N. Altynikova, A. Dorofeev, A. A. Muzaev, S. Sagitov
The paper presents the methodology of education quality management based on the identication of teachers’ professional deficits. The methodology for evaluating the formation of subject and methodological competencies is described. Assessment materials are developed in accordance with the requirements of the professional standard of the teacher and the Federal state educational standards of basic general and secondary general education. It is supposed to implement an automated identification of professional deficits within teaching staff. The article presents empirical data on the results of the approbation of this technique. 624 teachers from rural and urban educational organizations of the Republic of Bashkortostan and 90 students of pedagogical specialties of the university participated in the testing. The analysis of the approbation results of the methodology and assessment materials showed that the developed methodology is applicable to identify professional deficits of teachers and students of teacher-training institutions for further construction of individual educational trajectories of the approbation participants.
{"title":"Quality Management in Pedagogical Education Based on the Diagnostics of Teachers’ Professional Deficits: Theoretical and Methodological Aspect","authors":"N. Altynikova, A. Dorofeev, A. A. Muzaev, S. Sagitov","doi":"10.17759/pse.2022000003","DOIUrl":"https://doi.org/10.17759/pse.2022000003","url":null,"abstract":"The paper presents the methodology of education quality management based on the identication of teachers’ professional deficits. The methodology for evaluating the formation of subject and methodological competencies is described. Assessment materials are developed in accordance with the requirements of the professional standard of the teacher and the Federal state educational standards of basic general and secondary general education. It is supposed to implement an automated identification of professional deficits within teaching staff. The article presents empirical data on the results of the approbation of this technique. 624 teachers from rural and urban educational organizations of the Republic of Bashkortostan and 90 students of pedagogical specialties of the university participated in the testing. The analysis of the approbation results of the methodology and assessment materials showed that the developed methodology is applicable to identify professional deficits of teachers and students of teacher-training institutions for further construction of individual educational trajectories of the approbation participants.","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":"67674617","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 paper presents materials of a comparative empirical study of the developmental features of learning activity goals in students of pedagogical university. The materials were obtained on a sample of 1—4-year students, future primary school teachers. The work was aimed at identifying the abovementioned features as well as their relationship with motivation and successful training. The sample (N=118) included respondents aged 17 to 22 (M=19.5; SD=1.24), 99% of whom were female: 1st-year students N=42 aged 18 to 19 (M=18.1; SD=0.41); 2nd-year students —N=24 aged 18 to 20 (M=19.3; SD=0.56), 3rd-year students N=27 aged 19 to 21 (M=20.1; SD=0.58); 4th-year students N=25 aged 20 to 22 (M=21.0; SD=0.61). Empirical methods were used to assess the significance and content of the goals of learning activity (Questionnaire “Learning activity goals”) and learning motivation (“Technique for assessing learning motivation and emotional attitude to learning” by A.M. Prikhozhan). Training success was evaluated basing on the indicators of academic performance in students. The results obtained reveal that over the course of training there is a gradual decrease in the significance of academic performance and an increase in the significance of self-development goals, diffuse goals. Comparative analysis of groups of students with varying degrees of training goals significance showed growing differences in emotional experience and anxiety in relation to educational outcomes. A moderate negative relationship was found between the significance of training outcomes and academic performance in students. This confirms the contradiction between the assessed academic performance and students’ notions about the content of their future pedagogical activity.
