The article presents the results of studying the characteristics of psychological well-being of young people in Russia with the PERMA-Profiler questionnaire adapted for the Russian-speaking sample by O.M. Isaeva, A.Yu. Akimova, E.N. Volkova. The study involved 11811 young people living in the central part of Russia. The results of the study suggest that family characteristics (official marriage, having children, living together with a family), income level, life goals (strong family, good education, high earnings, power over others), attitude towards one’s future, following global trends (preservation of the environment, protection of animals), a trusting attitude to modern innovative technologies, including Russian ones, are factors of well-being in Russian youth aged 18 to 35 years. Young people who are positive about their future prospects, focused on strong family and good education, expressing trusting attitude to modern technologies, following world trends in environmental and humanistic orientation, have higher scores of general well-being and its components as compared to those who are focused on increasing material wealth and power over other people, are characterized by a pessimistic attitude towards the future, dissatisfaction with the financial situation, and having low confidence in modern technologies. The results of the study can be used in programs aimed to improve well-being of young people.
{"title":"Factors of Psychological Well-being in Russian Youth","authors":"O. Isaeva, A. Akimova, E. Volkova","doi":"10.17759/pse.2022270403","DOIUrl":"https://doi.org/10.17759/pse.2022270403","url":null,"abstract":"The article presents the results of studying the characteristics of psychological well-being of young people in Russia with the PERMA-Profiler questionnaire adapted for the Russian-speaking sample by O.M. Isaeva, A.Yu. Akimova, E.N. Volkova. The study involved 11811 young people living in the central part of Russia. The results of the study suggest that family characteristics (official marriage, having children, living together with a family), income level, life goals (strong family, good education, high earnings, power over others), attitude towards one’s future, following global trends (preservation of the environment, protection of animals), a trusting attitude to modern innovative technologies, including Russian ones, are factors of well-being in Russian youth aged 18 to 35 years. Young people who are positive about their future prospects, focused on strong family and good education, expressing trusting attitude to modern technologies, following world trends in environmental and humanistic orientation, have higher scores of general well-being and its components as compared to those who are focused on increasing material wealth and power over other people, are characterized by a pessimistic attitude towards the future, dissatisfaction with the financial situation, and having low confidence in modern technologies. The results of the study can be used in programs aimed to improve well-being of young people.","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":"67676545","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}
Ekaterina G. Denisova, Pavel N. Ermakov, I. V. Abakumova, Nadezhda V. Sylka
This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of students’ psychological well-being. The article presents the results of identifiesying supporting and dysfunctional factors that affect the level of psychological well-being of the current generation of students. Study sample: 317 people subjects aged 18 to 45 years (average age 20.82) — undergraduate, graduate and postgraduate students. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; Metacognitive behavior self-assessment scale; test “Differential type of reflection”; Cognitive Emotion Regulation Questionnaire and the author’s self-assessment questionnaire of metacognitive behavior “Metacognitive skills in the structure of educational and professional activities”. It is shown that the level of subjective well-being differs significantly depending on the level of metacognitive involvement. A positive effect is also exerted by a high index of positive emotions, a greater level of extraversion and conscientiousness, and a low level of neuroticism. The data obtained can be helpful in developing programs for forming and reforming individual metacognitive strategies that contribute to successful adaptation and maintaining subjective well-being maintenance.
