Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education最新文献

The article presents the problem of conceptualization of the phenomenon of «methodical readiness for mediation» as a special case of professional readiness of a teacher-psychologist to implement mediation in education. The results of a pedagogical experiment on the formation of methodological readiness of undergraduates in conditions of blended learning are described. The main idea of the study is that methodological training is a propaedeutics of professional readiness for mediation in general. The organization of the educational process is based on the principles of practice-oriented and event-based approaches and involves immersion of undergraduates in the basics of mediation in a blended learning environment. The features of the formation of methodological readiness for mediation in conditions of blended learning, based on the principle of humanitarization, ensuring the innovative use of the mediation approach in educational practices, are determined. 92 undergraduates of the Siberian Federal University (SibFU), studying under the programs of the psychological and pedagogical master's degree in 2020-2023, took part in the experimental work. Methodological materials in the field of mediation developed and implemented by SibFU undergraduates during their professional training are presented.

This study aimed to examine the relationship of the types of digital games preferred by preschoolers and their executive functions. For a more detailed study we created a classification of the games in question based on the content analysis of the participants’ interview, game mechanism, and the required cognitive functions. 6 types of digital games were developed: quick reaction games, logic games, educational games, strategic games, drawing games, and simulators. The overall sample comprised 335 children (48.6% girls) aged 6–7 (M=74.6 months, SD=6.06 months). The study included assessment of the executive functions and an interview about digital games. We used the NEPSY-II subtests to measure the examinees’ executive functions level: visual and verbal working memory, and inhibition. We also used “The Dimensional Change Card Sort” to assess cognitive flexibility. Data analysis revealed that quick reaction games were the most popular at this age. The next favourite were logic games, strategic games, and simulators’. The study demonstrated quick reaction game players’ visual working memory was better developed than in the non-players. Logic game players processed information at a higher speed than the non-players. Simulation game players obtained higher score in cognitive inhibition, than the children who didn’t like this type of games.

The article presents an overview of various digital technologies used in the educational process; the problem of their perception and application by teachers and students is investigated. The purpose of the article is to identify the level of readiness of direct participants of the educational process to use digital technologies in their activities. The study was conducted on the basis of analysis and generalization of domestic and foreign scientific publications devoted to the problem of the use of digital technologies by participants of educational institutions. A sociological study was conducted by online questionnaire of students. The research methods are comparison, concretization, system and comparative analysis. The authors have revealed that the teachers' perception of the use of digital educational technologies in their activities depends on various factors, such as: age, gender, availability and degree of development of organizational and communicative abilities of a person, on the degree of motivation, as well as on the level of creativity of the teacher's personality. It is revealed that there are various barriers to the use of TSOT by teachers. Regarding the readiness of students to use TSC, it was found that students are not fully ready to use TSC in teaching, in particular, they are not aware of the essence of the concept of immersive technologies and do not identify them with virtual or augmented reality technologies. A significant part of students uses digital services that are quite similar in functionality. The actual digital technologies used in teaching in the world practice are revealed. The necessity of using digital services in virtual educational environments, including metaverses, is substantiated. In order to increase the ability of teachers to use TSOT, it is necessary that the curricula include courses on the use of TSOT in education in the context of vocational training. It is also proposed to encourage teachers to use technology in the educational process by allocating additional funding. Universities need to create conditions for students to use digital technologies.

The article presents the results of the study that identifies the possibilities of applying activity technologies in education to create digital stories for the purposes of formation of spiritual and ethical values in adolescents. The study took place in March, 2023, on the basis of MBOU SOSH school No. 4 in Kashira town, 38 schoolchildren of the 7th grade aged 13-14 years old took part in it. As part of the study, during three sessions 9 cartoons were created in the stop-motion animation technique, they were based on the literary material of A.P. Chekhov. The article presents an analysis of the production process of animation products creation, it also discusses the aspects of the formation of spiritual and moral values ​​while creating cartoons. The article also focuses on the empirical data that demonstrate the peculiarities of the adolescents’ perception of joint activities when working on cartoons and according to the degree of motivation for the activity. The study proves the effectiveness of the use of practices for creating digital stories by adolescents for establishing interpersonal communication, appropriating moral and prosocial behavior patterns, developing interest in classic literature, and creative self-realization.

There is an idea that modern young people who grew up surrounded by digital devices spontaneously master digital skills, and their formation does not require special attention from the school. Teachers' observations and research results show that this is not the case. Most schoolchildren are not able to effectively solve problems in the digital environment, for example, correctly construct a search query, or ensure their information security. The purpose of the study presented in the article is to assess the relationship of digital literacy, including its individual components (for example, the ability to work with information in a digital environment), with some cognitive characteristics of students. In particular, the relationship of digital literacy with the features of cognitive control of students is considered, taking into account the frequency and specifics of the activity of using digital devices. The study is based on data from the assessment of the level of digital literacy by the developed measurement tool on a sample of 4,700 students in grades 7 and 8 of schools in 5 regions of Russia in the fall of 2022.