{"title":"Psychological Content and Dynamics of Learning Activity Goals in Students of Pedagogical University","authors":"Yurii N. Slepko","doi":"10.17759/pse.2022270206","DOIUrl":"https://doi.org/10.17759/pse.2022270206","url":null,"abstract":"The paper presents materials of a comparative empirical study of the developmental features of learning activity goals in students of pedagogical university. The materials were obtained on a sample of 1—4-year students, future primary school teachers. The work was aimed at identifying the abovementioned features as well as their relationship with motivation and successful training. The sample (N=118) included respondents aged 17 to 22 (M=19.5; SD=1.24), 99% of whom were female: 1st-year students N=42 aged 18 to 19 (M=18.1; SD=0.41); 2nd-year students —N=24 aged 18 to 20 (M=19.3; SD=0.56), 3rd-year students N=27 aged 19 to 21 (M=20.1; SD=0.58); 4th-year students N=25 aged 20 to 22 (M=21.0; SD=0.61). Empirical methods were used to assess the significance and content of the goals of learning activity (Questionnaire “Learning activity goals”) and learning motivation (“Technique for assessing learning motivation and emotional attitude to learning” by A.M. Prikhozhan). Training success was evaluated basing on the indicators of academic performance in students. The results obtained reveal that over the course of training there is a gradual decrease in the significance of academic performance and an increase in the significance of self-development goals, diffuse goals. Comparative analysis of groups of students with varying degrees of training goals significance showed growing differences in emotional experience and anxiety in relation to educational outcomes. A moderate negative relationship was found between the significance of training outcomes and academic performance in students. This confirms the contradiction between the assessed academic performance and students’ notions about the content of their future pedagogical activity.","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":"67675537","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 points out the need to record new childhood phenomena as well as to study the influence of parents and significant adults, their communication with the child in the process of interaction on the development of children’s independence in modern reality. Cross-cultural aspects of the formation of child independence in Russia and Vietnam are considered. Also presented are the main results of one assessment from the study on the dynamics of the formation of child independence at the age of 2 years in the process of interaction with the subject and in communication with an adult. Forty-three dyads (mother and child) from Russia and Vietnam took part in the study. The purpose of the study was as follows: to determine the stage of child independence formation by the age of 2 in the process of interaction with the subject and in communication with an adult; to determine the level of social, emotional and adaptive development of children in Russia and Vietnam. The methodological basis of the study is the approach of M.I. Lisina. The study of the child’s communicative signals was carried out in the process of a fifteen-minute parent-child interaction (spontaneous play) using video recording, followed by analysis in the program “The Observer XT-16”. Research methods: 1) assessment of child-parent interaction on the scale “Communicative signals of the child” of the technique “Evaluation of child-parent interaction” [ECPI-II]; 2) assessment of the social and emotional development of the child was carried out according to the Bayley Development Scales-III (BSID-III). The results showed that the level of independence in children from the Russian sample is generally higher than that from the Vietnamese sample. Statistically significant differences were revealed on the scales: “Functions of the pre-learning period” and “Self-care” of the Bailey scale (BSID-III). Children from the Russian sample are in the middle of transition between the second and third stages of the dynamics of child independence development in the process of interaction with the subject and the adult, whereas children from the Vietnamese sample demonstrated a more pronounced repertoire of indicators related to stage 2. Also, in the Russian sample the duration of manifestation of the following indicators significantly dominates: “Sensitivity to the influence of an adult ‘+’” and “Sensitivity to the influence of an adult ‘-’”.
文章指出有必要记录新的童年现象，并研究现代现实中父母和重要成人在互动过程中与儿童的沟通对儿童独立性发展的影响。考虑了俄罗斯和越南儿童独立形成的跨文化方面。本文还介绍了一项关于两岁儿童在与主体互动和与成人交流过程中形成独立性的动态研究的主要结果。来自俄罗斯和越南的43对夫妇(母亲和孩子)参加了这项研究。本研究的目的是:确定2岁儿童在与主体互动和与成人交流过程中独立形成的阶段;以确定俄罗斯和越南儿童的社会、情感和适应性发展水平。本研究的方法论基础是m.i.l isina的方法。在15分钟的亲子互动(自发游戏)过程中，采用录像的方式对儿童的交流信号进行研究，随后在《观察者XT-16》节目中进行分析。研究方法:1)采用“亲子互动评价”技术[ECPI-II]的“儿童交际信号”量表对亲子互动进行评价;2)根据贝利发展量表- iii (BSID-III)对儿童的社会和情感发展进行评估。结果表明，俄罗斯样本儿童的独立性水平普遍高于越南样本。在贝利量表(BSID-III)的“前学习期功能”和“自我照顾”量表上，差异有统计学意义。来自俄罗斯样本的儿童在与主体和成人的互动过程中，处于儿童独立发展动态的第二和第三阶段之间的过渡阶段，而来自越南样本的儿童则表现出与第二阶段相关的更明显的指标。此外，在俄罗斯样本中，下列指标的持续时间显著占主导地位:"对成人" + "影响的敏感性"和"对成人" - "影响的敏感性"。
{"title":"Formation of Independence in an Early Age Child: Cross-Cultural Aspects","authors":"T. Shinina, I. Morozova, T. Nguyen","doi":"10.17759/pse.2022270305","DOIUrl":"https://doi.org/10.17759/pse.2022270305","url":null,"abstract":"The article points out the need to record new childhood phenomena as well as to study the influence of parents and significant adults, their communication with the child in the process of interaction on the development of children’s independence in modern reality. Cross-cultural aspects of the formation of child independence in Russia and Vietnam are considered. Also presented are the main results of one assessment from the study on the dynamics of the formation of child independence at the age of 2 years in the process of interaction with the subject and in communication with an adult. Forty-three dyads (mother and child) from Russia and Vietnam took part in the study. The purpose of the study was as follows: to determine the stage of child independence formation by the age of 2 in the process of interaction with the subject and in communication with an adult; to determine the level of social, emotional and adaptive development of children in Russia and Vietnam. The methodological