Pub Date : 2022-09-30DOI: 10.15507/1991-9468.108.026.202203.433-448
T. Rezer, I. Turgel, A. Panzabekova
Introduction. Corruption in higher education continues to spread in modern society. Changing social relations in higher education can exacerbate corruption offenses in the educational environment. The purpose of the study is to analyze the anti-corruption mechanisms of university education management and make an empirical assessment of their effectiveness. Materials and Methods. With the help of comparative and theoretical analysis, a model of anti-corruption management of university education is constructed. The modeling method made it possible to interpret the term “anti-corruption management mechanism in higher education”. The empirical base of the study rides on the results of a survey of 345 graduates of Yekaterinburg universities to identify the causes of corruption, the corruption situation, ways to prevent it, and an empirical assessment of the effectiveness of the proposed anti-corruption mechanisms of university education management. Results. The classification of types and the content of anti-corruption mechanisms for managing university education is proposed on the basis of the policy pursued by the state. The developed model of anti-corruption management in university education includes four interrelated mechanisms: socio-psychological, legal, moral, and economic management ones. Discussion and Conclusion. The results obtained contribute to the anti-corruption activities of the state. The proposed model of anti-corruption management is universal. Social management mechanisms have the least impact on the effectiveness of anti-corruption management.
{"title":"Anti-Corruption Mechanisms in University Education Governance","authors":"T. Rezer, I. Turgel, A. Panzabekova","doi":"10.15507/1991-9468.108.026.202203.433-448","DOIUrl":"https://doi.org/10.15507/1991-9468.108.026.202203.433-448","url":null,"abstract":"Introduction. Corruption in higher education continues to spread in modern society. Changing social relations in higher education can exacerbate corruption offenses in the educational environment. The purpose of the study is to analyze the anti-corruption mechanisms of university education management and make an empirical assessment of their effectiveness.\u0000Materials and Methods. With the help of comparative and theoretical analysis, a model of anti-corruption management of university education is constructed. The modeling method made it possible to interpret the term “anti-corruption management mechanism in higher education”. The empirical base of the study rides on the results of a survey of 345 graduates of Yekaterinburg universities to identify the causes of corruption, the corruption situation, ways to prevent it, and an empirical assessment of the effectiveness of the proposed anti-corruption mechanisms of university education management.\u0000Results. The classification of types and the content of anti-corruption mechanisms for managing university education is proposed on the basis of the policy pursued by the state. The developed model of anti-corruption management in university education includes four interrelated mechanisms: socio-psychological, legal, moral, and economic management ones.\u0000Discussion and Conclusion. The results obtained contribute to the anti-corruption activities of the state. The proposed model of anti-corruption management is universal. Social management mechanisms have the least impact on the effectiveness of anti-corruption management.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89712337","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 : 2022-09-30DOI: 10.15507/1991-9468.108.026.202203.518-538
S. Murafa, Trung Hoc Hoang, Thị Phương Chu
Introduction. The article is devoted to the study of the problems encountered by Vietnamese schoolchildren during the period of strict restrictions in the form of social distancing to combat the 4th wave of COVID-19 in Vietnam. This is the first systematic study in Vietnam that uses reliable research tools to assess cyberbullying among adolescents during COVID-19 social distancing. Materials and Methods. The study draws on a survey of 787 (grades 6–12) Vietnamese teenagers randomly selected from provinces and cities in the north of Vietnam. An expert survey of students was conducted using the Google Form service. The reliability of the results of the study was verified using the alpha coefficient (ANOVA test) and factor analysis EFA. Results. The final statistical data obtained showed a significant influence of factors: gender, course of study (age), place of residence, purpose, time of use and type of social network on cyberbullying of Vietnamese teenagers and young men. The negative strategy of combating cyberbullying and the experience of cyberbullying (as a subject or victim), which are factors strongly influencing cyberbullying in Vietnamese adolescents and young men, has been identified. During social distancing, Vietnamese teenagers and young men developed a tendency to abuse social networks for entertainment and communication purposes. During social distancing, the manifestations of bullying through social networks in Vietnamese teenagers showed an increase at an alarming rate, focusing mainly on 2 groups of behavior, including “mental violence and invasion of privacy” and “online fraud and sexual harassment”. A closed causal cycle of cyberbullying has been identified, in which the mediating factor contributing to this cycle is the way a teenager reacts negatively to cyberbullying during social distancing due to COVID-19. Discussion and Conclusion. The results of the study are an important basis for the creation of prevention and psychological intervention programs to help Vietnamese adolescents and young men during social distancing due to COVID-19 in order to prevent cyberbullying, contributing to mental health.