The paper presents additional results of the research project “Effects of personality traits on behavior in virtual reality games in adolescence and young adulthood”, carried out by the MSUPE Centre for Interdisciplinary Research on Modern Childhood in 2015—2017. Research methods include the Q-Sort technique by W. Stephenson, the Butler-Haigh “Real and Ideal Test”, the Role Conflict Questionnaire developed by O.V. Rubtsova, and Adolescent Egocentrism scale (AES), R. Enright. The sample includes 103 active players of MOBA Dota-2 aged 14—25. The paper discusses statistical correlations, in particular, those identified on the basis of a network analysis of partial correlations. It is shown that such factors as role incompatibility and the need for role-playing experience can be manifested in virtual gaming activity and partly determine the specifics of its implementation by adolescent and young adults’ players.

the purpose of the present study is to investigate the relationship between academic resilience and academic burnout through the mediation of problem-solving ability.Research questionnaires (demographics, academic burnout, academic resilience and problem-solving ability) were sent online through Press Online software in 2021 for a sample size of 260 students of virtual medical education. Descriptive statistics, Pearson correlation and Structural equation modeling were used to examine the characteristics of the participants, correlation between main variable and test the study hypothesis. Based on the results the model fit indices CFI (comparative fit index), NFI (normed fit index), TLI (Tuckere Lewis index), X2/DF (the ratio of X2 to degrees of freedom) and RMSEA (Root mean of square error approximation) were appropriate. it was found that the academic burnout with problem solving skill (β = -0.77), academic resilience (β = 0.26) and problem-solving skill with academic Resilience (β = 0.96) has a statistically significant relationship. Also, it was found that most of the relationship between academic burnout and academic resilience is indirect and through the mediator variable of problem-solving skills (-0.871).The results of this research determined that there is a certain group of students suffering from burnout and weak problem-solving skills, who are at risk. Screen such students and provide them with short courses aimed at developing adaptive coping skills, such as problem solving, which can prevent their academic burnout.

This research desires to analyze the determinants of blended teaching-learning performance in the new typical environment by exploring the role of teachers' technostress as mediation. This study uses a quantitative approach. Quantitative research methods aim to test the hypotheses that have been set. This approach uses numerical results from measurements made using a questionnaire about the study's variables. Using the complete sampling technique, which involves selecting the whole population as the research sample, it consisted of senior high school teachers in South Sumatra. The researchers used 712 research data in this investigation. The research used the structural approach of the Equation Model (SEM) and the intelligent application of PLS for analysis. According to the outcomes of this investigation, understanding technical and pedagogical content has a considerable positive impact on blended learning and teaching performance and teachers' technostress. Teachers' self-efficacy has a considerable positive impact on combined learning-teaching performance and blended teaching-learning performance and is significantly mediated by teachers' technological stress. Teacher experience significantly impacts teachers' technostress and is mediated considerably by teachers' technostress. Administration and school support show a considerable positive impact on blended teaching and learning performance and teachers' technostress, which is significantly mediated by teachers' technostress. Teachers' technological stress has a large positive effect on combined teaching-learning performance.

Today's students can also be called "Generation Z," which cannot be separated from their digital life. The characteristics of Generation Z, "digital natives," are very comfortable using digital devices in their social media life. Even though students as a whole are comfortable with digital technologies for interaction, they are still learning how to incorporate digital devices into their academic lives. The aim of the research is to adapt a digital literacy measuring tool to become the Indonesian version of student academic digital literacy. Adaptation methods include translation, synthesis, expert committee review, and pretesting. The research respondents were 364 students in the province of East Java, Indonesia. Data analysis used confirmatory factor analysis with M-Plus software. The results showed that the loading factor values ranged from 0.47-0.87 and met the minimum criteria, so they could be said to be valid. The reliability is indicated by the value alpha = 0.87 and CR = 0.89, which has met the minimum criteria, so it is reliable, while the AVE = 0.74 has met the minimum criteria, so it shows good convergence.

The present study is focused on the measurement of the development of the higher mental actions of analysis and planning as the main components of theoretical thinking by the younger adolescences in the individual and collaborative game problem solving conditions. The previously elaborated computer game system “PL-modified” was used. Social and emotional intelligence as well as gender factor were additionally controlled. 189 middle-school students from the 5-6th grades participated in this study. The results showed that game efficiency as a factor of mental action planning was higher in collaborative problem solving conditions (in comparison with the individual game) no matter which additional factor was controlled. Furthermore, the whole sample was divided in two groups by the criterion of the level of social intelligence of those participants who played in each pair. Thus, the group 1 included players with the equal level of social intelligence whereas the group 2 was presented by the gamers with the different levels of social intelligence. The pairs form the group 1 outperformed those participants from the group 2 in their game efficiency. Another independent result concerns significant impact of social intelligence on the game performance in the pairs of boys. The present results are discussed in terms of the prospects of the usage of ‘PL-modified’ computer game system as a diagnostic tool for mental actions by young adolescents and their cognitive abilities.