The rapid pace of innovation and the increased quantity of information are affecting the traditional educational routes. Schools are now facing quite a new task: how to teach children to learn. The developmental learning approach of Elkonin and Davidov provides rich experience of solving this task. The paper describes a technology of learning space polarization that promotes learning autonomy in primary school and has been successfully applied in developmental learning classes. We explore the prerequisites of individual learning action formation, the action which is self-motivated, independent and responsible. We also describe three lines of learning autonomy development in students: result, research and product. The paper concludes with a description of the evolution of learning autonomy and its social/institutional forms and relates its stages to certain age periods in the child development.
{"title":"Learning Space as a Prerequisite of Agency in Learning Activity","authors":"O. Ostroverkh","doi":"10.17759/pse.2022270302","DOIUrl":"https://doi.org/10.17759/pse.2022270302","url":null,"abstract":"The rapid pace of innovation and the increased quantity of information are affecting the traditional educational routes. Schools are now facing quite a new task: how to teach children to learn. The developmental learning approach of Elkonin and Davidov provides rich experience of solving this task. The paper describes a technology of learning space polarization that promotes learning autonomy in primary school and has been successfully applied in developmental learning classes. We explore the prerequisites of individual learning action formation, the action which is self-motivated, independent and responsible. We also describe three lines of learning autonomy development in students: result, research and product. The paper concludes with a description of the evolution of learning autonomy and its social/institutional forms and relates its stages to certain age periods in the child development.","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":"67675739","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}
K. Khlomov, A. Bochaver, M.S. Fomenko, E.I. Selivanova, A. Shemshurin
The paper is devoted to the question of whether there is a connection between aggression and autonomy in adolescence, and whether aggressive behavior can be considered as a tool for solving the age-related problem of developing autonomy. We present results of a study on the relationship between aggressive behavior and the level of autonomy in adolescents aged 13—16 years. At the first stage of the study, the sample consisted of 499 respondents. At the second stage, we compared aggression and autonomy in adolescents with and without school records of aggressive behavior, and the sample consisted of 192 respondents. The research tools included the physical aggression scale from the Buss-Perry Aggression Questionnaire, the Legitimized Aggression Questionnaire by S.N. Enikolopov and N.P. Tsibulsky, the Violent Extremism Dispositions technique by D.G. Davydov and K.D. Khlomov, as well as the Autonomy Questionnaire by N.N. Poskrebysheva and O.A. Karabanova. The results showed significant low negative correlations of autonomy indicators with indicators of physical aggression, legitimized aggression and dispositions of violent extremism, which does not confirm the hypothesis of aggressive behavior as a manifestation of autonomy. A comparison of adolescents with and without school records of aggressive behavior showed significant differences in indicators of physical aggression, legitimized aggression and dispositions of violent extremism (they are higher among those who have no such records), but not in autonomy: thus, an attempt to operationalize aggressive behavior through intra-school records showed an unexpected result, problematizing questions about the normalization of aggressive behavior in the school environment and about the role of school records in the prevention of maladaptive behavior. The results obtained do not confirm positive relationship between adolescent autonomy and aggression. At the same time, the limitations of the study necessitate further studies of this problem, requiring a different operationalization of aggressive behavior and an expansion of the range of variables studied.
