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Gender Features of Ressentiment among University Students 大学生怨恨情绪的性别特征
Q1 Social Sciences Pub Date : 2023-06-30 DOI: 10.15507/1991-9468.111.027.202302.227-244
S. A. Zavrazhin, Lyubov А. Kopchenova
Introduction. The relevance of the topic relies on the fact that until now, within the Russian psychological discourse, the problem of gender characteristics of university students’ resentment did not have an autonomous status. The problem of ressentiment in the student environment is poorly developed both at the theoretical and empirical levels. The researchers usually confine themselves to analyzing its individual components (aggression, revenge, resentment, jealousy and envy) and without précising the gender specification of their severity. The purpose of the article is a theoretical and empirical study of the ressentiment constructs characteristic for university students: resentment, revenge, envy, jealousy and aggression, as well as fixing the degree of their manifestation and relationship in the gender projection.Materials and Methods. The empirical part of the article demonstrates the results of a study on measuring the declared constructs of ressentiment among university students (aggression, revenge, resentment, jealousy and envy) using the following standardized methods: “Buss-Durkee Hostility Inventory (BDHI)” (A. Bass, A. Durkee), “Scales of resentment and vindictiveness” (E. P. Ilyin, P. A. Kovalev), “Multidimensional scale of jealousy” (S. Pfeiffer, P. Wong) and “Methodology for the study of personality envy” (T. V. Beskova). Diagnostic procedures covered 93 people. The questionnaire “Buss-Durkee Hostility Inventory (BDHI)” involves the definition of aggression through the following scales: physical aggression, indirect aggression, irritation and verbal aggression.Results. Based on the results of an empirical study, the presence of gender characteristics of ressentiment in university students was revealed by fixing differences in the manifestation of the declared constructs: aggression, revenge, resentment, jealousy and envy. It has been established that the dominant constructs of ressentiment among male students are revenge and aggression; while for female students are resentment, jealousy and envy. Ressentiment among students is ambiguous. On the one hand, it has a detrimental effect on the spiritual dimension of the personality and its creative development; on the other hand, it plays the role of a psychological defense mechanism for the individual.Discussion and Conclusion. The data obtained contribute to the development of scientific ideas about the ressentiment determination in the student environment and the gender characteristics of its manifestation, enrich the psychological and pedagogical knowledge with the methodology for identifying the functional constructs of ressentiment as a destructive form of protecting an individual in an alienated reality. The materials of the article can be useful to specialists in the field of social psychology, preventive pedagogy, deviantology, genderology, enriching them with an understanding of the mechanisms of formation of resentment and gender specificity of its manifestation in the
介绍。选题的相关性依赖于这样一个事实,即到目前为止,在俄罗斯心理学话语中,大学生怨恨的性别特征问题并没有一个独立的地位。学生环境中的怨恨问题在理论和实证层面上都没有得到很好的发展。研究人员通常局限于分析其个体成分(侵略、报复、怨恨、嫉妒和嫉妒),而不会对其严重程度的性别特征进行修正。本文的目的是对大学生怨恨、报复、嫉妒、嫉妒和攻击等怨恨建构特征进行理论和实证研究,并确定它们在性别投射中的表现程度和关系。材料与方法。本文的实证部分展示了使用以下标准化方法测量大学生怨恨情绪声明构念(侵略、报复、怨恨、嫉妒和嫉妒)的研究结果:“Buss-Durkee敌意量表(BDHI)”(A. Bass, A. Durkee),“怨恨和报复量表”(E. P. Ilyin, P. A. Kovalev),“多维嫉妒量表”(S. Pfeiffer, P. Wong)和“人格嫉妒研究方法论”(T. V. Beskova)。诊断程序涵盖了93人。问卷“Buss-Durkee敌意量表(BDHI)”通过以下量表对攻击进行定义:身体攻击、间接攻击、愤怒和言语攻击。在实证研究的基础上,通过确定攻击、报复、怨恨、嫉妒和嫉妒四个构念的表现差异,揭示了大学生怨恨情绪的性别特征。研究发现,男生怨恨的主要构念是报复和攻击;而对于女学生则是怨恨、嫉妒和羡慕。学生们的不满情绪是模棱两可的。一方面,它不利于人格的精神维度及其创造性发展;另一方面,它对个体起着心理防御机制的作用。讨论与结论。所获得的数据有助于发展关于学生环境中怨恨的决定及其表现的性别特征的科学思想,通过识别怨恨的功能结构作为在异化现实中保护个人的破坏性形式的方法,丰富了心理学和教育学知识。这篇文章的材料对社会心理学、预防教育学、偏差学、性别学等领域的专家很有帮助,有助于他们了解怨恨的形成机制及其在学生环境中表现出来的性别特异性。
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引用次数: 0
Universities as a Source of Precarious Employment 大学是不稳定就业的来源
Q1 Social Sciences Pub Date : 2023-06-30 DOI: 10.15507/1991-9468.111.027.202302.273-288
A. Merenkov, N. Antonova, Evgeny L. Bakhtin, Galina I. Popova