basis of the study is the approach of M.I. Lisina. The study of the child’s communicative signals was carried out in the process of a fifteen-minute parent-child interaction (spontaneous play) using video recording, followed by analysis in the program “The Observer XT-16”. Research methods: 1) assessment of child-parent interaction on the scale “Communicative signals of the child” of the technique “Evaluation of child-parent interaction” [ECPI-II]; 2) assessment of the social and emotional development of the child was carried out according to the Bayley Development Scales-III (BSID-III). The results showed that the level of independence in children from the Russian sample is generally higher than that from the Vietnamese sample. Statistically significant differences were revealed on the scales: “Functions of the pre-learning period” and “Self-care” of the Bailey scale (BSID-III). Children from the Russian sample are in the middle of transition between the second and third stages of the dynamics of child independence development in the process of interaction with the subject and the adult, whereas children from the Vietnamese sample demonstrated a more pronounced repertoire of indicators related to stage 2. Also, in the Russian sample the duration of manifestation of the following indicators significantly dominates: “Sensitivity to the influence of an adult ‘+’” and “Sensitivity to the influence of an adult ‘-’”.","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":"67675605","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 relevance of the study is defined by the role of volunteering as social practice in developing adolescents’ autonomy. Volunteering attitudes in adolescents are considered a meaningful indicator of personal autonomy development. The purpose of the study is to identify the features of volunteering motivation in adolescents as a manifestation of personal autonomy. The research tasks included the following: studying the volunteering motivation of adolescents with and without experience in volunteering; identifying the relationship between the volunteering motivation of adolescents and the type of attachment to mother; revealing the connection between the volunteering motivation and the features of adolescents’ relationships with their peers. The following techniques were used: volunteering motivation questionnaire; mother and peer attachment type questionnaires. The sample consisted of 329 subjects aged 14 to 18 years. The study revealed the relationship between the mother attachment type and the attitude to volunteering in adolescents. Positive relationships with peers, including satisfaction with communication, trust and secure attachment, are associated with high willingness of adolescents to participate in volunteer activities as an indicator of personal autonomy.
{"title":"Autonomy as the Result of Relations: Role of Attachment to Mother and Peers in Volunteering Motivation in Adolescents","authors":"S. Molchanov, O. Almazova, N. Poskrebysheva","doi":"10.17759/pse.2022270307","DOIUrl":"https://doi.org/10.17759/pse.2022270307","url":null,"abstract":"The relevance of the study is defined by the role of volunteering as social practice in developing adolescents’ autonomy. Volunteering attitudes in adolescents are considered a meaningful indicator of personal autonomy development. The purpose of the study is to identify the features of volunteering motivation in adolescents as a manifestation of personal autonomy. The research tasks included the following: studying the volunteering motivation of adolescents with and without experience in volunteering; identifying the relationship between the volunteering motivation of adolescents and the type of attachment to mother; revealing the connection between the volunteering motivation and the features of adolescents’ relationships with their peers. The following techniques were used: volunteering motivation questionnaire; mother and peer attachment type questionnaires. The sample consisted of 329 subjects aged 14 to 18 years. The study revealed the relationship between the mother attachment type and the attitude to volunteering in adolescents. Positive relationships with peers, including satisfaction with communication, trust and secure attachment, are associated with high willingness of adolescents to participate in volunteer activities as an indicator of personal autonomy.","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":"67675725","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 explores the potential for the development of student autonomy in a modern Russian comprehensive school. Despite extensive evidence of the importance of teachers’ support for school autonomy in foreign studies and the global trend towards the development of an initiative and conscious position of schoolchildren in relation to learning, for the Russian psychology of education, the question of the value and practices of such support from teachers is currently insufficiently reflected. Studies on the adaptation of schoolchildren during the transition to distance learning in the context of the pandemic also confirm the relevance of self-learning skills, self-organization and autonomous learning motivation for successful learning in conditions of uncertainty. However, there is a significant shortage of research in the field of the content and prevalence of autonomy support practices in Russian schools. Experts representing twelve Russian general education schools located in various regions of Russia and positioning themselves as developing the autonomy of adolescents or interested in its development were invited to participate in the presented search study. 12 semi-structured interviews were conducted, the thematic analysis of which made it possible to identify the main ways of interpreting the concept of autonomy in the educational process, the benefits of supporting autonomy in learning, a list of key barriers preventing its support, as well as to describe a set of psychological and pedagogical practices to support the autonomy of schoolchildren implemented by school specialists. The necessity of transformation of the educational discourse in the direction of increasing the autonomy of schoolchildren and the dissemination of relevant ideas and practices in the pedagogical community is substantiated.
