort associated with it are more important. The educational status of respondents also influences the content of the psychological image of personal future. Schoolchildren are distinguished by pronounced immaturity, naivety and cliched social ideas about their adult life, while college students show a somewhat more realistic picture.
{"title":"The Image of Personal Future in High School and College Students","authors":"A. Andreeva","doi":"10.17759/psyedu.2022140201","DOIUrl":"https://doi.org/10.17759/psyedu.2022140201","url":null,"abstract":"The article is devoted to the analysis of empirical data on the structure and content of the image of personal future among high school and junior college students. The study was carried out using the method of prototypical analysis of free associations by P. Verges, developed in line with the concept of social representations by S. Moscovici. The hypothesis was tested that the respondents' image of the future will be different depending on their gender and level of education. The study involved junior college students (153 people) and students of grades 10-11 of secondary schools in Moscow, Chelyabinsk and Orsk (191 people). It is established that the aspiration to the future still remains the leading psychological characteristic of adolescence, and the expressed optimism of the personal future image is interpreted as a predictor of readiness to overcome the crisis of self-determination. Gender differences in the structure and content of the personal future image are manifested in the orientation of young men mainly to professional self-realization, while for young women family and the emotional comfort associated with it are more important. The educational status of respondents also influences the content of the psychological image of personal future. Schoolchildren are distinguished by pronounced immaturity, naivety and cliched social ideas about their adult life, while college students show a somewhat more realistic picture.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"183 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80389709","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 : 2022-01-01DOI: 10.17759/psyedu.2022140202
M. Nikitskaya
Learning motivation is a complex structure, which includes not only motives, but also other components. Today, more and more researchers are studying the constructs included in the structure of learning motivation. The paper presents results of a study (N=342) aimed at exploration of the educational achievement goals (3x2 model of Elliot’s achievement goal theory) and personality orientation (L.I. Bozhovich conception) and their connection with learning motivation of older adolescents. The sample consists of school students (N=175) and college students (N=167), 140 males and 202 females. 3x2 Achievement Goal Questionnaire, Bass Orientation Inventory and Academic Motivation Scale for Schoolchildren are used. According to the results obtained the learning achievement goals and personality orientation are connected with other constructs of educational motivation of older adolescents. The desire to learn with pleasure, solve difficult tasks and to develop is most characteristic of students with task-based personality orientation. Amotivation, the desire to perform better than others, achieve respect from parents is mostly characteristic of students with self-based orientation. Interaction orientation has negative correlation with motivation for achievement, for self-development and with task-approach goals, task-avoidance goals, other-approach goals, other-avoidance goals. College students demonstrate higher learning motivation, achievement motivation and self-development motivation compering to school students. Males demonstrate higher level of amotivation than females.
{"title":"Learning Achievement Goals and Personality Orientation in the Structure of Learning Motivation of Adolescents","authors":"M. Nikitskaya","doi":"10.17759/psyedu.2022140202","DOIUrl":"https://doi.org/10.17759/psyedu.2022140202","url":null,"abstract":"Learning motivation is a complex structure, which includes not only motives, but also other components. Today, more and more researchers are studying the constructs included in the structure of learning motivation. The paper presents results of a study (N=342) aimed at exploration of the educational achievement goals (3x2 model of Elliot’s achievement goal theory) and personality orientation (L.I. Bozhovich conception) and their connection with learning motivation of older adolescents. The sample consists of school students (N=175) and college students (N=167), 140 males and 202 females. 3x2 Achievement Goal Questionnaire, Bass Orientation Inventory and Academic Motivation Scale for Schoolchildren are used. According to the results obtained the learning achievement goals and personality orientation are connected with other constructs of educational motivation of older adolescents. The desire to learn with pleasure, solve difficult tasks and to develop is most characteristic of students with task-based personality orientation. Amotivation, the desire to perform better than others, achieve respect from parents is mostly characteristic of students with self-based orientation. Interaction orientation has negative correlation with motivation for achievement, for self-development and with task-approach goals, task-avoidance goals, other-approach goals, other-avoidance goals. College students demonstrate higher learning motivation, achievement motivation and self-development motivation compering to school students. Males demonstrate higher level of amotivation than females.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78890583","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 : 2022-01-01DOI: 10.17759/psyedu.2022140404
K. S. Shalaginova, E. Dekina