{"title":"Emotions, Personality Traits and Metacognitions as Predictors of Students’ Psychological Well-Being in Contemporary Situation","authors":"Ekaterina G. Denisova, Pavel N. Ermakov, I. V. Abakumova, Nadezhda V. Sylka","doi":"10.17759/pse.2022270507","DOIUrl":"https://doi.org/10.17759/pse.2022270507","url":null,"abstract":"This study aims to comprehensively explore the emotional, personal, and metacognitive predictors of students’ psychological well-being. The article presents the results of identifiesying supporting and dysfunctional factors that affect the level of psychological well-being of the current generation of students. Study sample: 317 people subjects aged 18 to 45 years (average age 20.82) — undergraduate, graduate and postgraduate students. To measure these characteristics, the following methods were used: a short portrait questionnaire of the Big Five; methodology “Differential Scale of Emotions”; methodology for diagnosing the subjective well-being of the individual; Metacognitive Awareness Inventory; Metacognitive behavior self-assessment scale; test “Differential type of reflection”; Cognitive Emotion Regulation Questionnaire and the author’s self-assessment questionnaire of metacognitive behavior “Metacognitive skills in the structure of educational and professional activities”. It is shown that the level of subjective well-being differs significantly depending on the level of metacognitive involvement. A positive effect is also exerted by a high index of positive emotions, a greater level of extraversion and conscientiousness, and a low level of neuroticism. The data obtained can be helpful in developing programs for forming and reforming individual metacognitive strategies that contribute to successful adaptation and maintaining subjective well-being maintenance.","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":"67677383","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 discusses the problem of task comparability with the help of scenario-based tasks for metacognitive skills. Using the data of “«4С”» tool for measuring critical thinking (N=500), the comparability of two scenarios within an identical digital environment with one set of indicators was investigated. The main difference in the scenarios lies in the contextual characteristics. The measurement invariance analysis of the instrument using confirmatory factor analysis was conducted. The results show that even with the equivalent construct structure and tasks’ characteristics, the context of the scenario has an effect on the student`’s performance. The main differences in results were recorded for tasks involving interaction with the environment, where the test-taker created an object with elements. Tasks involving working with text in a digital environment can be considered comparable in case of elements content change. The possible reasons behind the observed differences in scenarios are discussed.
{"title":"Analysis of Task Comparability in Digital Environment by the Case of Metacognitive Skills","authors":"D. Gracheva","doi":"10.17759/pse.2022270605","DOIUrl":"https://doi.org/10.17759/pse.2022270605","url":null,"abstract":"This article discusses the problem of task comparability with the help of scenario-based tasks for metacognitive skills. Using the data of “«4С”» tool for measuring critical thinking (N=500), the comparability of two scenarios within an identical digital environment with one set of indicators was investigated. The main difference in the scenarios lies in the contextual characteristics. The measurement invariance analysis of the instrument using confirmatory factor analysis was conducted. The results show that even with the equivalent construct structure and tasks’ characteristics, the context of the scenario has an effect on the student`’s performance. The main differences in results were recorded for tasks involving interaction with the environment, where the test-taker created an object with elements. Tasks involving working with text in a digital environment can be considered comparable in case of elements content change. The possible reasons behind the observed differences in scenarios are discussed.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"231 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67677882","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}
Z. Bruk, L. Fedina, L. Volosnikova, I. Patrusheva, E. A. Kukuev
The article presents the study of the structure of subjective well–being (SWB) of senior schoolchildren, taking into account the actual and real level of its indicators and factors. 3282 students of grades 7-11 of the Tyumen region were interviewed. The author's questionnaire was used as a tool in the study, built on the basis of the of The International Survey of Children’s Well-Being (ISCWeB) – Children's World is taken as a basis. High school students assessed how important a specific SWB indicator (actual level) and its severity (real level) are for them. Factor analysis allowed us to determine the following structure of the SWB: family, school, agency, status, social loyalty, security and romantic relationships. Two-stage cluster analysis in the space of selected factors allowed dividing schoolchildren into 3 cluster groups, homogeneous with respect to the phenomenon under consideration: Romantics, Conformists, Rebels. The analysis of the weighting coefficients of the actual and real level of SWB in all three groups showed that those who have the structure of all factors of SWB harmoniously correlated are more satisfied and prosperous – Romantics, a low level of SWB is noted in Rebels.