{"title":"Aggression and Autonomy in Adolescence","authors":"K. Khlomov, A. Bochaver, M.S. Fomenko, E.I. Selivanova, A. Shemshurin","doi":"10.17759/pse.2022270309","DOIUrl":"https://doi.org/10.17759/pse.2022270309","url":null,"abstract":"The paper is devoted to the question of whether there is a connection between aggression and autonomy in adolescence, and whether aggressive behavior can be considered as a tool for solving the age-related problem of developing autonomy. We present results of a study on the relationship between aggressive behavior and the level of autonomy in adolescents aged 13—16 years. At the first stage of the study, the sample consisted of 499 respondents. At the second stage, we compared aggression and autonomy in adolescents with and without school records of aggressive behavior, and the sample consisted of 192 respondents. The research tools included the physical aggression scale from the Buss-Perry Aggression Questionnaire, the Legitimized Aggression Questionnaire by S.N. Enikolopov and N.P. Tsibulsky, the Violent Extremism Dispositions technique by D.G. Davydov and K.D. Khlomov, as well as the Autonomy Questionnaire by N.N. Poskrebysheva and O.A. Karabanova. The results showed significant low negative correlations of autonomy indicators with indicators of physical aggression, legitimized aggression and dispositions of violent extremism, which does not confirm the hypothesis of aggressive behavior as a manifestation of autonomy. A comparison of adolescents with and without school records of aggressive behavior showed significant differences in indicators of physical aggression, legitimized aggression and dispositions of violent extremism (they are higher among those who have no such records), but not in autonomy: thus, an attempt to operationalize aggressive behavior through intra-school records showed an unexpected result, problematizing questions about the normalization of aggressive behavior in the school environment and about the role of school records in the prevention of maladaptive behavior. The results obtained do not confirm positive relationship between adolescent autonomy and aggression. At the same time, the limitations of the study necessitate further studies of this problem, requiring a different operationalization of aggressive behavior and an expansion of the range of variables studied.","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":"67676022","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 high dropout rate among undergraduates has drawn the concerns of policymakers and educators. Studies suggested that the dropout is relevant to poor academic adjustment, and to poor academic adjustment is associated with perfectionism and coping strategies. This study adopts the personality-coping-outcome theory as a framework to examine whether coping strategies mediate the effects of perfectionism on academic adjustment. Two hundred eleven undergraduate students participated in the online survey through the purposive sampling method. They were asked to fill in the Short-Almost perfect scale, simplified coping style questionnaire and academic adjustment scale. The results showed that both perfectionism and coping strategies are associated with academic adjustment, and perfectionism is associated with coping strategies. Besides, coping strategies are statistical mediators for the effects of perfectionism on academic adjustment. The findings support the application of personality-coping-outcome theory in the areas of academic adjustment. Workshops can be provided to students to train their use of appropriate coping strategies while facing academic adjustment issues.
{"title":"Perfectionism and Academic Adjustment among Undergraduates: The Coping Strategy as a Mediator","authors":"P.Ch. Siah, S. Ang, K. Tan, Ch.N. Phi, P. Pung","doi":"10.17759/pse.2022270505","DOIUrl":"https://doi.org/10.17759/pse.2022270505","url":null,"abstract":"The high dropout rate among undergraduates has drawn the concerns of policymakers and educators. Studies suggested that the dropout is relevant to poor academic adjustment, and to poor academic adjustment is associated with perfectionism and coping strategies. This study adopts the personality-coping-outcome theory as a framework to examine whether coping strategies mediate the effects of perfectionism on academic adjustment. Two hundred eleven undergraduate students participated in the online survey through the purposive sampling method. They were asked to fill in the Short-Almost perfect scale, simplified coping style questionnaire and academic adjustment scale. The results showed that both perfectionism and coping strategies are associated with academic adjustment, and perfectionism is associated with coping strategies. Besides, coping strategies are statistical mediators for the effects of perfectionism on academic adjustment. The findings support the application of personality-coping-outcome theory in the areas of academic adjustment. Workshops can be provided to students to train their use of appropriate coping strategies while facing academic adjustment issues.","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":"67677123","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 examines the change in teachers' beliefs regarding new educational outcomes and new forms of using digital tools. For six months, 18 teachers developed and conducted lessons that form students' critical and creative thinking. At the same time, ICT tools were used not only by the teacher, but, most importantly, by students themselves. The intervention took place within the framework of the ‘action research’ approach, where the author acted as an organizer and a facilitator of the process. All teachers received preliminary training and were involved in the action research. As a result, it was revealed that the change of beliefs occurs during the transformation of practice, considering the fact that teachers were in exploratory, reflexive position regarding their own activities. That is, the condition for changing teachers' perceptions was a continuous personal experience of using, testing new tools in a professional context and reflecting on new practices.