{"title":"Cyberbullying of Vietnamese High Schoolers during Social Distancing due to COVID-19","authors":"S. Murafa, Trung Hoc Hoang, Thị Phương Chu","doi":"10.15507/1991-9468.108.026.202203.518-538","DOIUrl":"https://doi.org/10.15507/1991-9468.108.026.202203.518-538","url":null,"abstract":"Introduction. The article is devoted to the study of the problems encountered by Vietnamese schoolchildren during the period of strict restrictions in the form of social distancing to combat the 4th wave of COVID-19 in Vietnam. This is the first systematic study in Vietnam that uses reliable research tools to assess cyberbullying among adolescents during COVID-19 social distancing.\u0000Materials and Methods. The study draws on a survey of 787 (grades 6–12) Vietnamese teenagers randomly selected from provinces and cities in the north of Vietnam. An expert survey of students was conducted using the Google Form service. The reliability of the results of the study was verified using the alpha coefficient (ANOVA test) and factor analysis EFA.\u0000Results. The final statistical data obtained showed a significant influence of factors: gender, course of study (age), place of residence, purpose, time of use and type of social network on cyberbullying of Vietnamese teenagers and young men. The negative strategy of combating cyberbullying and the experience of cyberbullying (as a subject or victim), which are factors strongly influencing cyberbullying in Vietnamese adolescents and young men, has been identified. During social distancing, Vietnamese teenagers and young men developed a tendency to abuse social networks for entertainment and communication purposes. During social distancing, the manifestations of bullying through social networks in Vietnamese teenagers showed an increase at an alarming rate, focusing mainly on 2 groups of behavior, including “mental violence and invasion of privacy” and “online fraud and sexual harassment”. A closed causal cycle of cyberbullying has been identified, in which the mediating factor contributing to this cycle is the way a teenager reacts negatively to cyberbullying during social distancing due to COVID-19.\u0000Discussion and Conclusion. The results of the study are an important basis for the creation of prevention and psychological intervention programs to help Vietnamese adolescents and young men during social distancing due to COVID-19 in order to prevent cyberbullying, contributing to mental health.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84465557","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 : 2022-09-30DOI: 10.15507/1991-9468.108.026.202203.503-517
Y. V. Smyk, A. Kachimskaya, Valery N. Gordienko
Introduction. An important role in ensuring the psychological safety of the educational environment belongs to the ability to measure it. Despite the numerous publications on the problem of ensuring psychological safety, there are practically no studies on measuring the indicator of safety in education. Such an integral indicator, according to the authors, may be the potential of a teacherʼs psychological safety. Therefore, the goal is to assess the potential of the teacherʼs psychological safety as an integral diagnostic indicator and to test the authorʼs questionnaire to measure it. Materials and Methods. To measure the potential of a teacher's psychological safety, the authors developed a questionnaire based on a structural model of potential. It is represented by three blocks, including the personal, professional and communicative qualities of the teacher. The potential was measured by the feedback method through student assessments. Results. The factorization of empirical data made it possible to determine the factor load of individual features in the structure of each of the three components of the teacher’s psychological safety potential. Analysis of the total variance made it possible to determine the central qualities of the potential: sincerity, confidence, persistence, the ability to conduct a lesson remotely, find a compromise in communication, organization of group communication, charm. And to the peripheral include: stress resistance, erudition, cheerfulness, enthusiasm, humor, integrity, artistry, dedication to the profession, objectivity in the assessment, attentiveness, interest, explains clearly, ease, self-control, tact, compliance. Discussion and Conclusion. The study conducted by the authors made it possible to argue the multidimensionality of the potential of the teacher’s psychological safety as an integral indicator of the safety of the educational environment. Understanding its component composition will make it possible to identify the resources of the teacher to ensure the psychological safety of schoolchildren. The data obtained allow us to outline the continuation of the study in the direction of studying the features in the structure of the components of the teacher’s potential, depending on the gender and age of schoolchildren, to determine the deficits of the student himself in the process of ensuring his psychological safety in various educational situations. This will help to specify the individual trajectory of psychological work in ensuring the safety of participants in educational relations.