The article deals with the problem of memory development in older preschoolers – representatives of the digital generation. The article contains a description of the experience of the implementation of experimental work to identify the features, technologies and psychological and pedagogical conditions for the development of memory in children 5-6 years old. The article presents the results of an empirical study of the memory features of preschoolers, in which 23 children of preschool institutions of the city of Tula and the Tula region took part. The essence of the research problem is to holistically present the essence of the ongoing changes in the development of the memory of a modern preschooler and to find new landmarks in its development, which occur in the context of digitalization. The purpose of the article is a psychological and pedagogical analysis of the memory features of older preschoolers of the digital generation and the manifestations of these features in the teaching and upbringing of preschoolers. To achieve the goal of the research, the following psychological tools were used: the method "Recognize the figure", "10 words", "Pictograms" L.V. Zankov, D. Veksler's method, A.N. Leontyev. The selected features are considered by the authors in the context of solving the problems of the cognitive development of children. The article describes a program for the development of the memory of older preschoolers, aimed at stimulating the conscious reproduction of the child's experience in play, productive and speech activity; the inclusion of mnemonic actions in the purposeful objective, cognitive and play activities of the child. The program proposed by the authors has been tested on the basis of preschool educational organizations and can be used in the work of a kindergarten psychologist, educator, head of the circle. The empirical data obtained in the study confirm the advisability of taking into account the peculiarities of memory development when planning developmental work with preschool children – representatives of the digital generation.
{"title":"Features of the Development of Memory in Older Preschoolers - Representatives of the Digital Generation","authors":"K. S. Shalaginova, E. Dekina","doi":"10.17759/psyedu.2022140404","DOIUrl":"https://doi.org/10.17759/psyedu.2022140404","url":null,"abstract":"The article deals with the problem of memory development in older preschoolers – representatives of the digital generation. The article contains a description of the experience of the implementation of experimental work to identify the features, technologies and psychological and pedagogical conditions for the development of memory in children 5-6 years old. The article presents the results of an empirical study of the memory features of preschoolers, in which 23 children of preschool institutions of the city of Tula and the Tula region took part. The essence of the research problem is to holistically present the essence of the ongoing changes in the development of the memory of a modern preschooler and to find new landmarks in its development, which occur in the context of digitalization. The purpose of the article is a psychological and pedagogical analysis of the memory features of older preschoolers of the digital generation and the manifestations of these features in the teaching and upbringing of preschoolers. To achieve the goal of the research, the following psychological tools were used: the method \"Recognize the figure\", \"10 words\", \"Pictograms\" L.V. Zankov, D. Veksler's method, A.N. Leontyev. The selected features are considered by the authors in the context of solving the problems of the cognitive development of children. The article describes a program for the development of the memory of older preschoolers, aimed at stimulating the conscious reproduction of the child's experience in play, productive and speech activity; the inclusion of mnemonic actions in the purposeful objective, cognitive and play activities of the child. The program proposed by the authors has been tested on the basis of preschool educational organizations and can be used in the work of a kindergarten psychologist, educator, head of the circle. The empirical data obtained in the study confirm the advisability of taking into account the peculiarities of memory development when planning developmental work with preschool children – representatives of the digital generation.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81748232","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 : 2022-01-01DOI: 10.17759/psyedu.2022140305
I. Karpenkova
The article is devoted to the current problem – the training of tutors for inclusive education. The high need for tutors and the specific communication with children with disabilities assumes the availability of affordable, high-quality training programs at different levels of education. The author analyzed the websites of 50 state universities with faculties of a psychological and pedagogical orientation, and (or) offering training programs for inclusive education, as well as 20 websites of additional education organizations offering advanced training and retraining courses, on the Internet, upon request for the training of tutors for inclusive education. Found curriculum programs were analyzed according to various criteria, including the compliance of the content of the program with the professional standard of the tutor and formed professional competencies. The analysis showed that the proposed training programs for tutors for inclusive education do not sufficiently develop the necessary professional competencies in accordance with the Professional Standard. This is also confirmed by the interviews of 30 already working tutors who were asked questions about their education and abilities to overcome the difficulties that arise in the process of accompanying students with disabilities. The author sees a way out of this situation in the creation of an accessible system for training tutors for inclusive education, based on expanding the number of programs for different levels of education and improving the quality of these programs through the development of courses that form the professional competencies of tutors that correspond to the Tutor's Professional Standard.