Introduction. Rapid social changes and new challenges are increasingly transforming all spheres of human life. These factors affect not only the labor market and the general nature of professional activities, but also educational approaches to training specialists in the higher education system. Modern university graduates should possess competencies that meet diverse employer expectations. At the same time, universities are becoming “factories” for the production of graduates focused on precarious employment, since the uncertainty in the type of employment caused by global transformations in the labor market is reorienting the higher education system, thereby changing the vector of educational activity. Aim – analysis of studentsʼ orientations towards precarious employment and identification of the role of universities in their development.Materials and Methods. In 2021, an empirical sociological survey was conducted. The survey sample included 716 learners studying at Yekaterinburg universities, who were interviewed using a questionnaire. In order to elucidate the process of forming studentsʼ orientation towards precarious employment and the role of universities therein, we used semi-formalized interviews with young people whose activities in the labor market could be characterized as atypical employment, as well as with heads of educational programs and curators of projectoriented programs at the Ural Federal University. In addition, the results of a study conducted in 2020–2021 among university graduates in the Ural region were used.Results. Uncertainty in the labor market, secondary employment and involvement of university students in project-oriented activities form their following work preferences: the desire for atypical forms of employment, irregular working hours, and free work schedules.Discussion and Conclusion. The conclusions made by the authors expand the understanding of the needs of young people in the labor market and the transformation of university education in conditions of uncertainty. The materials of the article contribute to the development of sociological knowledge and can be useful to management and administrative structures of Russian universities.
介绍。迅速的社会变化和新的挑战日益改变着人类生活的各个领域。这些因素不仅影响劳动力市场和专业活动的一般性质,而且还影响高等教育系统中培训专家的教育方法。现代大学毕业生应该具备满足不同雇主期望的能力。与此同时,大学正在成为生产毕业生的“工厂”,专注于不稳定的就业,因为全球劳动力市场转型导致的就业类型的不确定性正在重新调整高等教育体系,从而改变教育活动的载体。目的:分析大学生的不稳定就业倾向及高校在大学生发展中的作用。材料与方法。2021年,进行了实证社会学调查。调查样本包括在叶卡捷琳堡大学学习的716名学习者,他们接受了问卷调查。为了阐明学生对不稳定就业取向的形成过程以及大学在其中的作用,我们对劳动力市场上的活动可以被描述为非典型就业的年轻人以及乌拉尔联邦大学的教育项目负责人和项目导向项目负责人进行了半正式的采访。此外,研究还利用了乌拉尔地区2020-2021年大学毕业生的研究结果。劳动力市场的不确定性、二次就业和大学生参与项目导向型活动形成了他们的以下工作偏好:对非典型就业形式、不固定工作时间和自由工作时间表的渴望。讨论与结论。作者得出的结论扩展了对劳动力市场中年轻人需求和不确定条件下大学教育转型的理解。本文的材料有助于社会学知识的发展,并可用于俄罗斯大学的管理和行政结构。
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引用次数: 0
Investigating the Impact of Online Learning Clubs on Student Motivation and Self-Efficacy in Science: An Experimental Study 网络学习俱乐部对学生科学学习动机和自我效能感影响的实验研究
Q1 Social Sciences Pub Date : 2023-06-30 DOI: 10.15507/1991-9468.111.027.202302.208-226
Y. Kersha, A. Obukhov
Introduction. Russian studentsʼ natural science literacy lags behind that of their counterparts in other countries, largely due to a lack of interest in the subject area and low self-confidence. Digital technologies offer new opportunities for basic and additional education that can help address these challenges and increase student engagement in the natural sciences. However, not all digital learning formats have been thoroughly examined in terms of their impact on studentsʼ engagement and learning outcomes. This research aims to evaluate the effectiveness of additional online science clubs in enhancing motivation and self-efficacy among schoolchildren in this subject area.Materials and Methods. To investigate the issue, we conducted an experiment involving 1 023 students in grades 7–9 from the Khangalassky ulus of the Republic of Sakha. The experimental group consisted of students randomly selected to participate in online science club on the GlobalLab platform, while the control group continued with regular studies. Using structural equation modelling and instrumental variable methods, we have analyzed data on changes in the level of motivation and self-efficacy of both groups, while also controlling for socio-demographic characteristics and overall curiosity levels of the students.Results. The findings indicate that online clubs have the potential to increase motivation and self-efficacy in natural science subjects, but their widespread use requires further investigation. The comparison of results between