本文在考虑主观幸福感指标和因素的实际水平和真实水平的基础上，对高中生主观幸福感的结构进行了研究。对秋明地区7-11年级的3282名学生进行了访谈。本研究以问卷调查为工具，以The International Survey of Children’s Well-Being (ISCWeB) - Children’s World为基础。高中学生评估特定SWB指标(实际水平)和严重程度(实际水平)对他们的重要性。因子分析使我们确定了主观幸福感的以下结构:家庭、学校、代理、地位、社会忠诚、安全感和恋爱关系。在选定的因素空间中的两阶段聚类分析允许将学童分为3个聚类组，就所考虑的现象而言是同质的:浪漫主义者，循规蹈矩者，叛逆者。对三组主观幸福感实际水平和真实水平的权重系数分析表明，主观幸福感各因素结构和谐相关的人更满意、更富裕——浪漫主义者，而叛逆者的主观幸福感水平较低。
{"title":"The Relationship Between the Level and Structure of Subjective Well-Being in High School Students","authors":"Z. Bruk, L. Fedina, L. Volosnikova, I. Patrusheva, E. A. Kukuev","doi":"10.17759/pse.2022270610","DOIUrl":"https://doi.org/10.17759/pse.2022270610","url":null,"abstract":"The article presents the study of the structure of subjective well–being (SWB) of senior schoolchildren, taking into account the actual and real level of its indicators and factors. 3282 students of grades 7-11 of the Tyumen region were interviewed. The author's questionnaire was used as a tool in the study, built on the basis of the of The International Survey of Children’s Well-Being (ISCWeB) – Children's World is taken as a basis. High school students assessed how important a specific SWB indicator (actual level) and its severity (real level) are for them. Factor analysis allowed us to determine the following structure of the SWB: family, school, agency, status, social loyalty, security and romantic relationships. Two-stage cluster analysis in the space of selected factors allowed dividing schoolchildren into 3 cluster groups, homogeneous with respect to the phenomenon under consideration: Romantics, Conformists, Rebels. The analysis of the weighting coefficients of the actual and real level of SWB in all three groups showed that those who have the structure of all factors of SWB harmoniously correlated are more satisfied and prosperous – Romantics, a low level of SWB is noted in Rebels.","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":"67678037","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 work is aimed at determining the level of formation of social competence in adolescents with disabilities and assessing the state of ensuring its development in adolescents by means of a lesson and extracurricular activities. The materials of an empirical study are presented, in which adolescents from 12 to 16 years old took part (N=123 with disabilities and N=123 with normotypical development). The study examined the operational-content, personal-regulatory, motivational-emotional and behavioral components of social competence. We used the methodology for studying the understanding of social situations and ideas about growing up N. Moskоlenko; adapted method of M. Rokeach; scale of emotional empathic tendencies by A. Megrabyan, N. Epstein; method of coping strategies N. Ryan-Wegner; test by S. Rosenzweig and others; methods of observation, conversation and analysis of documentation. The data obtained for each criterion indicate that the social competence of adolescents with disabilities is formed at a low level, in adolescents in the norm – at a sufficient level. An analysis of the adapted curricula and a survey of teachers showed that the methods and resources that teachers and tutors use to work with adolescents in the classroom and outside of school hours are insufficient for the formation of the presented competencies in adolescents with disabilities.
这项工作的目的是确定残疾青少年社会能力的形成水平，并通过课程和课外活动评估确保青少年社会能力发展的状况。本文以12 ~ 16岁的青少年为研究对象(N=123名残疾青少年和N=123名正常发育青少年)，进行了实证研究。该研究考察了社会能力的操作内容、个人调节、动机情感和行为组成部分。我们使用这种方法来研究对社会情境的理解和关于成长的想法N.莫斯科科夫连科;M. Rokeach法;情感共情倾向量表(A. Megrabyan, N. Epstein);应对策略N. Ryan-Wegner;S. Rosenzweig等人的测试;观察、交谈和分析文件的方法。根据各项标准获得的数据表明，残疾青少年的社会能力形成在一个较低的水平上，在青少年的规范-在一个足够的水平上。对改编课程的分析和对教师的调查表明，教师和导师在课堂上和课外与青少年合作所用的方法和资源不足以形成残疾青少年的现有能力。
{"title":"The Development of Social Competence in Adolescents in the Conditions of Inclusive Education","authors":"Y. Bystrova","doi":"10.17759/pse.2022270608","DOIUrl":"https://doi.org/10.17759/pse.2022270608","url":null,"abstract":"The work is aimed at determining the level of formation of social competence in adolescents with disabilities and assessing the state of ensuring its development in adolescents by means of a lesson and extracurricular activities. The materials of an empirical study are presented, in which adolescents from 12 to 16 years old took part (N=123 with disabilities and N=123 with normotypical development). The study examined the operational-content, personal-regulatory, motivational-emotional and behavioral components of social competence. We used the methodology for studying the understanding of social situations and ideas about growing up N. Moskоlenko; adapted method of M. Rokeach; scale of emotional empathic tendencies by A. Megrabyan, N. Epstein; method of coping strategies N. Ryan-Wegner; test by S. Rosenzweig and others; methods of observation, conversation and analysis of documentation. The data obtained for each criterion indicate that the social competence of adolescents with disabilities is formed at a low level, in adolescents in the norm – at a sufficient level. An analysis of the adapted curricula and a survey of teachers showed that the methods and resources that teachers and tutors use to work with adolescents in the classroom and outside of school hours are insufficient for the formation of the presented competencies in adolescents with disabilities.","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":"67678408","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}
N. Altynikova, A. Dorofeev, A. A. Muzaev, S. Sagitov