{"title":"Student Autonomy in Secondary Schools: The Potential for Development","authors":"A. Rusakova","doi":"10.17759/pse.2022270303","DOIUrl":"https://doi.org/10.17759/pse.2022270303","url":null,"abstract":"This article explores the potential for the development of student autonomy in a modern Russian comprehensive school. Despite extensive evidence of the importance of teachers’ support for school autonomy in foreign studies and the global trend towards the development of an initiative and conscious position of schoolchildren in relation to learning, for the Russian psychology of education, the question of the value and practices of such support from teachers is currently insufficiently reflected. Studies on the adaptation of schoolchildren during the transition to distance learning in the context of the pandemic also confirm the relevance of self-learning skills, self-organization and autonomous learning motivation for successful learning in conditions of uncertainty. However, there is a significant shortage of research in the field of the content and prevalence of autonomy support practices in Russian schools. Experts representing twelve Russian general education schools located in various regions of Russia and positioning themselves as developing the autonomy of adolescents or interested in its development were invited to participate in the presented search study. 12 semi-structured interviews were conducted, the thematic analysis of which made it possible to identify the main ways of interpreting the concept of autonomy in the educational process, the benefits of supporting autonomy in learning, a list of key barriers preventing its support, as well as to describe a set of psychological and pedagogical practices to support the autonomy of schoolchildren implemented by school specialists. The necessity of transformation of the educational discourse in the direction of increasing the autonomy of schoolchildren and the dissemination of relevant ideas and practices in the pedagogical community is substantiated.","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":"67675931","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}
Reading is one of the most important academic skills that children master in the early grades of elementary school. The simple view of reading postulates that it consists of decoding abilities and linguistic understanding. The present study aims to explore the development of decoding abilities in the Bosnian language in children from Grade 3 to Grade 5. We assessed the relationships between word reading and pseudoword reading as measures of decoding skills, and phonemic deletion task, rapid automatized naming (RAN) of letters, and RAN of objects as the predictors of decoding skills. The sample for this study comprised 36 children (16 girls, 20 boys). This study’s results showed a significant improvement in decoding skills from Grade 3 to Grade 5. The best predictor of word reading in Grade 5 was RAN of objects in Grade 3, followed by RAN of letters in Grade 3. On the other hand, the significant predictors of pseudoword reading in Grade 5 were RAN of objects and the phoneme deletion task in Grade 3. Understanding reading development from Grade 3 to Grade 5 is informative and can help create better reading instruction for all readers.