the control and experimental groups revealed a slight improvement in both general and subject motivation, as well as subject self-efficacy for students in the experimental group. The instrumental variable approach proved a more significant impact of online club participation on motivation and self-efficacy but only in the specific subject in which the child was engaged. At the same time, the study revealed a rather low interest among students to participate in online science club as extracurricular activity.Discussion and Conclusion. The findings of the study support the notion that online clubs are effective in enhancing studentsʼ motivation and self-efficacy in natural sciences. However, the research also identified certain limitations in the use of additional education outside of school. For instance, students may lack a clear understanding of their participation goals, which can affect their interest in engaging in such activities. Thus, the results of the study provide a basis for evaluating the potential of online formats in additional education and for making recommendations for their optimal use.
介绍。俄罗斯学生的自然科学素养落后于其他国家的学生,主要是由于对学科领域缺乏兴趣和自信心不足。数字技术为基础教育和附加教育提供了新的机会,有助于应对这些挑战,提高学生对自然科学的参与度。然而,并不是所有的数字学习形式都对学生的参与和学习成果的影响进行了彻底的研究。本研究旨在评估在线科学俱乐部在提高小学生学习动机和自我效能方面的有效性。材料与方法。为了调查这个问题,我们对萨哈共和国Khangalassky地区7-9年级的1023名学生进行了一项实验。实验组由随机选择参加GlobalLab平台在线科学俱乐部的学生组成,而对照组继续进行常规学习。使用结构方程模型和工具变量方法,我们分析了两组学生的动机和自我效能水平的变化数据,同时还控制了社会人口统计学特征和学生的总体好奇心水平。研究结果表明,在线俱乐部有可能提高自然科学学科的学习动机和自我效能感,但它们的广泛使用需要进一步的调查。对照组和实验组的比较结果显示,实验组学生在一般动机和学科动机以及学科自我效能感方面都有轻微的提高。工具变量方法证明在线俱乐部参与对动机和自我效能感的影响更为显著,但仅在儿童参与的特定主题上。与此同时,研究显示,学生对参加网络科学俱乐部作为课外活动的兴趣相当低。讨论与结论。研究结果支持了网络俱乐部在提高学生自然科学学习动机和自我效能感方面的有效性。然而,这项研究也发现了利用校外额外教育的某些限制。例如,学生可能对自己的参与目标缺乏清晰的认识,这可能会影响他们参与此类活动的兴趣。因此,研究结果为评估在线形式在额外教育中的潜力以及为其最佳使用提出建议提供了基础。
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引用次数: 0
Features of the Emotional Sphere of the Personality of Urban Medical Students in the Educational Process 城市医学生教育过程中人格情感领域的特征
Q1 Social Sciences Pub Date : 2023-05-30 DOI: 10.15507/1991-9468.111.027.202302.245-261
K. Serdakova, Valeria I. Shelest, N. Krylova, O. V. Smirnikova, I. I. Khersonsky, Valeria F. Shubina
Introduction. The emotional sphere of a personality is shaped under the influence of the system of public relations, which has its own specifics in the universities of the metropolis. Modern conditions have a limited amount of data on the development of the emotional and personal sphere and the possible risks of socio-psychological maladaptation of medical students studying in a megalopolis. For the first time, the emotional sphere of personality is considered in the context of manifestation of possible social maladaptation (conflict, stress, anxiety, neuroticism) of medical students in the conditions of the educational process in the megapolis. The aim of our work was to look into the emotional sphere of the personality of urban medical students in the conditions of the educational process drawing on their conflict, anxiety, neuroticism.Materials and Methods. 105 medical students of various years of studies, living and studying in the megapolis, took part in the survey. A set of diagnostic techniques was used. The cross-sectional method was used to collect data. The results were processed using the SPSS program.Results. Significant differences in the assessments of neuroticism among students of different years were found. There was a significant difference in stress assessments between first and last year students. The results differ significantly among students from different clusters based on cluster analysis of stress, anxiety and neuroticism assessments. The assessment of anxiety, stress and neuroticism makes it possible to talk about certain types of students in the context of maladaptation: type 1 – adapted, type 2 – have risks of development of maladaptation, type 3 – prone to maladaptation. It was also noted that the conflict of girls is expressed higher than the conflict of boys.Discussion and Conclusion. The conclusions made by the authors contribute to the development of psychological and pedagogical knowledge that improves the training systems in a medical university. The materials of the article can be useful for teachers and administrators when interacting with students of all years of study. The assumption of a combination of all social maladaptation on a certain year of study is refuted, which indicates the need to continue the study.