The paper presents the methodology of education quality management based on the identification of teachers’ professional deficits. The methodology for evaluating the formation of the 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, primary and secondary 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’","authors":"N. Altynikova, A. Dorofeev, A. A. Muzaev, S. Sagitov","doi":"10.17759/pse.2022270106","DOIUrl":"https://doi.org/10.17759/pse.2022270106","url":null,"abstract":"The paper presents the methodology of education quality management based on the identification of teachers’ professional deficits. The methodology for evaluating the formation of the 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, primary and secondary 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":"67675033","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 establish diagnostic criteria for assessing how the child interprets the proposed form of interaction in a situation where an adult sets an intellectual task and offers help. In this case study, we described two productive children’s strategies for redefining the situation of interaction. Some children prefer to act independently of their partner putting forward and testing their own assumptions about the way to solve the task, whereas others consider the offer for help as an effective way to find out through questioning the missing conditions of action. Nevertheless, our diagnostics showed that in today’s school, the proactive actions of children (targeted primarily at the content of the task and / or at the partner) are registered in less than a half of the 3—4 graders. We believe that one of the goals of activity-based education is to expand the proactive repertoire of each student in a situation of an intellectual task and to alleviate the tendency to discard his own initiative by lingering instead on ready-made answers and instructions by the adult and by yielding at the first failure. This goal will be met more successfully when the teacher takes into account that the children who come to school have already developed their favored attitudes for interaction when an adult sets a new task.
{"title":"Child-Adult Interaction: Orientation of Children's Initiative","authors":"S.E. Shur, G. Zuckerman","doi":"10.17759/pse.2022270107","DOIUrl":"https://doi.org/10.17759/pse.2022270107","url":null,"abstract":"The purpose of our work was to establish diagnostic criteria for assessing how the child interprets the proposed form of interaction in a situation where an adult sets an intellectual task and offers help. In this case study, we described two productive children’s strategies for redefining the situation of interaction. Some children prefer to act independently of their partner putting forward and testing their own assumptions about the way to solve the task, whereas others consider the offer for help as an effective way to find out through questioning the missing conditions of action. Nevertheless, our diagnostics showed that in today’s school, the proactive actions of children (targeted primarily at the content of the task and / or at the partner) are registered in less than a half of the 3—4 graders. We believe that one of the goals of activity-based education is to expand the proactive repertoire of each student in a situation of an intellectual task and to alleviate the tendency to discard his own initiative by lingering instead on ready-made answers and instructions by the adult and by yielding at the first failure. This goal will be met more successfully when the teacher takes into account that the children who come to school have already developed their favored attitudes for interaction when an adult sets a new task.","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":"67675214","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}
Тhe paper presents the results of empirical verification of the theoretical model of subjective predictors for the psychological well-being of gifted adolescents, including subjectivity, hardiness, self-efficacy, the general emotional background, represented by the level of personal anxiety, and characteristics of the self-concept of adolescents.It was assumed that the factors moderating the relationship of these variables are the attitude of adolescents to their own giftedness, as well as the specificity of the activity in which adolescents show signs of giftedness, and the level of their achievements in it.The sample consisted of 422 adolescents aged 15–17 years enrolled in specialized educational programs for adolescents who show academic, mathematical, leadership and sports talent.The collection of empirical data was carried out using questionnaires and testing (Scale of psychological well-being; Frankfurt scales of self-assessment; Questionnaire of subjectivity; Test of hardiness; The self-efficacy scale; Test for determining self-efficacy; Integrative test of anxiety).Structural equation modeling was done using the IBM SPSS Statistics ver.23 software package and the AMOS module made it possible to recognize subjectiveness (p<0.001), the psychological well-being of gifted adolescents and the influence subjectivity and hardiness is mediated by the attitude of adolescents to their own giftedness (p<0.01), which, in turn, is determined by the level of their achievements (p<0.01).The characteristics of the self-concept, as well as such factors as "the type of activity in which the signs of giftedness are manifested" and "gender", were not included in the empirical model.The prognostic potential of the model and the possibility of solving on its basis the tasks associated with the psychological support of the personal development of gifted adolescents are discussed.