{"title":"Practices That Change Teachers’ Beliefs: Use of ICT for the Development of Critical and Creative Thinking at School","authors":"A. Mikhailova, M.A. Pinskaya","doi":"10.17759/pse.2022270603","DOIUrl":"https://doi.org/10.17759/pse.2022270603","url":null,"abstract":"This article examines the change in teachers' beliefs regarding new educational outcomes and new forms of using digital tools. For six months, 18 teachers developed and conducted lessons that form students' critical and creative thinking. At the same time, ICT tools were used not only by the teacher, but, most importantly, by students themselves. The intervention took place within the framework of the ‘action research’ approach, where the author acted as an organizer and a facilitator of the process. All teachers received preliminary training and were involved in the action research. As a result, it was revealed that the change of beliefs occurs during the transformation of practice, considering the fact that teachers were in exploratory, reflexive position regarding their own activities. That is, the condition for changing teachers' perceptions was a continuous personal experience of using, testing new tools in a professional context and reflecting on new practices.","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":"67677768","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. Rubtsova, T. Poskakalova, C.C. Andrianov, S. Artemenkov
The article presents the results of the research project: "Education under COVID-19", implemented by the Center for Interdisciplinary Research of Contemporary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents’ and secondary school teachers’ perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.
{"title":"Adolescents’ and Secondary School Teachers’ Perception of Online Learning Under COVID-19 Pandemic","authors":"O. Rubtsova, T. Poskakalova, C.C. Andrianov, S. Artemenkov","doi":"10.17759/pse.2022270606","DOIUrl":"https://doi.org/10.17759/pse.2022270606","url":null,"abstract":"The article presents the results of the research project: \"Education under COVID-19\", implemented by the Center for Interdisciplinary Research of Contemporary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents’ and secondary school teachers’ perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.","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":"67677933","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 examines the relationship of Belief in a Just World (BJW) with the attitude to academic dishonesty among high school students. The research was aimed at checking the general hypothesis about the difference in the structure of the connection between the belief in a just world with the attitude towards dishonesty of schoolchildren who are loyal and not loyal to dishonesty. A total of 516 subjects, of which 274 were female, took part in the study; the average age was 15.5. The study used the Scale of Belief in a just world (C. Dalbert), which includes two subscales: “Faith in a just world in general” and “Faith in justice towards the subject” and, to assess attitudes to academic impiety, the vignette method. The study showed that schoolchildren with high and low loyalty to cheating differ in the structure of the ties between the BJW and the attitude to dishonesty. Disloyal to dishonesty assess the permissibility of dishonesty as contrary to the image of a world that is fair to them personally and consider the possible punishment for cheating to be fair. The connections of the belief in a just world in general with the attitude to dishonesty are not significant. For those loyal to dishonesty, the assessment of the world as fair to them and to everyone is directly related to the prevalence of cheating, and the connections of both scales of the BJW with the assessment of the possible consequences of dishonesty and its permissibility are not significant. In schoolchildren loyal to dishonesty, both scales are directly related only to the assessment of the prevalence of cheating, the other links are not significant.