介绍。一个人的情感领域是在公共关系体系的影响下形成的,而公共关系在大城市的大学中有其自身的特点。在现代条件下,关于情感和个人领域的发展以及在大城市学习的医科学生社会心理适应不良的可能风险的数据有限。第一次,人格的情感领域是在大都市教育过程条件下医科学生可能出现的社会不适应现象(冲突、压力、焦虑、神经质)的背景下考虑的。我们工作的目的是研究城市医学生在教育过程中的情感领域,利用他们的冲突、焦虑和神经质。材料与方法:105名不同学习年限、在大都市生活和学习的医学生参加了调查。采用了一套诊断技术。采用横断面法收集数据。使用SPSS程序对结果进行处理。不同年级学生对神经质的评估存在显著差异。一年级和去年的学生在压力评估上有显著差异。基于压力、焦虑和神经质评估的聚类分析,不同聚类学生的结果存在显著差异。对焦虑、压力和神经质的评估使得在适应不良的背景下谈论某些类型的学生成为可能:1型-适应不良,2型-有发展为适应不良的风险,3型-容易发生适应不良。还有人指出,女孩之间的冲突比男孩之间的冲突表达得更高。讨论与结论。作者的结论有助于心理学和教育学知识的发展,以改善医科大学的培训体系。这篇文章的材料对教师和管理人员在与所有年级的学生互动时很有用。在某一年的研究中,所有社会适应不良的假设都是结合在一起的,这表明需要继续研究。
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引用次数: 1
Comparative Analysis of Professional-Value Attitudes of the Youth in Russia and Kazakhstan in Education 俄罗斯与哈萨克斯坦青年教育专业价值态度的比较分析
Q1 Social Sciences Pub Date : 2023-05-30 DOI: 10.15507/1991-9468.111.027.202302.186-207
M. Shnarbekova, E. Vasileva, T. Zerchaninova, A. Nikitina
Introduction. In the modern world, there is a global transition to a new value paradigm of education, upbringing, and professional self-determination. Therefore, the study of educational and professional attitudes of young people gains prominence. The aim of the research is to identify the factors influencing the formation of a system of value trajectories and attitudes of young people in Russia and Kazakhstan and to predict social scenarios for their development.Materials and Methods. To study the educational and professional value trajectories and attitudes of young people in Russia and Kazakhstan, the authors conducted an international empirical sociological study in 2021. The data collection method is a survey of young people aged 14–35 years living in Russia and Kazakhstan.Results. The analysis revealed a high level of socio-cultural, value potential of young people in Russia and Kazakhstan in the educational space. Young people from both countries point out the importance of higher education in personal and professional career growth and self-realization. The professional attitudes and desired professional orientations of the Russian and Kazakh youth are heterogeneous. The main factors in choosing a profession are the interest of the profession, it`s financially rewarding, and prestige of the educational institution. Risk factors include low demand for the profession in the labor market, lack of personal interest in the profession, and low income. As a possible scenario have been identified the demand for IT competencies in the Russian and Kazakhstan labor markets, the transformation of value-professional attitudes towards greater freedom and creativity, socio-professional mobility and flexibility of young people.Discussion and Conclusion. The obtained data and recommendations can be used by educational organizations, authorities implementing state policy in the field of education to improve the work on the formation and development of value trajectories and attitudes of young people in Russia and Kazakhstan in the educational space and in the field of professional self-determination.