{"title":"The Potential of a Teacher’s Psychological Safety through Learners’ Evaluations","authors":"Y. V. Smyk, A. Kachimskaya, Valery N. Gordienko","doi":"10.15507/1991-9468.108.026.202203.503-517","DOIUrl":"https://doi.org/10.15507/1991-9468.108.026.202203.503-517","url":null,"abstract":"Introduction. An important role in ensuring the psychological safety of the educational environment belongs to the ability to measure it. Despite the numerous publications on the problem of ensuring psychological safety, there are practically no studies on measuring the indicator of safety in education. Such an integral indicator, according to the authors, may be the potential of a teacherʼs psychological safety. Therefore, the goal is to assess the potential of the teacherʼs psychological safety as an integral diagnostic indicator and to test the authorʼs questionnaire to measure it.\u0000Materials and Methods. To measure the potential of a teacher's psychological safety, the authors developed a questionnaire based on a structural model of potential. It is represented by three blocks, including the personal, professional and communicative qualities of the teacher. The potential was measured by the feedback method through student assessments.\u0000Results. The factorization of empirical data made it possible to determine the factor load of individual features in the structure of each of the three components of the teacher’s psychological safety potential. Analysis of the total variance made it possible to determine the central qualities of the potential: sincerity, confidence, persistence, the ability to conduct a lesson remotely, find a compromise in communication, organization of group communication, charm. And to the peripheral include: stress resistance, erudition, cheerfulness, enthusiasm, humor, integrity, artistry, dedication to the profession, objectivity in the assessment, attentiveness, interest, explains clearly, ease, self-control, tact, compliance.\u0000Discussion and Conclusion. The study conducted by the authors made it possible to argue the multidimensionality of the potential of the teacher’s psychological safety as an integral indicator of the safety of the educational environment. Understanding its component composition will make it possible to identify the resources of the teacher to ensure the psychological safety of schoolchildren. The data obtained allow us to outline the continuation of the study in the direction of studying the features in the structure of the components of the teacher’s potential, depending on the gender and age of schoolchildren, to determine the deficits of the student himself in the process of ensuring his psychological safety in various educational situations. This will help to specify the individual trajectory of psychological work in ensuring the safety of participants in educational relations.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87055573","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 : 2022-09-30DOI: 10.15507/1991-9468.108.026.202203.418-432
L. Zakharova, Z. H. Saralieva, Zahra Ghadbeigi, Liuchuan Zhu
Introduction. A contradiction which we are able to observe over a few recent decades between necessity to participate in innovative processes and their natural stressogenic character has underlined the importance of developing programs for proactive organizational socialization which will be capable of building up successful behavior competences in VUCA environment in Industry 4.0. When self-actualization in labor is being devalued, attitude to labor is now considered as a key competence. Purpose: to reveal features of attitude to labor as a basis of professional socialization of learners studying at industrial colleges in countries which are now entering the new technological reality with a different degree of success: Russia, China and Iran. Materials and Methods. The analysis draws on the data obtained with WorkBAT method developed by J. Spence and A. Robbins, and their correlation with the values of organizational cultures which are characteristic of industrial colleges. The data on organizational cultures were obtained with OCAI method developed by C. Cameron and R. Quinn. Results. Russian students do not feel the changed nature of labor, their attitude to it is substituted by a wish to strengthen clan-based and loosen hierarchical components of the organizational cultures. Iranian students have a negative attitude to labor in a real hierarchical environment and a positive attitude to it in an innovative market environment, which suggests that they would be engaged and emotionally satisfied. Chinese students, having experienced specific organizational cultures of innovative companies in real life, have a positive attitude to labor in a hierarchical environment of stability and certainty. Discussion and Conclusion. The findings contribute to the development of scientific understanding of the role of value-based work readiness in the turbulent environment of a modern enterprise and the psychological mechanisms of proactive organizational socialization, taking into account socio-cultural country specificity.