{"title":"Subjective Predictors of Psychological Well-being of Gifted Adolescents","authors":"E. Volkova, A. Miklyaeva, V. Khoroshikh","doi":"10.17759/pse.2022270108","DOIUrl":"https://doi.org/10.17759/pse.2022270108","url":null,"abstract":"Тhe paper presents the results of empirical verification of the theoretical model of subjective predictors for the psychological well-being of gifted adolescents, including subjectivity, hardiness, self-efficacy, the general emotional background, represented by the level of personal anxiety, and characteristics of the self-concept of adolescents.It was assumed that the factors moderating the relationship of these variables are the attitude of adolescents to their own giftedness, as well as the specificity of the activity in which adolescents show signs of giftedness, and the level of their achievements in it.The sample consisted of 422 adolescents aged 15–17 years enrolled in specialized educational programs for adolescents who show academic, mathematical, leadership and sports talent.The collection of empirical data was carried out using questionnaires and testing (Scale of psychological well-being; Frankfurt scales of self-assessment; Questionnaire of subjectivity; Test of hardiness; The self-efficacy scale; Test for determining self-efficacy; Integrative test of anxiety).Structural equation modeling was done using the IBM SPSS Statistics ver.23 software package and the AMOS module made it possible to recognize subjectiveness (p<0.001), the psychological well-being of gifted adolescents and the influence subjectivity and hardiness is mediated by the attitude of adolescents to their own giftedness (p<0.01), which, in turn, is determined by the level of their achievements (p<0.01).The characteristics of the self-concept, as well as such factors as \"the type of activity in which the signs of giftedness are manifested\" and \"gender\", were not included in the empirical model.The prognostic potential of the model and the possibility of solving on its basis the tasks associated with the psychological support of the personal development of gifted adolescents are discussed.","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":"67675381","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 results of an empirical study of professional conceptions. Understanding the mechanism underlying the development of professional conceptions is an important factor in building the educational environment in a modern university. At the same time, the accumulated scientific knowledge does not allow us to determine all the factors affecting its development. The purpose of the study is to identify factors that impede the development of professional conceptions in students. Our hypothesis is that among the factors that significantly slow down the development of professional conceptions in students are negative emotional states that arise through educational and professional activities. The study was conducted on the basis of the Nizhny Novgorod State University named after Kozma Minin. The sample included 93 students aged from 18 to 26 years, 73 females and 20 males, including 67 second-year students and 26 fourth-year students. As a technique for determining professional conceptions we used a questionnaire of professional conceptions by E.I. Rogov. To estimate the level of development of professional conceptions, the repertory grids technique by D. Kelly was used. The individual style of activity was evaluated using the questionnaire “Behaviour self-regulation style” by V.I. Morosanova. Self-concepts of the subjects as representatives of the certain profession were measured using the technique by M. Kuhn and T. McPartland “Who am I” (adapted by T.V. Rumyantseva). The results showed significant differences in terms of clarity and evaluation (p <0.05) which are higher in fourth-year students. In order to identify the influence of negative emotional experiences on the development of professional conceptions, a formative experiment was conducted. The experimental group included 51 second-year students, the control group — 45. Of these, 11 were male and 85 female. According to the results of the experiment, the level of development of the emotional component of professional conceptions in the experimental group was higher than in the control group. The results can be used to form adequate professional conceptions in students.