{"title":"The Connection of Belief in a Just World with the Attitude to Academic Dishonesty among Schoolchildren with High and Low Loyalty to Cheating","authors":"E. Ulybina, A. A. Tokareva","doi":"10.17759/pse.2022270406","DOIUrl":"https://doi.org/10.17759/pse.2022270406","url":null,"abstract":"The article examines the relationship of Belief in a Just World (BJW) with the attitude to academic dishonesty among high school students. The research was aimed at checking the general hypothesis about the difference in the structure of the connection between the belief in a just world with the attitude towards dishonesty of schoolchildren who are loyal and not loyal to dishonesty. A total of 516 subjects, of which 274 were female, took part in the study; the average age was 15.5. The study used the Scale of Belief in a just world (C. Dalbert), which includes two subscales: “Faith in a just world in general” and “Faith in justice towards the subject” and, to assess attitudes to academic impiety, the vignette method. The study showed that schoolchildren with high and low loyalty to cheating differ in the structure of the ties between the BJW and the attitude to dishonesty. Disloyal to dishonesty assess the permissibility of dishonesty as contrary to the image of a world that is fair to them personally and consider the possible punishment for cheating to be fair. The connections of the belief in a just world in general with the attitude to dishonesty are not significant. For those loyal to dishonesty, the assessment of the world as fair to them and to everyone is directly related to the prevalence of cheating, and the connections of both scales of the BJW with the assessment of the possible consequences of dishonesty and its permissibility are not significant. In schoolchildren loyal to dishonesty, both scales are directly related only to the assessment of the prevalence of cheating, the other links are not significant.","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":"67676924","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 the results obtained within the framework of the All-Russian empirical study "Subjective well-being of older adolescent and adolescent children in the Russian Federation" (2021), in which 10626 respondents (13-17 years old) from 22 regions of the Russian Federation participated. Interest in the topic is due to anxiety for the physical and psychological health of the younger generation entering adulthood. The obtained results made it possible to prove the existence of a positive close relationship between satisfaction with one's own activity in the social and physical spheres, subjective health, comfort of the educational environment and the summary score of subjective well-being (hereinafter SB) among the study participants. The identified age and gender patterns of changes in the level of closeness of the scales with the SB, a comparative analysis of satisfaction ratings with them in dynamics indicated their dependence on puberty and adolescent crises. It is shown that girls rate their "activity" and "comfort of the educational environment" lower than boys and are less vulnerable to stress associated with leaving school. It was revealed that in informants with disabilities, the assessments of their activity and subjective health have a negative age dynamic, in contrast to conditionally healthy ones. Living in ecologically unfavorable (polluted) and hard-to-reach territories has a negative impact on respondents' assessments of activity and subjective health.
{"title":"Relationship of Lifestyle Activity, Subjective Health and Subjective Well-Being of Adolescent Children in the Russia","authors":"V. Oslon, L.M. Prokopyeva, U.V. Kolesnikova","doi":"10.17759/pse.2022270609","DOIUrl":"https://doi.org/10.17759/pse.2022270609","url":null,"abstract":"The article presents the results obtained within the framework of the All-Russian empirical study \"Subjective well-being of older adolescent and adolescent children in the Russian Federation\" (2021), in which 10626 respondents (13-17 years old) from 22 regions of the Russian Federation participated. Interest in the topic is due to anxiety for the physical and psychological health of the younger generation entering adulthood. The obtained results made it possible to prove the existence of a positive close relationship between satisfaction with one's own activity in the social and physical spheres, subjective health, comfort of the educational environment and the summary score of subjective well-being (hereinafter SB) among the study participants. The identified age and gender patterns of changes in the level of closeness of the scales with the SB, a comparative analysis of satisfaction ratings with them in dynamics indicated their dependence on puberty and adolescent crises. It is shown that girls rate their \"activity\" and \"comfort of the educational environment\" lower than boys and are less vulnerable to stress associated with leaving school. It was revealed that in informants with disabilities, the assessments of their activity and subjective health have a negative age dynamic, in contrast to conditionally healthy ones. Living in ecologically unfavorable (polluted) and hard-to-reach territories has a negative impact on respondents' assessments of activity and subjective health.","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":"67678480","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 describes the study of the link between the students' preference for distance or traditional education and alienation from studying and emotional burnout.Additional variables such as the subjective evaluation of the success of studies, self-control, and academic control were also analysed.An empirical study was conducted on a sample of 359 students using the questionnaire to evaluate 1) preferred forms of education, 2) subjective alienation and burnout for students by E.N.Osin, 3) the scale of academic control by R.Perry and 4) the short scale of self-control by J.Tangney.Data analysis showed that a cautious, rather negative attitude toward distance learning prevailed among students, combined with a preference for traditional and mixed forms of education.Positive correlations were found between the preference for distance learning and alienation and burnout, as well as negative correlations with academic performance, self-control, and academic control.Structural equation modelling confirmed the assumption that the preference for distance learning is directly related to alienation and burnout, as well as indirectly (through burnout and alienation) and inversely related to self-control and academic control.It is concluded that under the conditions of forced distance learning at a university caused by the COVID-19 pandemic, the preference for distance learning is more typical for less successful students experiencing alienation from study and emotional burnout, combined with a lower level of academic control and self-control.
