In the current paper the interrelation between students' mindset and subjective well-being during the period of “emerging adulthood” is investigated.The relevance of the research is determined by high intellectual and psycho-emotional loads to the referent group, especially in the context of distance learning, which threatens the students' well-being.A sample of the study includes college students, bachelors, masters, and postgraduates.We assumed that a growth in mindset is correlated with a high level of students' well-being.We also tested the hypothesis about age differences in the level of students' well-being in the period of emerging adulthood.The sample consisted of 317 respondents aged from 16 to 30 years (M=22.6, SD=4.97), 232 are female and 85 are male.We used “The Satisfaction with Life Scale”, “The Personal Well-being Index-Adult”, “The Warwick-Edinburgh Mental Well-being Scale”, and “The Mindset Questionnaire”.The results of the study demonstrate significant correlations between mindset and all types of well-being.At the same time, the lowest indicators of the well-being are in the bachelors' group, and the highest are in the college students' group.The results of the study may be used in training programs to improve the level of students' subjective well-being.
{"title":"Students’ Mindset and Subjective Well-being during the Period of “Emerging Adulthood”","authors":"M. Khachaturova, V. Yerofeyeva, V. Bardadymov","doi":"10.17759/pse.2022270110","DOIUrl":"https://doi.org/10.17759/pse.2022270110","url":null,"abstract":"In the current paper the interrelation between students' mindset and subjective well-being during the period of “emerging adulthood” is investigated.The relevance of the research is determined by high intellectual and psycho-emotional loads to the referent group, especially in the context of distance learning, which threatens the students' well-being.A sample of the study includes college students, bachelors, masters, and postgraduates.We assumed that a growth in mindset is correlated with a high level of students' well-being.We also tested the hypothesis about age differences in the level of students' well-being in the period of emerging adulthood.The sample consisted of 317 respondents aged from 16 to 30 years (M=22.6, SD=4.97), 232 are female and 85 are male.We used “The Satisfaction with Life Scale”, “The Personal Well-being Index-Adult”, “The Warwick-Edinburgh Mental Well-being Scale”, and “The Mindset Questionnaire”.The results of the study demonstrate significant correlations between mindset and all types of well-being.At the same time, the lowest indicators of the well-being are in the bachelors' group, and the highest are in the college students' group.The results of the study may be used in training programs to improve the level of students' subjective well-being.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67675428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the findings of a study on the learning format preferences in students of the Moscow State University of Psychology & Education (N=761) in February-March 2022. Face-to-face learning (FTF) was chosen by 10,8% of students, blended learning (lectures in distance format, seminars and practical classes in-person) (BL) — 39,7%, distance learning (DL) — 49,5%. There were no differences between the 3 groups by gender and age. In the BL group, compared to the DL group, logical thinking (p=0,001) and verbal intelligence (p=0,003) are better developed, natural science literacy rates are higher (p=0,018), there is a better understanding of the vaccination benefits against COVID-19 for the individual and society (p=0,016) and less confidence in serious negative consequences of the coronavirus vaccine (p=0,005). In the FTF group, compared to the DL group, there is a lower fear of COVID-19 disease (p=0,050) and a higher estimate of the vaccination benefits against COVID-19 for an individual and society (p=0,050). Cluster analysis using K-means method identified 2 clusters. Cluster 1 includes respondents with more developed logical thinking, verbal intelligence, better natural science literacy, better understanding of the vaccination benefits against COVID-19 for a person and society and less prone to various fears, doubts, underestimation of the danger of coronavirus and distrust of vaccination. In Cluster 1, as compared to Cluster 2, the share of respondents preferring BL prevails (44,4% vs 37,1%), and the share of those who prefer DF is lower (43,8% vs 52,6%); the differences are significant at the trend level. The shares of respondents preferring FTF are practically the same and make up only about 10%. Using the method of logistic regression analysis, 4 statistically significant predictors were identified and a model was built to predict the respondents’ choice of the BL vs DL. The older the respondent, the more pronounced his/her fear of COVID-19, the lower his/her logical thinking, and the less confident (s)he is in the vaccination benefits against coronavirus for the individual and society, the more likely (s)he is to prefer DL over BL. Conversely, BL is more likely to be preferred over DL by younger respondents with higher logical reasoning scores, less fear of COVID-19 disease, and greater confidence in the vaccination benefits against coronavirus for the individual and society. The overall prediction accuracy of the model is 60,4%.