{"title":"Attitude to Labor among Learners of Industrial Colleges in Russia, China and Iran","authors":"L. Zakharova, Z. H. Saralieva, Zahra Ghadbeigi, Liuchuan Zhu","doi":"10.15507/1991-9468.108.026.202203.418-432","DOIUrl":"https://doi.org/10.15507/1991-9468.108.026.202203.418-432","url":null,"abstract":"Introduction. A contradiction which we are able to observe over a few recent decades between necessity to participate in innovative processes and their natural stressogenic character has underlined the importance of developing programs for proactive organizational socialization which will be capable of building up successful behavior competences in VUCA environment in Industry 4.0. When self-actualization in labor is being devalued, attitude to labor is now considered as a key competence. Purpose: to reveal features of attitude to labor as a basis of professional socialization of learners studying at industrial colleges in countries which are now entering the new technological reality with a different degree of success: Russia, China and Iran.\u0000Materials and Methods. The analysis draws on the data obtained with WorkBAT method developed by J. Spence and A. Robbins, and their correlation with the values of organizational cultures which are characteristic of industrial colleges. The data on organizational cultures were obtained with OCAI method developed by C. Cameron and R. Quinn.\u0000Results. Russian students do not feel the changed nature of labor, their attitude to it is substituted by a wish to strengthen clan-based and loosen hierarchical components of the organizational cultures. Iranian students have a negative attitude to labor in a real hierarchical environment and a positive attitude to it in an innovative market environment, which suggests that they would be engaged and emotionally satisfied. Chinese students, having experienced specific organizational cultures of innovative companies in real life, have a positive attitude to labor in a hierarchical environment of stability and certainty.\u0000Discussion and Conclusion. The findings contribute to the development of scientific understanding of the role of value-based work readiness in the turbulent environment of a modern enterprise and the psychological mechanisms of proactive organizational socialization, taking into account socio-cultural country specificity.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84032506","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 : 2022-09-30DOI: 10.15507/1991-9468.108.026.202203.466-482
V. Mazilov, I. Kudenko
Introduction. The article analyzes the development of self-esteem of the pedagogical abilities of students – future primary school teachers. The relevance of the study is determined by the ambiguity of modern data on the nature of the influence of self-esteem on the professional training of teachers and the need to manage the development of the personality and activities of the future teacher in the context of the introduction of updated educational standards. The purpose of the article is to establish the psychological features of the development of self-esteem of the pedagogical abilities of students, as well as the nature of its connection with the motivation for learning and the reflection of educational and professional activities. Materials and Methods. The study sample consisted of 1st–4th year undergraduate students of the Pedagogical University studying in the field of “Primary Education” (n = 104). In order to study the psychological characteristics of self-esteem of pedagogical abilities, motivation for learning and reflection of activity, self-assessment scales and standardized questionnaires were used. Processing of the results was carried out by methods of primary descriptive statistics, methods of comparison and correlation analysis. Results. The dynamics of changes in the perceptions of students - future primary school teachers about the correspondence of their abilities to the teaching profession is analyzed. The role of self-esteem of abilities in the development of learning motivation at the university and reflection of educational and professional activities is shown. It has been established that a high self-esteem of pedagogical abilities has a negative impact on adaptation to study at a university and the adoption of new means and methods of educational and professional activities for a school graduate. The psychological mechanism for launching the development of a professional educational program is the realization of the discrepancy between the developed methods of educational activity and the requirements of the university. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher’s work and his professional training. The conclusions and generalizations presented in the article make it possible to improve not only the process of professional pedagogical education, but also the system of psychological and pedagogical support for the development of students – future primary school teachers.