介绍。在现代世界,教育、教养和职业自主的新价值范式正在全球范围内转变。因此,对年轻人的教育态度和职业态度的研究显得尤为重要。研究的目的是确定影响俄罗斯和哈萨克斯坦青年价值轨迹和态度体系形成的因素,并预测其发展的社会情景。材料与方法。为了研究俄罗斯和哈萨克斯坦年轻人的教育和职业价值轨迹及其态度,作者于2021年进行了一项国际实证社会学研究。数据收集方法是对居住在俄罗斯和哈萨克斯坦的14-35岁的年轻人进行调查。分析显示,俄罗斯和哈萨克斯坦的年轻人在教育领域具有很高的社会文化和价值潜力。两国年轻人都指出了高等教育对个人和职业生涯发展以及自我实现的重要性。俄罗斯和哈萨克斯坦青年的职业态度和期望的职业方向是不同的。选择职业的主要因素是对职业的兴趣、经济回报和教育机构的声望。风险因素包括劳动力市场对该专业的低需求、个人对该专业缺乏兴趣以及收入低。作为一种可能的情况,已经确定了俄罗斯和哈萨克斯坦劳动力市场对IT能力的需求,对更大自由和创造力的价值专业态度的转变,年轻人的社会专业流动性和灵活性。讨论与结论。所获得的数据和建议可用于教育组织和执行教育领域国家政策的当局,以改进俄罗斯和哈萨克斯坦在教育领域和专业自主领域形成和发展年轻人价值轨迹和态度的工作。
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引用次数: 0
Criteria for Assessing the Effectiveness of Blended Learning Technologies Used at the University 评估大学使用的混合学习技术有效性的标准
Q1 Social Sciences Pub Date : 2023-03-31 DOI: 10.15507/1991-9468.110.027.202301.064-081
N. Bordovskaia, E. Koshkina, L. A. Melkaya, M. Tikhomirova
Introduction. The active use of blended learning technologies in universities has highlighted the problem of their effectiveness. The solution to this problem envisages further clarification of the distinctive features of blended learning technology and selection of performance indicators. The purpose of research paper is to justify the selection and define assessment criteria for effectiveness of blended learning technology, and to develop a multi-level system of indicators of their manifestation in university educational practice.Materials and Methods. Methods of systematic analysis of scholarly literature, grouping scientific information, modeling, point-rating scaling, comparison and methods of mathematical statistics. It also includes the results of an online survey conducted among students and teachers at Russian universities and the results of a content analysis of the open-ended question “Blended learning technology is effective if ...” of the “Unfinished sentences” methodology.Results. Within the framework of the complex approach, the selection of effective, didactic and resource criteria for assessing the effectiveness of blended learning technology have been substantiated. It was revealed that students prefer the didactic, and then the resource criterion in assessing the effectiveness of blended learning technologies, and teachers consider the resource criterion to be a priority, followed by the didactic one.Discussion and Conclusion. The research results contribute to the development of scientific ideas about the system of criteria for assessing the effectiveness of blended learning technology and increasing the level of reasonability of managerial decisions on their application in the higher education system. The article materials will be useful for university teaching staff and managers, as well as researchers concerned with analysis and assessment of blended learning and modern educational technologies’ effectiveness.
介绍。混合学习技术在高校的积极应用凸显了其有效性问题。要解决这一问题,需要进一步明确混合学习技术的特点和绩效指标的选择。本文的研究目的是为混合学习技术的选择和有效性的评估标准进行论证,并建立其在大学教育实践中表现的多层次指标体系。材料与方法。学术文献的系统分析方法,科学信息的分组,建模,评分尺度,比较和数理统计方法。它还包括在俄罗斯大学的学生和教师中进行的在线调查的结果,以及开放式问题“混合学习技术是有效的,如果……”的内容分析结果。的“未完成句”方法。结果。在复杂方法的框架内,评估混合学习技术有效性的有效、教学和资源标准的选择已经得到证实。结果表明,在评估混合学习技术的有效性时,学生优先选择教学标准,其次是资源标准;教师优先考虑资源标准,其次是教学标准。讨论与结论。研究成果有助于形成评估混合学习技术有效性标准体系的科学思路,提高混合学习技术在高等教育系统中应用的管理决策的合理性水平。本文的材料对大学教学人员和管理人员,以及关注混合式学习和现代教育技术有效性分析和评估的研究人员都有帮助。
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引用次数: 1
Factors for Improving the Effectiveness of Professional Training of Employees in Modern Conditions 现代条件下提高员工专业培训有效性的因素
Q1 Social Sciences Pub Date : 2023-03-31 DOI: 10.15507/1991-9468.110.027.202301.131-145
T. V. Vu, L. Nguyen, Thu Thi Hong Nguyen