{"title":"The Relationship between the Students’ Attitude toward Distance Learning, Alienation from Studying and Emotional Burnout","authors":"A. Nevryuev, O. Sychev, I. Sarieva","doi":"10.17759/pse.2022270111","DOIUrl":"https://doi.org/10.17759/pse.2022270111","url":null,"abstract":"This article describes the study of the link between the students' preference for distance or traditional education and alienation from studying and emotional burnout.Additional variables such as the subjective evaluation of the success of studies, self-control, and academic control were also analysed.An empirical study was conducted on a sample of 359 students using the questionnaire to evaluate 1) preferred forms of education, 2) subjective alienation and burnout for students by E.N.Osin, 3) the scale of academic control by R.Perry and 4) the short scale of self-control by J.Tangney.Data analysis showed that a cautious, rather negative attitude toward distance learning prevailed among students, combined with a preference for traditional and mixed forms of education.Positive correlations were found between the preference for distance learning and alienation and burnout, as well as negative correlations with academic performance, self-control, and academic control.Structural equation modelling confirmed the assumption that the preference for distance learning is directly related to alienation and burnout, as well as indirectly (through burnout and alienation) and inversely related to self-control and academic control.It is concluded that under the conditions of forced distance learning at a university caused by the COVID-19 pandemic, the preference for distance learning is more typical for less successful students experiencing alienation from study and emotional burnout, combined with a lower level of academic control and self-control.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"6 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67675139","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 analyses differences in the expression and determination of the educational and developmental activity of students in everyday life and under forced social isolation. The study was conducted on a sample of young students (N=338) aged 16—25 years (M=19.9; SD=2.1), 63.9% female. The following methods were used: the authors’ questionnaire aimed at identifying the intensity of educational and developmental activity in different life conditions; the technique “Activity of personality under forced social restrictions” (by N.V. Usova, I.V. Arendachuk, M.A. Klenova); the technique “Assessment of mental activation, interest, emotional tonus, tension and comfort” (by L.A. Kurgansky, T.A. Nemchin). The study found that under self-isolation the educational and developmental activity of students is higher than in ‘normal’ life. The paper also shows how various psychological features determine such activity. The less the students under self-isolation display educational and developmental activity, the more it is due to reactions of frustration and is further compensated by the transfer of activity to family relationships. Those students who display high educational and developmental activity tend to be more confident of having control over their life. They focus on professional development, recreation and entertainment. More or less, the display of educational and developmental activity of students greatly depends on their psychological and emotional states.
本文分析了学生在日常生活和被迫社会孤立状态下的教育和发展活动的表达和决定的差异。本研究以16-25岁的年轻学生(N=338)为样本(M=19.9;SD=2.1)， 63.9%为女性。使用了以下方法:作者的问卷调查旨在确定不同生活条件下教育和发展活动的强度;“强迫社会限制下的人格活动”技术(N.V. Usova, I.V. Arendachuk, M.A. Klenova);“评估精神活动、兴趣、情绪张力、紧张和舒适”的技术(作者:L.A. Kurgansky, T.A. Nemchin)。研究发现，在自我隔离状态下，学生的教育和发展活动高于“正常”生活。本文还说明了各种心理特征是如何决定这种活动的。自我隔离的学生表现出的教育和发展活动越少，这更多是由于挫折反应，并通过将活动转移到家庭关系中进一步得到补偿。那些表现出高教育和发展活动的学生往往对控制自己的生活更有信心。他们专注于专业发展、休闲和娱乐。学生的教育和发展活动的表现或多或少在很大程度上取决于他们的心理和情绪状态。
{"title":"Features of Educational and Developmental Activity of Students Under Forced Self-Isolation","authors":"I. Arendachuk, M. Klenova, N. V. Usova","doi":"10.17759/pse.2022270207","DOIUrl":"https://doi.org/10.17759/pse.2022270207","url":null,"abstract":"The paper analyses differences in the expression and determination of the educational and developmental activity of students in everyday life and under forced social isolation. The study was conducted on a sample of young students (N=338) aged 16—25 years (M=19.9; SD=2.1), 63.9% female. The following methods were used: the authors’ questionnaire aimed at identifying the intensity of educational and developmental activity in different life conditions; the technique “Activity of personality under forced social restrictions” (by N.V. Usova, I.V. Arendachuk, M.A. Klenova); the technique “Assessment of mental activation, interest, emotional tonus, tension and comfort” (by L.A. Kurgansky, T.A. Nemchin). The study found that under self-isolation the educational and developmental