{"title":"Self-Assessment of Pedagogical Abilities in the Professional Training of Elementary School Teachers","authors":"V. Mazilov, I. Kudenko","doi":"10.15507/1991-9468.108.026.202203.466-482","DOIUrl":"https://doi.org/10.15507/1991-9468.108.026.202203.466-482","url":null,"abstract":"Introduction. The article analyzes the development of self-esteem of the pedagogical abilities of students – future primary school teachers. The relevance of the study is determined by the ambiguity of modern data on the nature of the influence of self-esteem on the professional training of teachers and the need to manage the development of the personality and activities of the future teacher in the context of the introduction of updated educational standards. The purpose of the article is to establish the psychological features of the development of self-esteem of the pedagogical abilities of students, as well as the nature of its connection with the motivation for learning and the reflection of educational and professional activities.\u0000Materials and Methods. The study sample consisted of 1st–4th year undergraduate students of the Pedagogical University studying in the field of “Primary Education” (n = 104). In order to study the psychological characteristics of self-esteem of pedagogical abilities, motivation for learning and reflection of activity, self-assessment scales and standardized questionnaires were used. Processing of the results was carried out by methods of primary descriptive statistics, methods of comparison and correlation analysis.\u0000Results. The dynamics of changes in the perceptions of students - future primary school teachers about the correspondence of their abilities to the teaching profession is analyzed. The role of self-esteem of abilities in the development of learning motivation at the university and reflection of educational and professional activities is shown. It has been established that a high self-esteem of pedagogical abilities has a negative impact on adaptation to study at a university and the adoption of new means and methods of educational and professional activities for a school graduate. The psychological mechanism for launching the development of a professional educational program is the realization of the discrepancy between the developed methods of educational activity and the requirements of the university.\u0000Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher’s work and his professional training. The conclusions and generalizations presented in the article make it possible to improve not only the process of professional pedagogical education, but also the system of psychological and pedagogical support for the development of students – future primary school teachers.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85029622","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 : 2022-09-30DOI: 10.15507/1991-9468.108.026.202203.559-578
S. Assev, Y. Shashkova
Introduction. The issue of patriotism tends to be one of the most discussed in official discourse on the Russian youth. Still the issue lacks explicit conceptual interpretation and consistent mechanism of implementation at different levels. The article aims at evaluating the scope of influence of the specifics of the regions, their socio-cultural, informational and institutional environment on the way senior school children understand patriotism, the type of patriotism dominating their conscience and their attitude to patriotic education in Russia. Materials and Methods. The article draws on the surveys of the pupils of 8th–11th grades of secondary schools in 10 regions of Siberian Federal District (n =2 050 people; non-linked quota samples with monitoring age, grade, type of locality and region). The data were collected through direct questionnaires at the respondentsʼ place of study. Results. The article has revealed prevailing emotional interpretation of patriotism by senior school children. The model of “blind” patriotism and its activity-orientated interpretation are wide-spread among school children of national republics, while “constructive” patriotism is spread among school children of administrative regions. The factors determining this split are peculiarities of the environment, values, current and prospective political involvement of the youth, the level of its trust for social and political institutions. The article has traced the influence of the dominant models of patriotism and the degree of school children involvement into the system of patriotic education on their attitude to this system, their evaluation of its forms and methods. Based on the conducted survey the article has proved the consistency of applying models of “constructive” and “blind” patriotism to composite societies on both a country and a region level. Discussion and Conclusion. The conclusions and the materials of the research can be useful for state departments of youth policy, youth social and political organizations, institutions of education as well as for research in politics and sociology of youth.