{"title":"Face-to-face, Blended or Online: How Do Students Prefer to Study?","authors":"A. Margolis, M. Sorokova, A. Shvedovskaya","doi":"10.17759/pse.2022270501","DOIUrl":"https://doi.org/10.17759/pse.2022270501","url":null,"abstract":"The article presents the findings of a study on the learning format preferences in students of the Moscow State University of Psychology & Education (N=761) in February-March 2022. Face-to-face learning (FTF) was chosen by 10,8% of students, blended learning (lectures in distance format, seminars and practical classes in-person) (BL) — 39,7%, distance learning (DL) — 49,5%. There were no differences between the 3 groups by gender and age. In the BL group, compared to the DL group, logical thinking (p=0,001) and verbal intelligence (p=0,003) are better developed, natural science literacy rates are higher (p=0,018), there is a better understanding of the vaccination benefits against COVID-19 for the individual and society (p=0,016) and less confidence in serious negative consequences of the coronavirus vaccine (p=0,005). In the FTF group, compared to the DL group, there is a lower fear of COVID-19 disease (p=0,050) and a higher estimate of the vaccination benefits against COVID-19 for an individual and society (p=0,050). Cluster analysis using K-means method identified 2 clusters. Cluster 1 includes respondents with more developed logical thinking, verbal intelligence, better natural science literacy, better understanding of the vaccination benefits against COVID-19 for a person and society and less prone to various fears, doubts, underestimation of the danger of coronavirus and distrust of vaccination. In Cluster 1, as compared to Cluster 2, the share of respondents preferring BL prevails (44,4% vs 37,1%), and the share of those who prefer DF is lower (43,8% vs 52,6%); the differences are significant at the trend level. The shares of respondents preferring FTF are practically the same and make up only about 10%. Using the method of logistic regression analysis, 4 statistically significant predictors were identified and a model was built to predict the respondents’ choice of the BL vs DL. The older the respondent, the more pronounced his/her fear of COVID-19, the lower his/her logical thinking, and the less confident (s)he is in the vaccination benefits against coronavirus for the individual and society, the more likely (s)he is to prefer DL over BL. Conversely, BL is more likely to be preferred over DL by younger respondents with higher logical reasoning scores, less fear of COVID-19 disease, and greater confidence in the vaccination benefits against coronavirus for the individual and society. The overall prediction accuracy of the model is 60,4%.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67677111","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}
ps://orcid.org/0000-0001-5421-028X, e-mail: ahauser@mail.ru Student burnout is a risk factor for personal well-being and can lead to a decrease in motivation and other crucial components of learning. We present the results of a study of the relationship between academic motivation and burnout in the Russian (N=203) and Azerbaijani (N=170) samples. Motivation profiles were compared to profiles of burnout and study-related experiences. Students from two profiles with the highest level of intrinsic motivation, but different levels of motivation of self-esteem (high — 32% of the total sample, or low — 20%) experienced either no burnout, or high exhaustion along with high meaningfulness of learning in both cases. Students with predominance of external motivation (20%) or amotivation (9%) turned out to be more prone to burnout, showing a high level of emotional exhaustion along with an average or complete loss of the meaning of their own educational activities. Among students with an average profile (18%), the main symptom was a decrease in the meaningfulness of study that was in some cases linked to other symptoms of burnout. The results were similar in both samples, with the profiles with high levels of self-esteem being more typical of female students. The limitations of the obtained results are discussed, as well as the relevance of burnout prevention in universities.
