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

Creative thinking is an important skill of the modern world, and its assessment with the help of modern digital tools is becoming an increasingly complex methodological task. The inclusion of process data of task performance in the assessment model of creative thinking is a promising direction that becomes possible in computer testing. The use of such data allows us to consider the processes of creative thinking in dynamics, which makes the assessment of the level of creativity of students more accurate and multifaceted. The purpose of the study was to determine the possibility of using process data of task performance as part of evaluating creative thinking using a tool in a digital environment. The paper presents an analysis of the work of 823 4th grade students who, during the assignment, created images in a closed simulation environment to assess creative and critical thinking. The analysis of process data of completing tasks performance took place using N-grams of various lengths. As a result, the sequences of actions of students with different levels of creative thinking were compared, and various strategies of behavior of the test takers were identified in task for creative thinking compared with a task for critical thinking. Together with information about the level of creativity based on the analysis of the created product, process data of task performance improves the understanding of the functioning of tasks through the prism of the task execution process by the test takers. It also makes a step forward in detailing the feedback that can be obtained as part of testing.

This study aims to research a new form of students' deviation: cyberloafing. This term refers to the use of Internet technologies during classes for non-educational purposes. Children get distracted during lessons by online or off-line activities. A sample of the study consists of students and schoolchildren from Chelyabinsk city. The study involved 233 people aged 13 to 20 years. 146 schoolchildren aged 13–15 years (42% boys and 58% girls) and 87 students aged 17–20 (40% male and 60% female) were recruited for this study. We use the cyberloafing scale proposed by Y. Akbulut (in the Russian version by N.V. Sivrikova). The results of the research demonstrate that the level of cyberloafing is quite low and correlates with participants' gender and educational level. Differences between schoolchildren and students correspond to the structure of cyberlоafing behavior.

The article presents the results of studying the features of psychological well-being of preschool educators of the Russian Federation using the PERMA-Profiler questionnaire adapted for the Russian-speaking sample by O.M. Isayeva, A.Yu. Akimova, E.N. Volkova. The study involved 2135 preschool teachers from 79 regions of 8 federal districts of the Russian Federation. The results of the study showed that teachers have a higher overall level of psychological well-being than in the main Russian sample, as well as higher values of the severity of the components of psychological well-being: "positive emotions", "relationships" with other people, "involvement" in activities, "meaning" and "achievements". The stratification variables associated with the psychological well-being of preschool educators are the characteristics of age, work experience in a certain position, the qualification category of the employee, marital status, the presence of children. The level of education and place of residence do not directly affect the level of psychological well-being.

The work presents the results of approbation of the approach to expert evaluation of inclusive practices in educational institutions developed at the Institute for Problems of Inclusive Education of the Moscow State University of Psychology and Education based on the integration of inclusiveness criteria and evidence requirements. The assessment involved 25 federal experts on inclusive education, who evaluated 30 cases in three nominations of inclusive practices submitted to the federal stage of the competition. The assessors scored the applications by completing expert protocols, which were processed to determine the level of inclusivity of the practice (zero, initial, basic, or advanced). Then a reflective discussion was organized on the application by experts of the approach we developed to assessing inclusive practices according to the criteria of inclusiveness and evidence, the results of this discussion were subjected to thematic analysis. The study revealed that the distribution of expert assessments of inclusive practices by levels differs from uniform (p < 0,01), confirming the effectiveness of the criteria as an assessment tool. At the same time, the reproducibility of the results of the expert assessment turned out to be at an acceptable level (83%), taking into account the unreliability of differentiation of the zero and initial levels (sample of repeated measurements: N = 12). The thematic analysis of expert reflection showed the usefulness of evaluation criteria as a tool not only for examination, but also for the development of expert thinking of the experts themselves, as well as the professional development of the contestants. Also, the results of the thematic analysis revealed the need for a broad discussion and further study of the key categories of inclusion (diversity, participation, acceptance, etc.) to operationalize them more accurately as inclusion criteria.

The study is aimed at studying ideas about the future. The materials of an empirical study obtained on a sample (N=1538) aged 14 to 28 years are presented. We use the method of I.S. Cohn "I am in 5 years" and the method of unfinished sentences Zh. Nyutten. The results obtained make it possible to say that there is a certain sequence in the formation of the image of the future: teenagers see the future as something that will "happen" to them, boys/girls form goals and ideas about a happy family, then form connections of their capabilities with time, and young people through the idea of future professional activity realize the image of their family and your personality. There is evidence that teenagers consider the future within their social institution, boys and girls build their future based on the next stage of social life, and young people perceive the future as a continuation of the present

The article presents the results of an empirical study of the relationship between the regulatory competencies of students, different types of academic motivation and successful performance of the research project work. Diagnostics of regulatory competencies was carried out by means of Morosanova’s "Self-regulation profile of learning activities questionnaire - SRPLAQ-M"; academic motivation was assessed using Gordeeva’s "Scales of academic motivation of schoolchildren". The diagnostics was carried out at the beginning of the academic year. Criteria-based assessments, set by the expert teachers, were used as indicators of the project work success. The study, performed on a sample of 9th grade students (N=187, 15-16 years old), provided evidence that regulatory competencies and motivation serve as prerequisites for the students’ success in research project work. The study allowed to empirically distinguish between the universal and special regulatory competencies. The data analysis revealed the resource role of regulatory competencies in performing an individual research project. It is shown that the general level of the conscious self-regulation development characterizes the universal resources for successful performance of an individual project and is positively associated with all expert criteria for assessment research project success. Special regulatory resources are the modeling of significant conditions and evaluating the results of actions. The study also revealed a mediator role of the regulatory competence of evaluating results in the relationship between the students’ academic motivation and the final assessment of the research project.