Introduction. Human resources are likened to the backbone of any organization ensuring its sustainable development and competition. Investment in the workforce through training programs brings back the best fruitful achievements. This study investigated six basic factors affecting the training effectiveness in Vietnam, which is considered as burdensome matters to any organization in terms of having a skilled workforce to meet the current working situation.Materials and Methods. The study employed a mixed-methods approach involving a sample of 370 with e = ±5% over the population of 10,000 civil servants in Hanoi City. The quantitative data from the 5-Likert scale questionnaire among 370 respondents were addressed by IBM SPSS v.25. The semi-structured interviews relative to the same factors in the questionnaire were conducted with another 79 respondents to verify the validity of the research using NVivo v.12 for data treatment.Results. The results of the study revealed the dissatisfaction of employees with the training programs of professional development. The authors recommend to create a competent system of motivation to improve the effectiveness of training and development of employees. The leaders should conduct needs analysis seriously to comprehend the real expections of employees so that they could satisfy what lack of expertise skills and knowledge employees want to be updated. Besides, the incentive schemes and job promotion feasibilities are availed to any employee who is successfully performed well at work after the training courses.Discussion and Conclusion. The conclusions made by the authors contribute to the development of innovative training technologies in the system of professional development of the company staff. The results of the study will help HR professionals in the development of effective training programs that meet the expectations of employees.
介绍。人力资源是任何组织持续发展和竞争的中坚力量。通过培训项目对劳动力的投资会带来最丰硕的成果。本研究调查了影响越南培训有效性的六个基本因素,这被认为是任何组织在拥有熟练劳动力以满足当前工作情况方面的繁重事项。材料与方法。该研究采用混合方法,对河内市1万名公务员中370人进行抽样,抽样误差为±5%。370名被调查者的5-Likert量表的定量数据采用IBM SPSS v.25进行处理。与问卷中相同因素的半结构化访谈与另外79名受访者进行,以验证研究的有效性,使用NVivo v.12进行数据处理。研究结果揭示了员工对专业发展培训计划的不满。作者建议建立一个有效的激励系统,以提高员工培训和发展的有效性。领导者应该认真进行需求分析,了解员工的真实期望,以满足员工所缺乏的专业技能和知识。此外,培训课程结束后,任何在工作中表现出色的员工都可以获得奖励计划和职位晋升的可能性。讨论与结论。本文的研究结论对企业员工专业发展体系中创新培训技术的开发具有一定的借鉴意义。研究结果将有助于人力资源专业人员制定有效的培训计划,以满足员工的期望。
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引用次数: 1
Diagnostics of School Involvement of Learners Included in the Practice of Participatory Budgeting 参与式预算实践中学习者学校参与的诊断
Q1 Social Sciences Pub Date : 2023-03-31 DOI: 10.15507/1991-9468.110.027.202301.119-130
B. Kupriyanov
Introduction. The research problem is to determine the measurable results of using a separate educational practice (school initiative budgeting). The purpose of the article is to reveal the relationship between the level of school involvement of students and the intensity of their participation in the practice of school initiative budgeting.Materials and Methods. In 2021–2022 An empirical study was conducted in seven educational institutions of the Khanty-Mansi Autonomous Okrug – Yugra, in which 182 schoolchildren took part. The study included measurements of school involvement in 11 parameters (activities, communication and relationships) of learners who, to varying degrees of activity, participate in school initiative budgeting. Engagement study methodology was used ‒ a modified Gallup Q12 questionnaire, an interview, a questionnaire for schoolchildren and a questionnaire for teachers.Results. An authorʼs model of school involvement, a program for diagnosing school involvement and active participation in school initiative budgeting have been developed. Statistical processing of the measurements made it possible to assert that the intensity of participation in school initiative budgeting correlates with the level of school involvement of students, the more actively a student participates in school initiative budgeting, the higher the degree of his school involvement.Discussion and Conclusion. The presented results testify to the prospects of using the model and scheme for diagnosing school involvement. The materials of the article are of interest in the context of determining the results of the implementation of school initiative budgeting in the practice of Russian educational organizations and school participatory budgeting abroad.