{"title":"Academic Motivation in Relation to Burnout Among Russian and Azerbaijani Higher Education Students","authors":"A. Koyfman, A. Hauser","doi":"10.17759/pse.2022270502","DOIUrl":"https://doi.org/10.17759/pse.2022270502","url":null,"abstract":"ps://orcid.org/0000-0001-5421-028X, e-mail: ahauser@mail.ru Student burnout is a risk factor for personal well-being and can lead to a decrease in motivation and other crucial components of learning. We present the results of a study of the relationship between academic motivation and burnout in the Russian (N=203) and Azerbaijani (N=170) samples. Motivation profiles were compared to profiles of burnout and study-related experiences. Students from two profiles with the highest level of intrinsic motivation, but different levels of motivation of self-esteem (high — 32% of the total sample, or low — 20%) experienced either no burnout, or high exhaustion along with high meaningfulness of learning in both cases. Students with predominance of external motivation (20%) or amotivation (9%) turned out to be more prone to burnout, showing a high level of emotional exhaustion along with an average or complete loss of the meaning of their own educational activities. Among students with an average profile (18%), the main symptom was a decrease in the meaningfulness of study that was in some cases linked to other symptoms of burnout. The results were similar in both samples, with the profiles with high levels of self-esteem being more typical of female students. The limitations of the obtained results are discussed, as well as the relevance of burnout prevention in universities.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67677191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article focuses on the results of the research project “Adolescent Theater as an Activity Technology for Education and Formation of Personal Educational Results", implemented in 2021—2022 by the Center for Interdisciplinary Research on Contemporary Childhood of the Moscow State University of Psychology and Education. The main goal of the project was to substantiate the the efficiency of school theater as a means of education and a tool for developing meta-subject competences and improving personal educational results in adolescents. For achieving this goal, a unique educational program of drama activities (30 sessions of 45 minutes each) was elaborated and trialed in “Starogorodkovskaya School” in Moscow Region. 10 teenagers aged from 13 to 14 years took part in the project. The research methods included: observation, video recording of drama sessions and subsequent analysis of the videos; analysis of the products of the activity (scripts, short videos, poems); regular interviews with teenagers and teachers, who participated in the project. Several case studies are discussed, demonstrating that drama can become an effective technology for education and development of personal educational results in adolescence.
{"title":"Drama as an Educational Technology and a Tool for Achieving Personal Educational Results","authors":"O. Rubtsova, T. Poskakalova, A.G. Solov’eva","doi":"10.17759/pse.2022270105","DOIUrl":"https://doi.org/10.17759/pse.2022270105","url":null,"abstract":"The article focuses on the results of the research project “Adolescent Theater as an Activity Technology for Education and Formation of Personal Educational Results\", implemented in 2021—2022 by the Center for Interdisciplinary Research on Contemporary Childhood of the Moscow State University of Psychology and Education. The main goal of the project was to substantiate the the efficiency of school theater as a means of education and a tool for developing meta-subject competences and improving personal educational results in adolescents. For achieving this goal, a unique educational program of drama activities (30 sessions of 45 minutes each) was elaborated and trialed in “Starogorodkovskaya School” in Moscow Region. 10 teenagers aged from 13 to 14 years took part in the project. The research methods included: observation, video recording of drama sessions and subsequent analysis of the videos; analysis of the products of the activity (scripts, short videos, poems); regular interviews with teenagers and teachers, who participated in the project. Several case studies are discussed, demonstrating that drama can become an effective technology for education and development of personal educational results in adolescence.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67674656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to adapt the Russian version of the Life Satisfaction Index for the Third Age-Short Form (LSITA-SF) by E. Barrett [6]. The study involved 203 respondents aged 50 to 83 years. All participants completed a set of socio-demographic questions, LSITA-SF, and instruments assessing apathy, depression, subjective vitality, overall satisfaction with life, and subjective happiness. The results showed that the Russian version of the LSITA-SF has a one-factor structure and demonstrates high internal reliability and convergent validity. An analysis of the socio-demographic differences in the LSITA-SF scores indicated that females and younger respondents had higher scores of satisfaction with life in the “third age” than males and older respondents. It was concluded that the Russian version of the LSITA-SF is a reliable and valid instrument that can be recommended as a scale for screening and monitoring satisfaction with life in the Russian-speaking respondents who are in the “third age”.