{"title":"Factors in the Formation of Patriotic Values and Attitudes in High School Seniors (Case Study of Siberian Federal District)","authors":"S. Assev, Y. Shashkova","doi":"10.15507/1991-9468.108.026.202203.559-578","DOIUrl":"https://doi.org/10.15507/1991-9468.108.026.202203.559-578","url":null,"abstract":"Introduction. The issue of patriotism tends to be one of the most discussed in official discourse on the Russian youth. Still the issue lacks explicit conceptual interpretation and consistent mechanism of implementation at different levels. The article aims at evaluating the scope of influence of the specifics of the regions, their socio-cultural, informational and institutional environment on the way senior school children understand patriotism, the type of patriotism dominating their conscience and their attitude to patriotic education in Russia.\u0000Materials and Methods. The article draws on the surveys of the pupils of 8th–11th grades of secondary schools in 10 regions of Siberian Federal District (n =2 050 people; non-linked quota samples with monitoring age, grade, type of locality and region). The data were collected through direct questionnaires at the respondentsʼ place of study.\u0000Results. The article has revealed prevailing emotional interpretation of patriotism by senior school children. The model of “blind” patriotism and its activity-orientated interpretation are wide-spread among school children of national republics, while “constructive” patriotism is spread among school children of administrative regions. The factors determining this split are peculiarities of the environment, values, current and prospective political involvement of the youth, the level of its trust for social and political institutions. The article has traced the influence of the dominant models of patriotism and the degree of school children involvement into the system of patriotic education on their attitude to this system, their evaluation of its forms and methods. Based on the conducted survey the article has proved the consistency of applying models of “constructive” and “blind” patriotism to composite societies on both a country and a region level.\u0000Discussion and Conclusion. The conclusions and the materials of the research can be useful for state departments of youth policy, youth social and political organizations, institutions of education as well as for research in politics and sociology of youth.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90837295","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 : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.363-385
E. Belovol, S. V. Melkov, Tatiana N. Sakharova
Introduction. Russian psychology is gaining deeper awareness of the problem of defining the content of civic identity and diagnosing its components, the understanding of which is a precondition for its formation in the context of the key objectives of Russian education. The relevance of the research is determined by the public and scientific significance of the problem of civic identity formation, as the level of its formation is the basis for further development and prosperity of Russia. The objective of the article is to present the results of empirical study of the peculiarities of civic identity of modern Russian adolescents. Materials and Methods.The empirical part of the study involved 640 respondents, adolescents aged 15–17. In order to diagnose the degree of formation of adolescentsʼ civic identity and to study its structure, the authorʼs questionnaire “Personal civic identity profileˮ was used. To analyse the level of formation and structure of adolescentsʼ civic identity, a set of methods for mathematical data processing was used. Results. The study showed a satisfactory level of civic identity formation among modern adolescents. At the same time, a certain asynchrony in the formation of the various components of civic identity was observed. The study of the degree of formation of civic identity of an individual determined its high level in the studied sample. The analysis of individual components of the internal position of the individual as a basis for the formation of civic identity indicates that teenagers have the most developed value attitude towards themselves. Adolescents are not yet aware of the value of others while recognising the value of the surrounding reality. The gender of the respondents has no significant impact on the level of formation of civic identity or on the components of person’s inner position. Discussion and Conclusion. The results of the study contribute to the development of ideas about the psychological components of civic identity and their formation in modern Russian adolescents. The material in this article can be used in applied developments in the formation of civic identity, in organizing educational work in schools, and in training and retraining teaching staff who are capable of effectively carrying out educational work aimed at forming a pupil's civic identity.
{"title":"Specificity of Russian Teenager’s Civic Identity (Case of Campers at the Artek International Children’s Centre)","authors":"E. Belovol, S. V. Melkov, Tatiana N. Sakharova","doi":"10.15507/1991-9468.107.026.202202.363-385","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.363-385","url":null,"abstract":"Introduction. Russian psychology is gaining deeper awareness of the problem of defining the content of civic identity and diagnosing its components, the understanding of which is a precondition for its formation in the context of the key objectives of Russian education. The relevance of the research is determined by the public and scientific significance of the problem of civic identity formation, as the level of its formation is the basis for further development and prosperity of Russia. The objective of the article is to present the results of empirical study of the peculiarities of civic identity of modern Russian adolescents.\u0000Materials and Methods.The empirical part of the study involved 640 respondents, adolescents aged 15–17. In order to diagnose the degree of formation of adolescentsʼ civic identity and to study its structure, the authorʼs questionnaire “Personal civic identity profileˮ was used. To analyse the level of formation and structure of adolescentsʼ civic identity, a set of methods for mathematical data processing was used.