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

The materials of the study of career orientations and self-centered characteristics of the personality of humanities students of the Institute of Social Engineering of the Siberian State University of Science and Technology named after Academician M.F. Reshetnev (N=76). The methodological basis of the work was the modern understanding of the career path as determined by a system of interrelated factors. A hypothesis is put forward about the relationship between the career orientations of future professionals in the humanities and socially expected I-centered personal characteristics. The study uses: the questionnaire "Career Anchors", "Methodology for the study of the psychological well-being of the individual", "Questionnaire of self-attitude", "Test of meaningful life orientations"; for data processing – descriptive statistics and correlation analysis. The general trends in the severity of career orientations among humanities students and their features, which constitute the risk zone for productive career self-realization, are determined. It has been revealed that the severity of student-oriented career orientations that involve high social activity is associated with the level of meaningfulness of life in combination with certain characteristics of self-attitude and psychological well-being. It is concluded that the data obtained clarify the understanding of the situation with career self-determination of future humanitarian specialists, which is necessary for the design of psychological technologies for its optimization (in education, thematic seminars and trainings, career counseling). In particular, to create optimal means of overcoming the contradiction between the orientation towards autonomy and the stability of the place of work, to stimulate the orientation towards professional competence through the formation of self-interest, etc.

A comparative analysis of the assessments of digital educational technologies by teachers (mean age – 49±12 years) of various Russian Federation universities who have experience in using them in their professional activities (N=110) and teachers who do not have such experience (N=40) is carried out. The samples are equivalent in gender, academic titles and degrees, age, and work experience. The main advantages are the following: access to information at any convenient time; flexible schedule and the ability to organize independent work. Among the difficulties technical failures, lack of personal contacts, inconvenience of working with an electronic course and the need to spend a long time at the computer were noted. Teachers with experience in the development of e-learning courses rate work in an electronic environment much more positively, in contrast to teachers without experience who exaggerate the frequency of technical failures, point out the lack of technical and legal support, and the difficulties in monitoring assignments. All the teachers can be divided into “skeptics” and “enthusiasts” in relation to the acceptance of digital environment. “Enthusiasts”, unlike “skeptics”, have a positive attitude to innovations, believe that the educational process becomes more flexible and intense, emphasize the growth of student involvement and independence, individualization of training, support from management, colleagues, technical support, transparency of interaction. Most teachers with experience in using e-learning courses turned out to be “enthusiasts”. The groups of “enthusiasts” and “skeptics” do not differ in gender, age, and professional experience, which indicates the possible presence of “second order” barriers: pedagogical beliefs that prevent the acceptance of e-learning.

The determinants’ (prerequisites’) analysis of high school students’ professional identity (PI) allows us to predict the degree of its formation and dependence on them, as well as to outline ways to overcome the crisis of choosing a profession. Total number of participants N=82. The research methods are the following: SACS; Method for Studying PI Statuses (A.A. Azbel); Personal Anxiety Test by C.D. Spielberger (adapted by A.S. Kuznetsova); BPAQ (A. Buss, M. Perry); Method for Diagnosing Teaching Motivation and Emotional Attitude to Learning (A.M. Prikhozhan). The motivational, emotional and personal determinants that affect the schoolchildren’s PI development are revealed. It is shown that in the conditions of professional self-determination, most schoolchildren have the status of PI "moratorium", and the need to make a decision about choosing a profession causes emotional tension in them. A high level of personal anxiety negatively affects the PI formation and provokes manifestations of aggressiveness, and constructive coping behavior is positive, contributing to a way out of the crisis. Alsoб the PI determinants are profilization, attitude to study and cognitive motivation. The results make it possible to purposefully organize psychological and pedagogical support for students in choosing a profession.

The study is aimed at identifying gender characteristics of the connection between resilience and subjective well-being and the migration attitudes of Siberian schoolchildren. The survey involved students of secondary educational institutions in Omsk and Omsk Region (N=461), from 14 to 17 years old (15.5, SD=1.39), 268 (58.1%) girls, 193 (41.9%) boys. Methods of testing and questioning, expert interviews were applied. Research methods: S. Maddy's Hardiness Test adapted by D.A. Leontiev, E.I. Rasskazova; Method of Diagnosing the Subjective Well-being of the Individual by R.M. Shamionov, T.V. Beskova; the Scale of Migratory Attitudes of Personality by S.A. Kuznetsova; the author's questionnaire, which included questions about the socio-demographic characteristics of schoolchildren, their intellectual activity. The obtained results testify to the existence of a connection between hardiness and subjective well-being with the migratory attitudes of intellectually gifted and motivated girls. At the same time, the migratory attitudes of young men are practically not connected with the above-mentioned constructs, regardless of their level of giftedness and activity. In the group of gifted girls, a decrease in hardiness, in particular, control and involvement, as well as subjective, in particular, emotional and ego well-being, leads to an increase in migratory attitudes. In the group of motivated girls, in a similar way, attitudes about migration are associated with control and involvement, subjective well-being. The conclusion is made about the differentiated connection of gender and giftedness with the migration attitudes of schoolchildren, its mediation by the level of their resilience and well-being.