{"title":"Analysis of Tutor Training Programs for Inclusive Education","authors":"I. Karpenkova","doi":"10.17759/psyedu.2022140305","DOIUrl":"https://doi.org/10.17759/psyedu.2022140305","url":null,"abstract":"The article is devoted to the current problem – the training of tutors for inclusive education. The high need for tutors and the specific communication with children with disabilities assumes the availability of affordable, high-quality training programs at different levels of education. The author analyzed the websites of 50 state universities with faculties of a psychological and pedagogical orientation, and (or) offering training programs for inclusive education, as well as 20 websites of additional education organizations offering advanced training and retraining courses, on the Internet, upon request for the training of tutors for inclusive education. Found curriculum programs were analyzed according to various criteria, including the compliance of the content of the program with the professional standard of the tutor and formed professional competencies. The analysis showed that the proposed training programs for tutors for inclusive education do not sufficiently develop the necessary professional competencies in accordance with the Professional Standard. This is also confirmed by the interviews of 30 already working tutors who were asked questions about their education and abilities to overcome the difficulties that arise in the process of accompanying students with disabilities. The author sees a way out of this situation in the creation of an accessible system for training tutors for inclusive education, based on expanding the number of programs for different levels of education and improving the quality of these programs through the development of courses that form the professional competencies of tutors that correspond to the Tutor's Professional Standard.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"181 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74380132","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 : 2022-01-01DOI: 10.17759/psyedu.2022140104
М.V. Apasova
The article reviews the severity of the educational motives of foreign students who begin their first-year studie in Russian universities. Three groups of students took part in the study: Chinese (87 people), Turkmen (92 people), Russian (100 people). The following methods were used: "Self-assessment of educational activity" by A.A. Verbitsky, N.A. Bakshayeva, "Attitude to learning" by O.A. Pakhomova, "Value orientations" by O.I. Motkov, "Diagnostics of socio-psychological adaptation" by K. Rogers and R. Diamond, the projective method "Unfinished sentences". It is shown that the level of development of educational motivation, including cognitive interests, is higher among Chinese students than among Turkmen students. But the attitude to learning is more positive among Turkmen students, since it is related to the attitude towards the host country. The emotional state of foreign students during the period of adaptation to new learning conditions is associated not with educational motivation, but with adaptation to interaction with the social environment. The similarity of the educational motivation of Chinese and Russian first-year students is also shown.
{"title":"Features of Educational Motivation of Chinese and Turkmen First-Year Students Studying in Russian Universities","authors":"М.V. Apasova","doi":"10.17759/psyedu.2022140104","DOIUrl":"https://doi.org/10.17759/psyedu.2022140104","url":null,"abstract":"The article reviews the severity of the educational motives of foreign students who begin their first-year studie in Russian universities. Three groups of students took part in the study: Chinese (87 people), Turkmen (92 people), Russian (100 people). The following methods were used: \"Self-assessment of educational activity\" by A.A. Verbitsky, N.A. Bakshayeva, \"Attitude to learning\" by O.A. Pakhomova, \"Value orientations\" by O.I. Motkov, \"Diagnostics of socio-psychological adaptation\" by K. Rogers and R. Diamond, the projective method \"Unfinished sentences\". It is shown that the level of development of educational motivation, including cognitive interests, is higher among Chinese students than among Turkmen students. But the attitude to learning is more positive among Turkmen students, since it is related to the attitude towards the host country. The emotional state of foreign students during the period of adaptation to new learning conditions is associated not with educational motivation, but with adaptation to interaction with the social environment. The similarity of the educational motivation of Chinese and Russian first-year students is also shown.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75623646","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 : 2022-01-01DOI: 10.17759/psyedu.2022140303
M. Sorokova
The digitalization processes in higher education are a stable global trend. Digital competencies are very relevant for specialists in all subject areas; this is a demand of the modern digital economy and labor market. The digitalization of education is a complex multidimensional process that is estimated differently by university instructors. The purpose of the empirical study: to reveal the peculiarities of the ideas about higher education of university instructors who do not use and do use e-learning courses in their professional activities. The research is a pilot study, the findings are preliminary and will be tested on larger samples. Group semantic spaces for both categories of respondents were constructed by the method of semantic differential using factor analysis. (1) In both categories, there is a factor that reflects the most attractive qualities of higher education, but the set of these qualities is different. Both categories of respondents are characterized by a factor reflecting the problems and shortcomings of higher education, but they put different meanings into it. (2) For instructors who do not use e-courses, most socially accessible and technically equipped approaches, such as distance learning, e-courses, massive open online courses, are subjectively unattractive. Blended learning is more in line with their ideas about quality of higher education, but the most subjectively attractive are the project method and traditional face-to-face learning. (3) Instructors using e-courses are characterized by the recognition of the problematic nature of distance learning, e-courses, massive open online courses, but at the same time of their social accessibility, combined with convenience for instructor and subjective attractiveness. Blended learning is less problematic, socially inaccessible, but subjectively also very attractive. The project method is a promising approach that has few drawbacks, but is also socially inaccessible and less convenient for the instructor. (4) For instructors who do not use e-courses, traditional face-to-face education is the least technically equipped, having problems and shortcomings, but subjectively very attractive. For instructors using e-courses, this approach, on the contrary, has few problems, is convenient for the instructors and is socially accessible, but subjectively it does not arouse interest and does not correspond to their ideas about the quality of higher education.