{"title":"Satisfaction with Life in the «Third Age» and Its Measurement: Adaptation of the Russian Version of the LSITA-SF","authors":"A. Zolotareva, P. A. Averina, A. L. Timoshina","doi":"10.17759/pse.2022270202","DOIUrl":"https://doi.org/10.17759/pse.2022270202","url":null,"abstract":"The aim of this study was to adapt the Russian version of the Life Satisfaction Index for the Third Age-Short Form (LSITA-SF) by E. Barrett [6]. The study involved 203 respondents aged 50 to 83 years. All participants completed a set of socio-demographic questions, LSITA-SF, and instruments assessing apathy, depression, subjective vitality, overall satisfaction with life, and subjective happiness. The results showed that the Russian version of the LSITA-SF has a one-factor structure and demonstrates high internal reliability and convergent validity. An analysis of the socio-demographic differences in the LSITA-SF scores indicated that females and younger respondents had higher scores of satisfaction with life in the “third age” than males and older respondents. It was concluded that the Russian version of the LSITA-SF is a reliable and valid instrument that can be recommended as a scale for screening and monitoring satisfaction with life in the Russian-speaking respondents who are in the “third age”.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67675333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the results of studying the relationship between the academic achievements of students and the number of migrant children studying with them. The presented review of studies conducted on various ethno-cultural and national samples shows the ambiguity of this relationship. The authors analyzed statistical data on the ratio of children of foreign citizens in the region, as well as on the number of educational organizations with different ratios of children of foreign citizens in relation to schoolchildren with Russian citizenship. These indicators were compared with the assessment of the quality of education, for which the overall indicator of the education quality in the Russian regions presented by Rosobrnadzor was used, as well as with the index of the socio-economic situation in the regions. Analysis of data from the 85 regions of the Russian Federation showed that the ratio of migrant students (foreign citizens) in Russia to students with Russian citizenship in general education institutions is not related to the quality of education in the region considering its socio-economic situation. Basing on the results of discussion and comparison with the data of the world-wide research, we conclude that the concentration of migrant children in an educational institution should not act as a significant marker of educational policy in this area.
{"title":"Academic Achievement of Students in Schools with High Numbers of Migrant Children","authors":"O. Khukhlaev, M. Chibisova","doi":"10.17759/pse.2022270504","DOIUrl":"https://doi.org/10.17759/pse.2022270504","url":null,"abstract":"The article presents the results of studying the relationship between the academic achievements of students and the number of migrant children studying with them. The presented review of studies conducted on various ethno-cultural and national samples shows the ambiguity of this relationship. The authors analyzed statistical data on the ratio of children of foreign citizens in the region, as well as on the number of educational organizations with different ratios of children of foreign citizens in relation to schoolchildren with Russian citizenship. These indicators were compared with the assessment of the quality of education, for which the overall indicator of the education quality in the Russian regions presented by Rosobrnadzor was used, as well as with the index of the socio-economic situation in the regions. Analysis of data from the 85 regions of the Russian Federation showed that the ratio of migrant students (foreign citizens) in Russia to students with Russian citizenship in general education institutions is not related to the quality of education in the region considering its socio-economic situation. Basing on the results of discussion and comparison with the data of the world-wide research, we conclude that the concentration of migrant children in an educational institution should not act as a significant marker of educational policy in this area.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67677470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article assesses the intercultural comparability of reading assessment results taking into account the specifics of the test content in relation to the child’s cultural environment. The reading skills of first graders in two countries were assessed using the reading scale of the computerized instrument “Start”. The sample of students from Kazakhstan included 1102 first-graders from Russian-language schools in the city of Almaty. The sample of students from Russia included 2247 first-graders from the city of Novosibirsk. Pearson reliability and Chronbach’s alpha were in the range from 0.89 to 0.96. Subsequently, Differential Item Functioning analysis was carried out on a combined sample in order to investigate whether the scale tasks work identically for the students from Russia and Kazakhstan when the levels of their reading skills are taken into consideration. Logic regression showed that there are no items with DIF effect size reaching beyond 0,13 (under Zumbo-Thomas classification). The research outcomes may be of interest to international comparative studies of reading skills development.