activity of students is higher than in ‘normal’ life. The paper also shows how various psychological features determine such activity. The less the students under self-isolation display educational and developmental activity, the more it is due to reactions of frustration and is further compensated by the transfer of activity to family relationships. Those students who display high educational and developmental activity tend to be more confident of having control over their life. They focus on professional development, recreation and entertainment. More or less, the display of educational and developmental activity of students greatly depends on their psychological and emotional states.","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":"67675542","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}
Oksana Polyakova, Lucia de Ros Cócera, Оксана Полякова
This paper analyses how new learning approaches based on gamification can be used for professional growth in teacher training seminars. To address this matter, we designed and implemented a Breakout Edu competition — a sequence of game-based tasks mixing up education and entertainment. The pilot study involved fifteen plurilingual educators tackling the efficacy of social and cognitive groundworks of collaborative learning through gamification. It is important to highlight that the participants were also experts in teaching non-linguistic subjects in English (Content and Language Integrated Learning or CLIL methodology). The researchers designed and implemented a methodological plan to ensure the process feasibility and confirm the motivational value of the training set. The project comprised the experimental part (workshop, training materials), feedback (questionnaire, discussion), analysis and dissemination of the results. Our results based on an original questionnaire showed a general acceptance of new gamified knowledge building and raised awareness of active learning techniques. Overall, 80% of participants fully agreed with the possibility of implementing this technique in the classroom with the students across different educational stages; the same number of educators considered that the Breakout Edu workshop fully encouraged motivation and teamwork. Despite certain limitations in terms of sample size, our experiment strengthens the dissemination of learner-focused approaches. Profiling professional development challenges of future CLIL instructors was aligned with sustainable development goal 4 (General Assembly Resolution). Research findings will deserve careful thought by the education community, policymakers and teacher-trainers currently promoting CLIL, active learning methodologies and gamification.
{"title":"Educational Breakout and Sustainable CLIL Teacher Training","authors":"Oksana Polyakova, Lucia de Ros Cócera, Оксана Полякова","doi":"10.17759/pse.2022270208","DOIUrl":"https://doi.org/10.17759/pse.2022270208","url":null,"abstract":"This paper analyses how new learning approaches based on gamification can be used for professional growth in teacher training seminars. To address this matter, we designed and implemented a Breakout Edu competition — a sequence of game-based tasks mixing up education and entertainment. The pilot study involved fifteen plurilingual educators tackling the efficacy of social and cognitive groundworks of collaborative learning through gamification. It is important to highlight that the participants were also experts in teaching non-linguistic subjects in English (Content and Language Integrated Learning or CLIL methodology). The researchers designed and implemented a methodological plan to ensure the process feasibility and confirm the motivational value of the training set. The project comprised the experimental part (workshop, training materials), feedback (questionnaire, discussion), analysis and dissemination of the results. Our results based on an original questionnaire showed a general acceptance of new gamified knowledge building and raised awareness of active learning techniques. Overall, 80% of participants fully agreed with the possibility of implementing this technique in the classroom with the students across different educational stages; the same number of educators considered that the Breakout Edu workshop fully encouraged motivation and teamwork. Despite certain limitations in terms of sample size, our experiment strengthens the dissemination of learner-focused approaches. Profiling professional development challenges of future CLIL instructors was aligned with sustainable development goal 4 (General Assembly Resolution). Research findings will deserve careful thought by the education community, policymakers and teacher-trainers currently promoting CLIL, active learning methodologies and gamification.","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":"67675596","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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