\u0000Results. The study showed a satisfactory level of civic identity formation among modern adolescents. At the same time, a certain asynchrony in the formation of the various components of civic identity was observed. The study of the degree of formation of civic identity of an individual determined its high level in the studied sample. The analysis of individual components of the internal position of the individual as a basis for the formation of civic identity indicates that teenagers have the most developed value attitude towards themselves. Adolescents are not yet aware of the value of others while recognising the value of the surrounding reality. The gender of the respondents has no significant impact on the level of formation of civic identity or on the components of person’s inner position.\u0000Discussion and Conclusion. The results of the study contribute to the development of ideas about the psychological components of civic identity and their formation in modern Russian adolescents. The material in this article can be used in applied developments in the formation of civic identity, in organizing educational work in schools, and in training and retraining teaching staff who are capable of effectively carrying out educational work aimed at forming a pupil's civic identity.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77668574","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 : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.216-228
Lindita Mukli, Amarildo Rista
Introduction. In a developed society, the state should invest in the education of the younger generation. In less developed countries, Albania included, there are no nation-wide studies to show the factors that affect the lack of students in classrooms. The purpose of this study is to predict, analyze, and evaluate the possible causes of student absenteeism using machine learning algorithms. The attributes taken into account in this study are related to the family, demographic, social, university, and personal aspects according to academic criteria. Materials and Methods. Student absenteeism covers any student that has not attended class, irrespective of the reason. The data set consists of 26 attributes and 210,000 records corresponding to the teaching hours of 500 students during an academic year at Faculty of Information Technology. The students participating in the survey range from 18 to 25 years of age of both genders. The compilation of the student questionnaire was based on reviewing the literature and analyzing 26 attributes that we categorized into 5 groups included in the questionnaire. Results. This paper provides knowledge in the analysis and evaluation of factors that lead students to miss lectures using machine learning. It is important to note that this study was conducted on students of this faculty, and as such, the results may not be generalized to all universities. That’s why, researchers are encouraged to test the results achieved in this paper on other clusters. Discussion and Conclusion. The paper provides recommendations based on the findings by offering different problem-solving strategies. The questionnaire used only for 500 Faculty of Information Technology students can be widely applied in any educational institution in the region. However, the results of this study cannot be generalized for the student and youth population of other regions or other countries. This paper provides an original and easily usable questionnaire suitable to various study programs and universities.
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Pub Date : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.297-311
O. Kholodkova, G. L. Parfenova, O. A. Bokova
Introduction. The article examines the problem of the formation of readiness and ability for self-development among gifted rural schoolchildren as resource qualities of a personality that characterize the potential of its self-realization. The relevance of the problem is determined by the systematic nature of the support of gifted schoolchildren, which assumes consideration of the individual qualities of gifted subjects, the specifics of which, in this case, is determined by living in rural areas. One of the key tasks of systematic psychological and pedagogical support of gifted children and students in rural schools is to help them to know and understand themselves, to reveal their interests, abilities, to teach them to use the properties of their personality as internal resources for effective interaction in society, successful learning, self-realization and high achievements. Materials and Methods. The sample of subjects included 420 schoolchildren from eight rural schools of the Altai Territory. Among them, 49 people identified as gifted. The basic model for identifying the giftedness of schoolchildren was the three-factor model of J. Renzulli. To study the readiness for self-development, the ability to self-development and self-education, test methods and questionnaires were used. Results. It is empirically revealed that the majority of gifted rural schoolchildren has low readiness for self-development and has differences by gender: it is higher in boys than in girls. Among the schoolchildren with undiagnosed giftedness there are more of those who are ready for self-improvement, but not ready for self-knowledge. Intellectual characteristics are more pronounced in gifted boys than in gifted girls; creative characteristics are more pronounced in gifted girls than in gifted boys. Discussion and Conclusion. The results of the study open up new opportunities for the development of practical methods of psychological and pedagogical activity for the correction and prevention of the identified difficulties in the conditions of rural educational and cultural space. The materials of the article will be useful to the subjects of the educational space, engaged in system interaction in the effective development of the giftedness of children and youth.