{"title":"Reading Skills of First Graders in Russia and Kazakhstan: A Cross-Cultural Study","authors":"A. Ivanova, I. Antipkina","doi":"10.17759/pse.2022270509","DOIUrl":"https://doi.org/10.17759/pse.2022270509","url":null,"abstract":"This article assesses the intercultural comparability of reading assessment results taking into account the specifics of the test content in relation to the child’s cultural environment. The reading skills of first graders in two countries were assessed using the reading scale of the computerized instrument “Start”. The sample of students from Kazakhstan included 1102 first-graders from Russian-language schools in the city of Almaty. The sample of students from Russia included 2247 first-graders from the city of Novosibirsk. Pearson reliability and Chronbach’s alpha were in the range from 0.89 to 0.96. Subsequently, Differential Item Functioning analysis was carried out on a combined sample in order to investigate whether the scale tasks work identically for the students from Russia and Kazakhstan when the levels of their reading skills are taken into consideration. Logic regression showed that there are no items with DIF effect size reaching beyond 0,13 (under Zumbo-Thomas classification). The research outcomes may be of interest to international comparative studies of reading skills development.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"32 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67677602","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}
Evgeniia Alenina, Ksenia V. Bartseva, Oleg V. Lee, Mikhail S. Zaleshin, Maxim V. Likhanov, Yulia V. Kovas
As a result of the COVID-19 pandemic, educational institutions switched to distance learning in March 2020. The study focuses on how the sudden transition affected the level of teachers' anxiety and professional burnout. A total of 282 teachers from general education schools participated in the study. The results showed that the teachers successfully coped with the transition: the level of anxiety and burnout was similar to the results of previous studies of teachers before the pandemic. A significant role in the adaptation of teachers to the urgent transition to online education was played by their attitudes. In particular, those who adapted to the change and were able to get used to the distance format of work showed the lowest levels of anxiety compared with other groups who resisted the change and experienced difficulties. An important condition for successful distance learning, according to teachers, is the detailed regulation of infrastructural aspects of the educational process by the administration. The article discusses the next steps to improve the quality of distance learning based on experience.
{"title":"Lessons from the Pandemic: Analyzing the Experience of Distant Learning in Secondary Schools","authors":"Evgeniia Alenina, Ksenia V. Bartseva, Oleg V. Lee, Mikhail S. Zaleshin, Maxim V. Likhanov, Yulia V. Kovas","doi":"10.17759/pse.2022270607","DOIUrl":"https://doi.org/10.17759/pse.2022270607","url":null,"abstract":"As a result of the COVID-19 pandemic, educational institutions switched to distance learning in March 2020. The study focuses on how the sudden transition affected the level of teachers' anxiety and professional burnout. A total of 282 teachers from general education schools participated in the study. The results showed that the teachers successfully coped with the transition: the level of anxiety and burnout was similar to the results of previous studies of teachers before the pandemic. A significant role in the adaptation of teachers to the urgent transition to online education was played by their attitudes. In particular, those who adapted to the change and were able to get used to the distance format of work showed the lowest levels of anxiety compared with other groups who resisted the change and experienced difficulties. An important condition for successful distance learning, according to teachers, is the detailed regulation of infrastructural aspects of the educational process by the administration. The article discusses the next steps to improve the quality of distance learning based on experience.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67677799","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}
With the ongoing COVID-19 pandemic decreasing availability of polymerase chain reaction with reverse transcription and the snowballing growth of medical imaging, especially the number of chest computed tomography (CT) scans being performed, methods to augment and automate the image analysis, increasing productivity and minimizing human error are of particular importance. The creation of high-quality datasets is essential for the development and validation of artificial intelligence al-gorithms. Such technologies have sufficient accuracy in diagnosing COVID-19 in medical imaging. The presented large-scale dataset contains anonymized human CT scans with COVID-19 features as well as normal studies. Some studies were tagged by radiologists using binary pixel masks of regions of interest (e.g., characteristic areas of consolidation and ground-glass opacities). CT data were acquired between March 1, 2020, and April 25, 2020, and provided by municipal hospitals in Moscow, Russia. The presented dataset is licensed under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0).