介绍。研究的问题是确定使用单独的教育实践(学校主动预算)的可衡量的结果。本文的目的是揭示学生的学校参与程度与学生参与学校主动预算实践的强度之间的关系。材料与方法。2021-2022年,在汉特-曼西自治区-尤格拉的7所教育机构进行了一项实证研究,共有182名学童参加。该研究包括对参与学校主动预算的学习者在不同程度上参与的11个参数(活动、交流和关系)的学校参与的测量。使用了参与研究方法——一份改良的盖洛普Q12问卷、一次访谈、一份学童问卷和一份教师问卷。作者建立了学校参与模型、学校参与诊断程序和学校主动预算的积极参与。测量的统计处理可以断言,参与学校主动预算的强度与学生的学校参与水平相关,学生参与学校主动预算的程度越积极,他的学校参与程度越高。讨论与结论。结果表明,该模型和方案在学校参与诊断中的应用前景广阔。本文的材料在确定俄罗斯教育组织和国外学校参与式预算实践中实施学校主动预算的结果的背景下很有意义。
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引用次数: 0
Examining Indonesian Pre-Service Teachers’ Beliefs on the Nature of Mathematics 考察印尼职前教师对数学本质的信念
Q1 Social Sciences Pub Date : 2023-03-31 DOI: 10.15507/1991-9468.110.027.202301.146-154
Y. Purnomo
Introduction. Beliefs about the nature of mathematics influence a teacherʼs mindset and, as a result, the way he or she teaches in the classroom. Several studies have been conducted in this area, but they have rarely focused on pre-service teachers. The implication is that the instruments used to measure these beliefs must be modified. This study aims to refine and validate a scale to measure pre-service teachersʼ beliefs about the nature of mathematics and to determine the demographic analysis results that influence these beliefs.Materials and Methods. A scale development study was adopted to achieve the objectives of this study. The participants were 410 pre-service teachers from undergraduate programs at one University with A (excellent) accreditation in the capital city of Indonesia. We used factor analysis to obtain a valid and reliable instrument. We also used multiple regression analysis to look at the relationships between pre-service teachersʼ gender, academic major, academic level, and mathematical beliefs.Results. This study established a valid and reliable scale that includes three factors that underlie beliefs about the nature of mathematics. One factor is related to the philosophy of traditional mathematics, namely objective, and the other two factors are related to the philosophy of constructivism mathematics, namely relevant and dynamic. Additionally, we discover that the impact of the academic major variable is more significant than the influence of the other variables (gender and academic level).Discussion and Conclusion. Beliefs about the nature of mathematics are central to the professional development of mathematics teachers because these beliefs have an implicit impact or are related to the beliefs, views, conceptions, or attitudes of teachers about teaching and learning mathematics and, in turn, lead to choices and practices carried out in class. Therefore, the beliefs scale developed in our research will allow researchers and/or interested parties to know the extent to which teachersʼ subjective knowledge of mathematics is used to improve these beliefs and lead to more meaningful mathematics practices.
介绍。对数学本质的信念会影响教师的心态,从而影响他或她在课堂上的教学方式。在这方面已经进行了一些研究,但他们很少关注职前教师。言下之意是,用来衡量这些信念的工具必须加以修改。本研究旨在完善和验证一个衡量职前教师对数学本质的信念的量表,并确定影响这些信念的人口统计学分析结果。材料与方法。为了达到本研究的目的,采用了量表开发研究。参与者是来自印度尼西亚首都一所具有A(优秀)认证的大学本科专业的410名职前教师。我们使用因子分析来获得一个有效可靠的仪器。我们也使用多元回归分析来观察职前教师的性别、专业、学术水平和数学信念之间的关系。本研究建立了一个有效和可靠的量表,其中包括三个因素,这些因素是对数学本质的信念的基础。一个因素与传统数学哲学有关,即客观性;另外两个因素与建构主义数学哲学有关,即相关性和动态性。此外,我们发现学术主要变量的影响比其他变量(性别和学术水平)的影响更显著。讨论与结论。关于数学本质的信念是数学教师专业发展的核心,因为这些信念对教师关于数学教学的信念、观点、观念或态度有隐性影响或相关,反过来又导致课堂上的选择和实践。因此,在我们的研究中开发的信念量表将使研究人员和/或感兴趣的各方了解教师的主观数学知识在多大程度上被用来改善这些信念,并导致更有意义的数学实践。
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引用次数: 0
Difficulties in the Implementation of International Academic Mobility Programs: Student’s Stance. Russian-German Experience in Solving Problems in the Context of the COVID-19 Pandemic 国际学术流动项目实施的困难:学生的立场。俄德在新冠肺炎疫情背景下解决问题的经验
Q1 Social Sciences Pub Date : 2023-03-31 DOI: 10.15507/1991-9468.110.027.202301.010-032
S. V. Novikova, S. S. Zaydullin, N. Valitova, E. S. Kremleva