{"title":"University Instructors' Perceptions of Higher Education: Psychosemantic Approach","authors":"M. Sorokova","doi":"10.17759/psyedu.2022140303","DOIUrl":"https://doi.org/10.17759/psyedu.2022140303","url":null,"abstract":"The digitalization processes in higher education are a stable global trend. Digital competencies are very relevant for specialists in all subject areas; this is a demand of the modern digital economy and labor market. The digitalization of education is a complex multidimensional process that is estimated differently by university instructors. The purpose of the empirical study: to reveal the peculiarities of the ideas about higher education of university instructors who do not use and do use e-learning courses in their professional activities. The research is a pilot study, the findings are preliminary and will be tested on larger samples. Group semantic spaces for both categories of respondents were constructed by the method of semantic differential using factor analysis. (1) In both categories, there is a factor that reflects the most attractive qualities of higher education, but the set of these qualities is different. Both categories of respondents are characterized by a factor reflecting the problems and shortcomings of higher education, but they put different meanings into it. (2) For instructors who do not use e-courses, most socially accessible and technically equipped approaches, such as distance learning, e-courses, massive open online courses, are subjectively unattractive. Blended learning is more in line with their ideas about quality of higher education, but the most subjectively attractive are the project method and traditional face-to-face learning. (3) Instructors using e-courses are characterized by the recognition of the problematic nature of distance learning, e-courses, massive open online courses, but at the same time of their social accessibility, combined with convenience for instructor and subjective attractiveness. Blended learning is less problematic, socially inaccessible, but subjectively also very attractive. The project method is a promising approach that has few drawbacks, but is also socially inaccessible and less convenient for the instructor. (4) For instructors who do not use e-courses, traditional face-to-face education is the least technically equipped, having problems and shortcomings, but subjectively very attractive. For instructors using e-courses, this approach, on the contrary, has few problems, is convenient for the instructors and is socially accessible, but subjectively it does not arouse interest and does not correspond to their ideas about the quality of higher education.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79370701","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 : 2022-01-01DOI: 10.17759/psyedu.2022140403
I. Y. Kulagina, M. Kravtsova
The article presents data on the psychological well-being of primary school-age children with different types of academic motivation. The study involved 87 students of the 3rd-4th grades of Moscow secondary schools (41 boys and 46 girls). The questionnaires "Academic self-regulation" SRQ-A (modification and approbation on the Russian-language sample of T.O.Gordeeva, O.A.Sychev, M.F.Lynch), "Scale of psychological well-being of children aged 8-12 years" PWB-c (adaptation by D.V.Lubovsky, N.S.Milova), the projective technique "Unfinished sentences", allowing to identify indicators of motivation and psychological well-being (positive and negative aspects of children's lives). Positive connections of psychological well–being and components of its structure with intrinsic educational motivation, negative connections - with extrinsic academic motivation are established. It is shown that primary schoolchildren with a high level of psychological well–being are characterized by cognitive motivation, self-development motivation, awareness of the importance of educational activities for themselves, but at the same time - orientation to high academic performance. With a low level of psychological well-being in children, there is a pronounced extrinsic motivation, reflecting primarily the requirements of the teacher, a subjective perception of learning difficulties, a negative attitude to learning, preschool-type motivation with its hedonistic orientation.