{"title":"Mental States as Factors of Professional Conceptions Development in Students","authors":"S. Gaponova, S. Lovkov, E. Gavrina, G. Andreeva","doi":"10.17759/pse.2022270203","DOIUrl":"https://doi.org/10.17759/pse.2022270203","url":null,"abstract":"The article presents results of an empirical study of professional conceptions. Understanding the mechanism underlying the development of professional conceptions is an important factor in building the educational environment in a modern university. At the same time, the accumulated scientific knowledge does not allow us to determine all the factors affecting its development. The purpose of the study is to identify factors that impede the development of professional conceptions in students. Our hypothesis is that among the factors that significantly slow down the development of professional conceptions in students are negative emotional states that arise through educational and professional activities. The study was conducted on the basis of the Nizhny Novgorod State University named after Kozma Minin. The sample included 93 students aged from 18 to 26 years, 73 females and 20 males, including 67 second-year students and 26 fourth-year students. As a technique for determining professional conceptions we used a questionnaire of professional conceptions by E.I. Rogov. To estimate the level of development of professional conceptions, the repertory grids technique by D. Kelly was used. The individual style of activity was evaluated using the questionnaire “Behaviour self-regulation style” by V.I. Morosanova. Self-concepts of the subjects as representatives of the certain profession were measured using the technique by M. Kuhn and T. McPartland “Who am I” (adapted by T.V. Rumyantseva). The results showed significant differences in terms of clarity and evaluation (p <0.05) which are higher in fourth-year students. In order to identify the influence of negative emotional experiences on the development of professional conceptions, a formative experiment was conducted. The experimental group included 51 second-year students, the control group — 45. Of these, 11 were male and 85 female. According to the results of the experiment, the level of development of the emotional component of professional conceptions in the experimental group was higher than in the control group. The results can be used to form adequate professional conceptions in students.","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":"67675465","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}
R. Shamionov, M. Grigoryeva, E. Grinina, A. Sozonnik
Evaluation of academic adaptation in students is an important aspect of their incorporation into the educational environment of university. Academic adaptation can be considered a complex multicomponent formation that requires a specially developed tool to measure an individual’s ability to adapt to the educational environment in general. The aim of the research was to develop, validate and standardize a special technique for evaluating academic adaptation in university students. The study involved 419 1—4-year students aged 17—26, with the average age of M=19.6 SD=2.8 (18.4% male). A questionnaire was used to assess socio-demographic characteristics. To assess the academic potential, we used a technique called “Adaptability” by A.G. Maklakov and S.V. Chermenin. We assumed that academic adaptation includes cognitive, emotional, motivational, psychophysiological, communicative and personal components. Our technique includes six scales matching these components and a separate integral scale. In the process of designing the technique we tested its reliability, face, content and convergent validity and standardization. The results of these testing showed that the technique has good psychometric indicators and can be used both for research and applied purposes.
{"title":"Evaluating Academic Adaptation in Students: A New Technique","authors":"R. Shamionov, M. Grigoryeva, E. Grinina, A. Sozonnik","doi":"10.17759/pse.2022270205","DOIUrl":"https://doi.org/10.17759/pse.2022270205","url":null,"abstract":"Evaluation of academic adaptation in students is an important aspect of their incorporation into the educational environment of university. Academic adaptation can be considered a complex multicomponent formation that requires a specially developed tool to measure an individual’s ability to adapt to the educational environment in general. The aim of the research was to develop, validate and standardize a special technique for evaluating academic adaptation in university students. The study involved 419 1—4-year students aged 17—26, with the average age of M=19.6 SD=2.8 (18.4% male). A questionnaire was used to assess socio-demographic characteristics. To assess the academic potential, we used a technique called “Adaptability” by A.G. Maklakov and S.V. Chermenin. We assumed that academic adaptation includes cognitive, emotional, motivational, psychophysiological, communicative and personal components. Our technique includes six scales matching these components and a separate integral scale. In the process of designing the technique we tested its reliability, face, content and convergent validity and standardization. The results of these testing showed that the technique has good psychometric indicators and can be used both for research and applied purposes.","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":"67675527","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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