Introduction. Academic mobility of students is an integral part of quality higher education in Russia. A frequent problem is a difficult adaption to a foreign country. The article looks into to the problem of offsetting negative consequences of cultural adaptation of Russian students in German universities during short-term stay. The aim of the article is to work out recommendations on preliminary preparation of short-term international academic mobility programs between Russian and foreign partner universities, taking into account cultural adaptation of students.Materials and Methods. The research draws on surveys of students participating in the 6-month (1 semester) international Russian-German academic mobility program. As a survey technique, a group continuous correspondence survey was employed. The questionnaire was compiled following the conditions of relevance and representativeness using empirical indicators and descriptive statistics. The method of statistical factor analysis served a tool to identify the main factors influencing the quality of adaptation; for a comparative analysis of the results of the survey, statistical methods of comparing averages and statistical visualization were used.Results. The article analyzes the results of surveys of students of the German-Russian Institute of Advanced Technologies about the main points of education in Germany that cause them difficulties. A comparative analysis of learning in the context of the COVID-19 pandemic (hybrid, almost completely remote learning) with the period before the pandemic (full face-to-face learning) was made. Conclusions are drawn about the prevailing factors that influenced the success of learning in both cases. Examples of practical recommendations are formulated as to the necessary preparation of Russian university students for studying at European universities in the years following the pandemic, taking into account the results of surveys of teachers from the host German university, as well as the observations of an expert from the Kazan National Research Technical University over the teaching process at the Technical University of Kaiserslautern. Based on the results of the analysis of factors most affecting the success of Russian students in a foreign university, we propose measures aimed at accelerating and mitigating the adaptation of Russian-speaking students to a long stay in a foreign environment. In the aftermath of the COVID-19 pandemic, the hybrid form of education looks most effective, as it increases the success of Russian students studying abroad.Discussion and Conclusion. The proposed approach to the assessment of influencing factors and the developed methods for their elimination will help prevent similar problems in the future. The conclusions made by the authors contribute to the practice of short-stay international academic mobility organization. The article materials are of interest to the scientific and pedagogical community, faculty and manag
介绍。学生的学术流动性是俄罗斯优质高等教育的一个组成部分。一个常见的问题是难以适应外国。本文探讨了俄罗斯留学生在德国大学短期停留期间如何抵消文化适应带来的负面影响。本文的目的是在考虑到学生的文化适应的情况下,为俄罗斯和外国合作大学之间的短期国际学术流动项目的初步准备工作提出建议。材料与方法。该研究对参加为期6个月(1学期)的俄罗斯-德国国际学术流动项目的学生进行了调查。作为一种调查技术,采用了群体连续通信调查。问卷的编制遵循相关性和代表性的条件下,采用经验指标和描述性统计。统计因子分析法是确定影响适应质量的主要因素的工具;为了对调查结果进行对比分析,采用了比较平均数和统计可视化的统计方法。本文通过对德俄高等技术学院学生的调查,分析了德国教育中导致学生学习困难的主要问题。对COVID-19大流行期间的学习(几乎完全远程混合学习)与大流行之前的学习(完全面对面学习)进行了比较分析。在这两种情况下,得出影响学习成功的主要因素的结论。考虑到对东道国德国大学教师的调查结果,以及喀山国立研究技术大学一位专家对凯泽斯劳滕技术大学教学过程的观察,就大流行病后几年俄罗斯大学生在欧洲大学学习的必要准备,提出了一些切实可行的建议。根据对影响俄罗斯学生在国外大学取得成功的主要因素的分析结果,我们提出了旨在加速和减轻俄语学生在外国环境中长期适应的措施。在2019冠状病毒病大流行之后,混合教育形式看起来最有效,因为它提高了俄罗斯学生出国留学的成功率。讨论与结论。拟议的评估影响因素的方法和制定的消除影响因素的方法将有助于防止今后出现类似问题。本文的结论对短期国际学术流动组织的实践有一定的借鉴意义。本文的材料对科学界和教育界、教师和教育机构的管理人员感兴趣。
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引用次数: 0
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Integration of Education
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