{"title":"Development of Decoding Abilities in Bosnian-speaking Children: a Two-year Follow-up Study","authors":"H. Memišević, D. Malec, A. Dedic","doi":"10.17759/pse.2022270508","DOIUrl":"https://doi.org/10.17759/pse.2022270508","url":null,"abstract":"Reading is one of the most important academic skills that children master in the early grades of elementary school. The simple view of reading postulates that it consists of decoding abilities and linguistic understanding. The present study aims to explore the development of decoding abilities in the Bosnian language in children from Grade 3 to Grade 5. We assessed the relationships between word reading and pseudoword reading as measures of decoding skills, and phonemic deletion task, rapid automatized naming (RAN) of letters, and RAN of objects as the predictors of decoding skills. The sample for this study comprised 36 children (16 girls, 20 boys). This study’s results showed a significant improvement in decoding skills from Grade 3 to Grade 5. The best predictor of word reading in Grade 5 was RAN of objects in Grade 3, followed by RAN of letters in Grade 3. On the other hand, the significant predictors of pseudoword reading in Grade 5 were RAN of objects and the phoneme deletion task in Grade 3. Understanding reading development from Grade 3 to Grade 5 is informative and can help create better reading instruction for all readers.","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":"67677496","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}
V. Oslon, Maria A. Odintsova, G. Semya, U.V. Kolesnikova, Georgy O. Zaitsev
The results of the study of psychological resources of educators of organizations for orphans with different levels of emotional intelligence (EI) are presented. The study involved 186 employees from 39 regions of the Russia. 3 groups were identified: high (N=57), medium (N=83) and lowered (N=34) levels of EI. It is established that the degree of severity and content of psychological resources depend on the level of EI. A group with a high level can be considered as a model. Representatives of the average and lowered level of EI have adaptation mechanisms that compensate for the lack of EI. In a medium group excessively high requirements for their involvement in activities increase the risk of professional burnout, reduce satisfaction with instrumental resources, and increase vulnerability "to a conflict of roles". The specificity of psychological resources is noted, which is expressed in: 1) the predominance of interpersonal EI (hereinafter MEI) over intrapersonal EI (hereinafter WEI); 2) a certain specificity of the structure of psychological resources, which included 5 components: a) the EI resource as the key; b) the resources of stability and self-regulation in relation to subjective well-being; c) motivational resources associated with the potential of compassion; d) environmental resources and the self-efficacy of emotional self-regulation; e) instrumental resources negatively associated with the conflict of roles.
{"title":"Psychological Resources of Employees of Organizations for Orphans with Different Levels of Emotional Intelligence","authors":"V. Oslon, Maria A. Odintsova, G. Semya, U.V. Kolesnikova, Georgy O. Zaitsev","doi":"10.17759/pse.2022270612","DOIUrl":"https://doi.org/10.17759/pse.2022270612","url":null,"abstract":"The results of the study of psychological resources of educators of organizations for orphans with different levels of emotional intelligence (EI) are presented. The study involved 186 employees from 39 regions of the Russia. 3 groups were identified: high (N=57), medium (N=83) and lowered (N=34) levels of EI. It is established that the degree of severity and content of psychological resources depend on the level of EI. A group with a high level can be considered as a model. Representatives of the average and lowered level of EI have adaptation mechanisms that compensate for the lack of EI. In a medium group excessively high requirements for their involvement in activities increase the risk of professional burnout, reduce satisfaction with instrumental resources, and increase vulnerability \"to a conflict of roles\". The specificity of psychological resources is noted, which is expressed in: 1) the predominance of interpersonal EI (hereinafter MEI) over intrapersonal EI (hereinafter WEI); 2) a certain specificity of the structure of psychological resources, which included 5 components: a) the EI resource as the key; b) the resources of stability and self-regulation in relation to subjective well-being; c) motivational resources associated with the potential of compassion; d) environmental resources and the self-efficacy of emotional self-regulation; e) instrumental resources negatively associated with the conflict of roles.","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":"67678108","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 purpose of our work was to study the factors that determine the effectiveness of model acquisition in solving inquiry-based problems (balance scale problem). An experimental lesson, which we conducted in the 4th grade, revealed the differences in the way children refer to a general method of assessing equilibrium provided by the teacher. At the end of the lesson a test was conducted. Its results allowed us to divide the participants (22 students) into two groups according to their success, which depended on whether they applied the model, that they had tried out during the lesson. The performance of students in the «Transpositions» test (A.Z. Zak), which was designed to identify students' approach to solving inquiry-based problems («empirical» or «theoretical»), showed significant differences in the level of reflection, analysis, and planning between the two groups (according to the Mann-Whitney criterion p<0.01). These results and data analysis allow us to connect the success of the modeling means' acquisition to the predominance of either an «empirical» or a «theoretical» approach to mastering ways of solving a new problem.