随着持续的COVID-19大流行减少了逆转录聚合酶链反应的可用性，以及医学成像的滚雪球式增长，特别是正在进行的胸部计算机断层扫描(CT)扫描的数量，增强和自动化图像分析，提高生产力和最大限度地减少人为错误的方法尤为重要。高质量数据集的创建对于人工智能算法的开发和验证至关重要。这些技术在医学影像诊断COVID-19方面具有足够的准确性。所提出的大规模数据集包含具有COVID-19特征的匿名人类CT扫描以及正常研究。一些研究由放射科医生使用感兴趣区域(例如，实变和磨玻璃不透明的特征区域)的二元像素掩模进行标记。CT数据采集时间为2020年3月1日至2020年4月25日，由俄罗斯莫斯科市立医院提供。本文采用知识共享署名-非商业性-无衍生3.0 Unported (CC by - nc - nd3.0)授权。
{"title":"Особенности жизнедеятельности и самочувствия студентов медицинских вузов в период дистанционного обучения во время эпидемии COVID-19","authors":"Е. А. Потапова, Земляной Д.А, Г. В. Кондратьев","doi":"10.17759/PSE.2021260304","DOIUrl":"https://doi.org/10.17759/PSE.2021260304","url":null,"abstract":"With the ongoing COVID-19 pandemic decreasing availability of polymerase chain reaction with reverse transcription and the snowballing growth of medical imaging, especially the number of chest computed tomography (CT) scans being performed, methods to augment and automate the image analysis, increasing productivity and minimizing human error are of particular importance. The creation of high-quality datasets is essential for the development and validation of artificial intelligence al-gorithms. Such technologies have sufficient accuracy in diagnosing COVID-19 in medical imaging. The presented large-scale dataset contains anonymized human CT scans with COVID-19 features as well as normal studies. Some studies were tagged by radiologists using binary pixel masks of regions of interest (e.g., characteristic areas of consolidation and ground-glass opacities). CT data were acquired between March 1, 2020, and April 25, 2020, and provided by municipal hospitals in Moscow, Russia. The presented dataset is licensed under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0).","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"26 1","pages":"70-81"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67672599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article answers the question how learning motivation and enthusiasm for online gaming are related in students with low, medium and high social status. We present results of a study conducted in 2020 that involved 104 students of 9—11 grades of Moscow schools, 41% (n=43) males, 59% (n=61) females. The techniques used in the study included the academic motivation scale, the assessment tool for game addiction, sociometry, the reference measurement technique, and the technique for identifying informal intragroup power structure in a contact community. The results show that each structure of the integral intragroup status is characterized by its own relationship between learning motivation and willingness to engage intensively in online gaming. As it was revealed, in the attraction structure of intragroup status among high-status students the game addiction indicator is negatively correlated to learning motivation, whereas in the structure of informal power among low-status students this correlation is positive.
{"title":"Relationship Between Enthusiasm for Online Gaming and Learning Motivation Among Students of Different Status","authors":"N. Kochetkov, E.N. Volozhaeva","doi":"10.17759/pse.2021260403","DOIUrl":"https://doi.org/10.17759/pse.2021260403","url":null,"abstract":"The article answers the question how learning motivation and enthusiasm for online gaming are related in students with low, medium and high social status. We present results of a study conducted in 2020 that involved 104 students of 9—11 grades of Moscow schools, 41% (n=43) males, 59% (n=61) females. The techniques used in the study included the academic motivation scale, the assessment tool for game addiction, sociometry, the reference measurement technique, and the technique for identifying informal intragroup power structure in a contact community. The results show that each structure of the integral intragroup status is characterized by its own relationship between learning motivation and willingness to engage intensively in online gaming. As it was revealed, in the attraction structure of intragroup status among high-status students the game addiction indicator is negatively correlated to learning motivation, whereas in the structure of informal power among low-status students this correlation is positive.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67672754","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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