A large body of studies on the choice of educational trajectories is aimed at identifying the role of the family, socio-economic status, and place of residence. But the psychological patterns of preferences for educational trajectories have received less attention. Current study is aimed at identifying motivational predictors. The study presents an analysis of data obtained from 1914 schoolchildren studying in 9 classes, living in the urban (952 people) and rural areas (962 people) aged 14 to 16 years (M=15.33, SD=0.49), 57% - girls. As a result of the study, it was found that the orientation towards higher education is determined by both intrinsic and extrinsic motivation. Orientation to receive secondary vocational education is associated with amotivation and alienation from study. Schoolchildren living in rural areas tend to settle down and are more oriented towards education, both secondary vocational and higher.

Parents and children have been affected by the COVID-19 Movement Control Order (MCO). Parental involvement is often linked to children’s academic performance. This study first examined the link between parental involvement and children’s academic performance during the MCO. Next, it examined the differences in academic performance before and during the MCO. Malaysian secondary school students (N=130, 61.6% female) aged 16-17 (M=16.42, SD=0.4967) responded to questions about their parents’ involvement from before and during the MCO and completed the Inventory of Parental Influence. Exam grades from before and after the MCO were also collected. The results revealed a low to moderate positive correlation (r = 0.291, p<0.05) between parental involvement in three areas (discussions, home care, and communication) and academic performance. During the MCO, students’ perception of parental involvement at home increased, t(129)-5.82, p<.05). However, there was also a significant decrease in students’ academic performance during the MCO when compared to before the MCO, t(123) = 2.058, p<0.05. Implications and future research recommendations are suggested.

The paper presents the results of studying the resources of academic, socio-cultural and psychological adaptation of students representing indigenous peoples of the North, Siberia and the Far East to college. The sample consisted of 720 students, of which 304 people (58% girls) identify themselves as representatives of the indigenous peoples of the North and the Far East. The collection of empirical data was carried out using questionnaires (Scale of academic motivation; Questionnaire of online and offline coping; The Child and Youth Resilience Measure; Types of ethnic identity questionnaire; Scales of Psychological problems of adolescents; Methodology psychological safety of the educational environment). The adaptability of students was studied using the Scale of Socio-Cultural Adaptation; Self-assessment scales of satisfaction with various aspects of life; author's questionnaire. Regression analysis revealed invariant predictors (emotional attitude towards college, satisfaction with the educational environment of the college, adaptation to the amount of homework in the educational process) only for academic adaptation. Indicators of introjected learning motivation are also significant for predicting the success of academic adaptation of students representing the Indigenous Minorities and the Far East. The predictor of socio-cultural adaptation for the students representing the North, Siberia and the Far East nations is the level of ethno-egoism. Coping strategies and the size of the settlement predict the psychological adaptation this group students. The results obtained can contribute to the optimization of the process of socio-psychological adaptation of students-representatives the Indigenous Minorities to study in colleges.

Self-realization, as a psychological phenomenon that combines well-pronounced motivational and cognitive-evaluative components, largely determines adaptive resources of a person. This article analyzes the relationships among three types of self-realization, basic personal traits, professional experience and emotional intelligence of young adults on a sample of 125 students (girls and boys) of the Southern Federal University. A part of the sample consisted of part-time students who combined work and professional training (n=51), the rest were full-time students in their respective fields of study (n=74). The study tested three research hypotheses, namely that: (1) The respondents would report relatively low level of social self-realization, in comparison with professional and personal self-realization; (2) Significant differences would be observed in indicators of social self-realization, but not in emotional intelligence, between the sub-samples of part-time and full-time students; (3) Professional experience, basic personal characteristics and individual indicators of emotional intelligence would contribute to the respondents' subjective assessment of their social self-realization. Results of ANOVA, correlational and regression analysis of data collected using psychodiagnostic techniques by Kudinov (self-realization profiles), Lyusin (EmIn), and Sschebetenko (Big Five-2), by and large, confirmed all three study hypotheses, in particular and most importantly – about the differences between the two categories of respondents in the level of their social self-realization and in various combinations of its predictors, specifically, about the unique role of the ‘understanding emotions’ factor. The article also discusses the importance of self-realization for successful social adaptation of young people and describes various psycho-correctional and psychological-pedagogical methods, including specialized training of emotional intelligence, designed to compensate for low social self-realization.