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

The purpose of this study was to compare the effectiveness of antenatal education and individual labour support in the context of the actual experience of childbirth and its psychological perception. Types of antenatal education and individual labour support were analysed in relation to the childbirth experience (mode of delivery, number of medical interventions, obstetric violence, satisfaction with childbirth, physical well-being of women after childbirth). In February-March 2021, we conducted an online survey of 1645 mothers of infants aged 0-13 months. As a result, it was found that preparation for childbirth has no direct relationship with the mode of delivery, the woman's well-being after childbirth and the birth satisfaction. However, preparation for childbirth is associated with fewer medical interventions. Women who gave birth without individual support were less satisfied with their births, more likely to experience obstetric violence, more likely to give birth via caesarean section, with more medical interventions. Thus, support during labour is a safe way to improve the experience of childbirth and the quality of life for mothers in general.

Self-efficacy forms a major factor that influences many life aspects, as a result, it has been researched by many psychologists and educators worldwide from different perspectives. Embracing the context of Bandura’s Self- efficacy Theory as a theoretical framework, this quantitative empirical research paper introduces an overview of the role that self–efficacy plays in shaping higher education students’ academic achievement among a diverse group of college students. The diverse group comprises 374 students who took part in this research study and responded to the General Self–efficacy Scale (GSE) to disclose the perception of their self-efficacy and the ability to perform the required academic tasks. Multiple analysis techniques including Descriptive analysis, Pearson Correlation Coefficient, t-test for independent sample, and Simple Linear Regression were conducted to achieve the paper’s objectives. Data analysis demonstrated a strong positive correlation between students’ general self–efficacy and academic achievement. Moreover, students’ self–efficacy was found as a significant predictor of students’ academic achievement. Findings indicated that no gender-based differences in students’ general self-efficacy among higher education students. The discoveries of this research study can be implemented in instructional designing, curriculum development, and college counseling services to promote students’ academic achievement.

The study of children's spontaneous representations about people's experiences is important due to the need to develop their emotional sphere, communication; the development of appropriate diagnostic techniques for preschoolers remains relevant. The article discusses the concepts of "perezhivanie", "representations", including emotional ones. Studies of "emotional intelligence" are mentioned, one of the components of which is the understanding of human emotions. A brief description of the methods for assessing the understanding of human emotions by preschoolers is given. The results of a survey on the pictures of 172 children of the 6th year of life, obtained according to the author's methodology in different years (2002-2019), which are compared with each other using methods of mathematical statistics: children in general correctly determine the content of emotional experiences of people (depicted in the pictures), guided by poses, gestures, etc., sometimes indicating by what signs did they understand this. A number of diagnostic materials are published for the first time.

The article presents the results of an empirical study dealing with the features of the adult internal position as a motivational basis for self-determination in modern high school and college students. The study aims to analyze the adult internal position in adolescent students, which is seen as a confluence of the social need for autonomy and the cognitive need for professional education. The hypothesis was tested that the peculiarity of the studied psychological phenomenon is due to the fact that the external conditions of development (environmental factors and institutional requirements for growing up) outpace the formation of internal conditions that ensure the modern young people’s individual psychological readiness for self-determination. We tested the assumption that the institutional requirements for adulthood outpaced the modern young people’s individual psychological readiness for self-determination. Standardized scale methods were used to diagnose the level of professional identity (A. Azbel), the level of ambition and self-esteem (the Dembo-Rubinshtein scale modified by A. Prikhozhan), the level of subjective control (modified by A. Gretsov), as well as to study the emotional attitude towards learning (modified by A. Andreeva-A. Prikhozhan). The sample of the study is 191 people, high school and colleges students from Moscow and Orsk. Correlative, cluster and factor analysis of the data obtained confirmed the assumptions made about the structure of the adult internal position in the early youth and the features of its formation in post-industrial societies. It is shown that the formation of the professional identity of modern high school and college students is more consistent with the objective requirements of the social situation, rather than the level of personal maturity necessary for making informed decisions.

The article is devoted to the study of students' ideas about the choice of an individual educational trajectory. The features of the digital transformation of education are determined, the parameters of subjectivity as a conscious attitude of the student acting as a participant in globalization processes are described. Interpretations of the concept of choice and its determining factors are considered. It is assumed that students' ideas about the choice of an individual educational trajectory are characterized by partial formation and differ depending on the direction of training. 218 first-year students were examined. It is shown that students' ideas about the individual educational trajectory are quite meaningful and adequate. At the same time, the understanding of the essence of choice and their participation in its implementation are fragmented. The differences in the understanding of the phenomena of "individual educational trajectory" (X2emp.=13,9, p≤0,05) and "digital educational environment" (X2emp.=12,5, p≤0,05) by students of different directions are shown. It is described that the phenomenon of "individual educational trajectory" is understood by students quite well (less than 15% of incorrect answers), while students of technical and pedagogical directions give more correct answers than students studying natural sciences and social sciences.