{"title":"Readiness and Ability to Self-Development of Gifted Rural Schoolchildren","authors":"O. Kholodkova, G. L. Parfenova, O. A. Bokova","doi":"10.15507/1991-9468.107.026.202202.297-311","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.297-311","url":null,"abstract":"Introduction. The article examines the problem of the formation of readiness and ability for self-development among gifted rural schoolchildren as resource qualities of a personality that characterize the potential of its self-realization. The relevance of the problem is determined by the systematic nature of the support of gifted schoolchildren, which assumes consideration of the individual qualities of gifted subjects, the specifics of which, in this case, is determined by living in rural areas. One of the key tasks of systematic psychological and pedagogical support of gifted children and students in rural schools is to help them to know and understand themselves, to reveal their interests, abilities, to teach them to use the properties of their personality as internal resources for effective interaction in society, successful learning, self-realization and high achievements.\u0000Materials and Methods. The sample of subjects included 420 schoolchildren from eight rural schools of the Altai Territory. Among them, 49 people identified as gifted. The basic model for identifying the giftedness of schoolchildren was the three-factor model of J. Renzulli. To study the readiness for self-development, the ability to self-development and self-education, test methods and questionnaires were used.\u0000Results. It is empirically revealed that the majority of gifted rural schoolchildren has low readiness for self-development and has differences by gender: it is higher in boys than in girls. Among the schoolchildren with undiagnosed giftedness there are more of those who are ready for self-improvement, but not ready for self-knowledge. Intellectual characteristics are more pronounced in gifted boys than in gifted girls; creative characteristics are more pronounced in gifted girls than in gifted boys.\u0000Discussion and Conclusion. The results of the study open up new opportunities for the development of practical methods of psychological and pedagogical activity for the correction and prevention of the identified difficulties in the conditions of rural educational and cultural space. The materials of the article will be useful to the subjects of the educational space, engaged in system interaction in the effective development of the giftedness of children and youth.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81409823","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 : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.229-246
R. Nagovitsyn, R. Valeeva, L. Latypova
Introduction. Despite the numerous publications on the implementation of distance technologies, there are practically no studies on the systematic analysis of various forms of video conferencing that support educational technologies and serve as a practical guide for teachers in teacher training. The purpose of the study is to analyze the experience of implementing video conferencing in various forms of interaction, to identify and experimentally test the effectiveness of their implementation in the process of professional socialization of student teachers. Materials and Methods. The study was conducted on the basis of the method of reflexive-system analysis of the implementation of video conferencing in the professional training of student teachers. Based on the questionnaire and the method of expert assessments, testing of the level of social and psychological adaptability, professional and behavioral skills, social and emotional comfort of students was implemented. The experiment involved 209 students of the Glazov State Pedagogical Institute and Kazan Federal University. Results. As a result of the study, it was revealed that the implementation of the group form of video conferencing significantly increases the involvement of almost all students in active communication activities in the classroom. Communication activity in the implementation of social and educational interaction between small and large groups made it possible to most effectively form professional socialization among students. Statistical analysis showed that it was classes in a remote format using video conferencing in subgroups of 4‒5 students that had the greatest positive effect. Discussion and Conclusion. The conclusions made by the authors contribute to the development of new forms of effective communication through social and educational interaction in the implementation of video conferencing. The materials of the article can be useful in the implementation of teacher education to increase the level of studentsʼ involvement in professional training in the context of distance education.
{"title":"Video Conferencing Solutions for Students – Future Teachers’ Professional Socialization","authors":"R. Nagovitsyn, R. Valeeva, L. Latypova","doi":"10.15507/1991-9468.107.026.202202.229-246","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.229-246","url":null,"abstract":"Introduction. Despite the numerous publications on the implementation of distance technologies, there are practically no studies on the systematic analysis of various forms of video conferencing that support educational technologies and serve as a practical guide for teachers in teacher training. The purpose of the study is to analyze the experience of implementing video conferencing in various forms of interaction, to identify and experimentally test the effectiveness of their implementation in the process of professional socialization of student teachers.\u0000Materials and Methods. The study was conducted on the basis of the method of reflexive-system analysis of the implementation of video conferencing in the professional training of student teachers. Based on the questionnaire and the method of expert assessments, testing of the level of social and psychological adaptability, professional and behavioral skills, social and emotional comfort of students was implemented. The experiment involved 209 students of the Glazov State Pedagogical Institute and Kazan Federal University.\u0000Results. As a result of the study, it was revealed that the implementation of the group form of video conferencing significantly increases the involvement of almost all students in active communication activities in the classroom. Communication activity in the implementation of social and educational interaction between small and large groups made it possible to most effectively form professional socialization among students. Statistical analysis showed that it was classes in a remote format using video conferencing in subgroups of 4‒5 students that had the greatest positive effect.\u0000Discussion and Conclusion. The conclusions made by the authors contribute to the development of new forms of effective communication through social and educational interaction in the implementation of video conferencing. The materials of the article can be useful in the implementation of teacher education to increase the level of studentsʼ involvement in professional training in the context of distance education.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91168535","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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