{"title":"The Relationship of Academic Motivation and Psychological Well-being in Primary School Age","authors":"I. Y. Kulagina, M. Kravtsova","doi":"10.17759/psyedu.2022140403","DOIUrl":"https://doi.org/10.17759/psyedu.2022140403","url":null,"abstract":"The article presents data on the psychological well-being of primary school-age children with different types of academic motivation. The study involved 87 students of the 3rd-4th grades of Moscow secondary schools (41 boys and 46 girls). The questionnaires \"Academic self-regulation\" SRQ-A (modification and approbation on the Russian-language sample of T.O.Gordeeva, O.A.Sychev, M.F.Lynch), \"Scale of psychological well-being of children aged 8-12 years\" PWB-c (adaptation by D.V.Lubovsky, N.S.Milova), the projective technique \"Unfinished sentences\", allowing to identify indicators of motivation and psychological well-being (positive and negative aspects of children's lives). Positive connections of psychological well–being and components of its structure with intrinsic educational motivation, negative connections - with extrinsic academic motivation are established. It is shown that primary schoolchildren with a high level of psychological well–being are characterized by cognitive motivation, self-development motivation, awareness of the importance of educational activities for themselves, but at the same time - orientation to high academic performance. With a low level of psychological well-being in children, there is a pronounced extrinsic motivation, reflecting primarily the requirements of the teacher, a subjective perception of learning difficulties, a negative attitude to learning, preschool-type motivation with its hedonistic orientation.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"194 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79775886","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 : 2022-01-01DOI: 10.17759/psyedu.2022140203
Российская Федерация
The article describes an empirical study which had the task to consider the differential aspects of the relationship between conscious self-regulation, psychological well-being, and academic performance of younger students. The study sample consisted of the 4th grade students of Russian secondary schools (N=372). The study implemented three questionnaires to assess the students’ individual characteristics: conscious self-regulation (“Self-Regulation Profile Questionnaire – Junior” (V.I. Morosanova, I.N. Bondarenko), psychological well-being (“Scale of Manifestations of Psychological Well-being of Adolescents” Russian adaptation Morosanova et al.), personality features ("Big Five – the Children's Version", Russian adaptation by S.B. Malykh et al.). The average annual score in the main academic subjects was taken as a criterion for academic performance. Cluster analysis revealed three groups of students characterized by significantly different levels of the studied parameters. Students with the lowest achievement and well-being scores have higher neuroticism scores, and lower scores on the openness to experience, conscientiousness, friendliness and extraversion, and conscious self-regulation. The study results allowed to identify specific regulatory and personality resources of psychological well-being and academic performance of students in the selected groups. The analysis made it possible to substantiate recommendations and specific practical ways of developing conscious self-regulation as a resource for maintaining psychological well-being and improving academic performance of younger students.
{"title":"Regulatory and Personality Resources of Psychological Well-being and Academic Achievement of Elementary School Students: Differential Psychological Aspect","authors":"Российская Федерация","doi":"10.17759/psyedu.2022140203","DOIUrl":"https://doi.org/10.17759/psyedu.2022140203","url":null,"abstract":"The article describes an empirical study which had the task to consider the differential aspects of the relationship between conscious self-regulation, psychological well-being, and academic performance of younger students. The study sample consisted of the 4th grade students of Russian secondary schools (N=372). The study implemented three questionnaires to assess the students’ individual characteristics: conscious self-regulation (“Self-Regulation Profile Questionnaire – Junior” (V.I. Morosanova, I.N. Bondarenko), psychological well-being (“Scale of Manifestations of Psychological Well-being of Adolescents” Russian adaptation Morosanova et al.), personality features (\"Big Five – the Children's Version\", Russian adaptation by S.B. Malykh et al.). The average annual score in the main academic subjects was taken as a criterion for academic performance. Cluster analysis revealed three groups of students characterized by significantly different levels of the studied parameters. Students with the lowest achievement and well-being scores have higher neuroticism scores, and lower scores on the openness to experience, conscientiousness, friendliness and extraversion, and conscious self-regulation. The study results allowed to identify specific regulatory and personality resources of psychological well-being and academic performance of students in the selected groups. The analysis made it possible to substantiate recommendations and specific practical ways of developing conscious self-regulation as a resource for maintaining psychological well-being and improving academic performance of younger students.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"56 8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80111641","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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