Emotions are inevitable in our day-to-day life and play most important role in maintaining interpersonal relationship, communication, and overall quality of life. The ability to regulate emotion is also very important to deal effectively with everyday life stressors. Personality is an important aspect of human being and determines the unique adjustment of human being with his/her environment. Personality traits also influence the perception of an individual and thereby impact the way an individual regulates his/her emotions. Emotion regulation varies significantly across individuals so as the personality traits. The present study aims at determining the relationship between personality traits and emotion regulation among athletes and non-athletes. The present cross- sectional study was conducted on participants (N=180), consisting of athletes (N=80; Male= 55 and Female= 25) and non-athletes (N= 100; Male= 45 and Female= 55). All participants were selected through convenient sampling method. Pearson’s product moment correlation of coefficient reveals that for athletes Openness to experience and extraversion are significantly and positively correlated to cognitive reappraisal and neuroticism is significantly and positively correlated to expressive suppression. This means that athletes high on openness to experience and extraversion tend to use cognitive appraisal as an emotion regulation strategy whereas athletes high on neuroticism tend to prefer suppression strategy. For non-athletes, openness to experience, conscientiousness are significantly and positively correlated to cognitive reappraisal and neuroticism is significantly and positively related to suppression. This suggests that individuals high on openness to experience and conscientiousness are also high on cognitive appraisal and those who are high on neuroticism are also high suppression. Multiple regression analyses suggest for athletes, openness to experience and neuroticism are the significant predictors of Cognitive reappraisal and neuroticism is the most significant predictor of expressive suppression. For non-athletes, conscientiousness and openness to experience are the significant predictors of Cognitive reappraisal. and neuroticism is the most significant predictor of expressive suppression. The study discusses the pertinent potential implications of results.

The article substantiates the objection to V.S. Yurkevich to present the posi[1]tion towards understanding giftedness and developing creativity. The main objection is related to the thesis that the search activity "lies on the surface", but has not been investigated by anyone. In addition, the definition of giftedness only in terms of the height of abilities, with the absence of manifestations of creativity emphasized by the author, separates giftedness from creativity. At the same time, the spread of understanding of giftedness as high abilities implied the possibility of manifestations of creativity. The studies of V.S. Rotenberg, V.V. Arshavsky the biological concept of search activity. The correlation of primitive forms of search activity, which ensure survival through adaptation, and higher forms of human behavior – search and research activities and creativity (phenomena of pre-adaptation), which are based on cognitive motivation, are substantiated. An indication of the presence of search activity in its various forms in the scientific concepts and practice of education is given.

This study is aimed at testing the hypothesis of the relationship between visual modeling and the development of arbitrariness. The results of an empirical study conducted on a sample of 149 children (44,3% boys) aged 53 to 70 months (M=62,8; SD=3,53) are presented. The "Schematization" technique and subtests of the NEPSY II battery were used to diagnose executive functions. The results showed that schematized representations act as cultural means of regulating the behavior of preschoolers. A correlation was found between the results of the execution of the methodology for schematization by children of the senior kindergarten group and the results of diagnostics of the development of executive functions of preschoolers, both in the senior kindergarten group and in the preparatory group (longitudinal study). The results showed that in boys, the structuring of behavior control mechanisms is associated with the processes of schematization using signs. In girls – with the processes of schematization with the help of directions. It is suggested that the development of the mechanism of regulation of behavior with schematized representations in preschoolers follows two lines: 1) along the line of strengthening the emerging links and 2) along the line of their differentiation.

The present study reported a life experience of a teacher family in Indonesia with a 4-year-old daughter. The observation occurred from March 2020 to July 2021 during the COVID-19 pandemic. This stay-at-home moment became an opportunity to create more parent-kid preschooler bonding and interaction that could impact the developing children language. Indonesian is our family native language (L1); therefore, the exposure started earlier for the kids. However, as parent-kid interaction was enhanced during the pandemic, we boosted our kid English (L2) with a variety of Edu-home activities such as reading aloud, storytelling, role-playing, and watching YouTube-kid. Her language production was documented, and the progress was analyzed. The aim was to generate a more profound understanding of our roles as parents in scaffolding the acceleration of preschoolers' English development, especially in creating meaningful activities. Going through an autoethnography, we reflect on our practice to know how the family members played the role of a language catalyst and which activities were taken more into account.

The article deals with the problem of perception of monster toys that have become popular recently by modern children and the features of playing with these toys (using the example of the Huggy Wuggy toy). The popularity of monsters in modern media narratives for both adults and children is shown. The analysis of existing studies of monster toys is carried out. The results of an empirical study in which 298 children from 4 to 6 years old participated are presented. As part of the study, a conversation was conducted with children, the techniques of "Drawing a man" and "Drawing a Huggy Wuggy", observation of children's play. The results obtained suggest that for most modern preschoolers, the Huggy Wuggy toy is primarily a "status" item, and is rarely used in children's games. Knowing about the game "Poppy Playtime" and having an idea of its content, children, as a rule, do not use its plot in the game. In general, playing with Huggy Wuggy and other toys in this series is no different from playing with other soft toys. The negative emotional load and aggressive tendencies identified in children associated with the image of Huggy Wuggy are associated with the content of YouTube videos, where negative information about the content of the game and about this character is presented as affectively as possible.