{"title":"Mastering Models in a Quasi-learning Situation of Problem-solving","authors":"E. Vysotskaya, A. Lobanova, M. Yanishevskaya","doi":"10.17759/pse.2022270103","DOIUrl":"https://doi.org/10.17759/pse.2022270103","url":null,"abstract":"The purpose of our work was to study the factors that determine the effectiveness of model acquisition in solving inquiry-based problems (balance scale problem). An experimental lesson, which we conducted in the 4th grade, revealed the differences in the way children refer to a general method of assessing equilibrium provided by the teacher. At the end of the lesson a test was conducted. Its results allowed us to divide the participants (22 students) into two groups according to their success, which depended on whether they applied the model, that they had tried out during the lesson. The performance of students in the «Transpositions» test (A.Z. Zak), which was designed to identify students' approach to solving inquiry-based problems («empirical» or «theoretical»), showed significant differences in the level of reflection, analysis, and planning between the two groups (according to the Mann-Whitney criterion p<0.01). These results and data analysis allow us to connect the success of the modeling means' acquisition to the predominance of either an «empirical» or a «theoretical» approach to mastering ways of solving a new problem.","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":"67674880","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 shows that the modern educational discourse is shifting from discussing the conditions for achieving academic results to analyzing the conditions for the implementation of learning and, more broadly, the life of children and adolescents at school. The question is raised about the importance of analyzing and taking into account the socio-pedagogical conditions for the formation of independence in schoolchildren. Independence is considered as the most important non-objective result of education, non-specific for a traditional school. The condition for the development of independence is the possibility of a trial, a trial action. The school as a social institution is considered within the framework of E. Hoffman’s theory of total institutions. It is argued that the disciplinary practices of the school make horizontal communication “teacher-student/group of children” impossible. The article reveals the insufficiency of reducing educational practices to school practices alone and outline, the processes of enriching the educational space through expanding the access to informal and non-formal education.
{"title":"Is Students’ Autonomy Possible at Contemporary School?","authors":"K. Polivanova, A. Bochaver","doi":"10.17759/pse.2022270301","DOIUrl":"https://doi.org/10.17759/pse.2022270301","url":null,"abstract":"The article shows that the modern educational discourse is shifting from discussing the conditions for achieving academic results to analyzing the conditions for the implementation of learning and, more broadly, the life of children and adolescents at school. The question is raised about the importance of analyzing and taking into account the socio-pedagogical conditions for the formation of independence in schoolchildren. Independence is considered as the most important non-objective result of education, non-specific for a traditional school. The condition for the development of independence is the possibility of a trial, a trial action. The school as a social institution is considered within the framework of E. Hoffman’s theory of total institutions. It is argued that the disciplinary practices of the school make horizontal communication “teacher-student/group of children” impossible. The article reveals the insufficiency of reducing educational practices to school practices alone and outline, the processes of enriching the educational space through expanding the access to informal and non-formal education.","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":"67675693","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}
O. Ulyanina, L. Gayazova, A. Ermolaeva, K. A. Faizullina
Scientific interest in providing emergency psychological assistance in crisis situations is based on a practical request, since a crisis incident poses a threat to life and health. The paper presents an analysis of the provision of emergency psychological assistance in the education system. The sample consisted of 3 groups of respondents (12048 individuals) from 75 subjects of the Russian Federation. Specially designed questionnaires were used to obtain information on certain indicators from different sources. The study assessed the state of the infrastructure, collected information on staffing, identified conditions that have a negative impact on the quality and availability of psychological first aid.. According to the results of the study, quality criteria were identified and the directions and measures necessary for the provision of emergency psychological assistance were determined. It is concluded that the effectiveness of psychological assistance in crisis situations depends on the availability of qualified specialists and educational work with teachers and parents to develop skills for early detection of a crisis situation.
{"title":"The Current State of Emergency Psychological Assistance in the Education System","authors":"O. Ulyanina, L. Gayazova, A. Ermolaeva, K. A. Faizullina","doi":"10.17759/pse.2022270409","DOIUrl":"https://doi.org/10.17759/pse.2022270409","url":null,"abstract":"Scientific interest in providing emergency psychological assistance in crisis situations is based on a practical request, since a crisis incident poses a threat to life and health. The paper presents an analysis of the provision of emergency psychological assistance in the education system. The sample consisted of 3 groups of respondents (12048 individuals) from 75 subjects of the Russian Federation. Specially designed questionnaires were used to obtain information on certain indicators from different sources. The study assessed the state of the infrastructure, collected information on staffing, identified conditions that have a negative impact on the quality and availability of psychological first aid.. According to the results of the study, quality criteria were identified and the directions and measures necessary for the provision of emergency psychological assistance were determined. It is concluded that the effectiveness of psychological assistance in crisis situations depends on the availability of qualified specialists and educational work with teachers and parents to develop skills for early detection of a crisis situation.","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":"67676702","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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