K. Chistopolskaya, N.I. Kolachev, S. Enikolopov, E. Nikolaev, S. Drovosekov
Agency, or subjectivity is an important concept in personality psychology, but this phenomenon is less studied in suicidology. During the adaptation of the M. Linehan inventory Reasons for Living we proposed to look at the inventory through the lens of this construct. The study had two samples: students, N=490 (341 females, aged 17—28 (19.3±1.2)), and suicidal patients N=146 (105 females, aged 16—48 (23.1±5.9)). The structure of the Russian version of the inventory was studied with the IRT-model, which showed that all items of the inventory agree acceptably with the model. But three items were excluded, as they didn’t satisfy the criterion of measured invariance. The indices of reliability ranged from .74 to .93 according to Cronbach’s α, and from .73 to .92 according to IRT-reliability. The analysis of construct validity showed that the most benign factors are the scales Survival and Coping Beliefs and Child-Related Concerns, which meet the criteria of inner motivation and regulation to the greatest extent, while the factor Fear of Suicide didn’t prove itself as a protective factor, as it correlated positively with the factors of suicidal risk. Factors Responsibility to Family and Moral Objections pertain to internal motivation, while Fear of Social Disapproval corresponds more to external regulation. Thus, the Reasons for Living inventory passed a successful adaptation and can be used for research purposes and in clinical practice, and indirectly allows the researcher to assess the agency of a respondent.
{"title":"Suicidality and Agency: The Reasons for Living Inventory by M. Linehan","authors":"K. Chistopolskaya, N.I. Kolachev, S. Enikolopov, E. Nikolaev, S. Drovosekov","doi":"10.17759/pse.2022270306","DOIUrl":"https://doi.org/10.17759/pse.2022270306","url":null,"abstract":"Agency, or subjectivity is an important concept in personality psychology, but this phenomenon is less studied in suicidology. During the adaptation of the M. Linehan inventory Reasons for Living we proposed to look at the inventory through the lens of this construct. The study had two samples: students, N=490 (341 females, aged 17—28 (19.3±1.2)), and suicidal patients N=146 (105 females, aged 16—48 (23.1±5.9)). The structure of the Russian version of the inventory was studied with the IRT-model, which showed that all items of the inventory agree acceptably with the model. But three items were excluded, as they didn’t satisfy the criterion of measured invariance. The indices of reliability ranged from .74 to .93 according to Cronbach’s α, and from .73 to .92 according to IRT-reliability. The analysis of construct validity showed that the most benign factors are the scales Survival and Coping Beliefs and Child-Related Concerns, which meet the criteria of inner motivation and regulation to the greatest extent, while the factor Fear of Suicide didn’t prove itself as a protective factor, as it correlated positively with the factors of suicidal risk. Factors Responsibility to Family and Moral Objections pertain to internal motivation, while Fear of Social Disapproval corresponds more to external regulation. Thus, the Reasons for Living inventory passed a successful adaptation and can be used for research purposes and in clinical practice, and indirectly allows the researcher to assess the agency of a respondent.","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":"67675701","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}
Modern education is undergoing a process of digital transformation at all levels, including preschool. The psychologically founded use of digital technologies makes it relevant to study the child’s ideas about the objects of the digital environment (virtual objects). This empirical study is aimed to test two hypotheses: 1) Preschoolers attribute the quality of weight to virtual objects; 2) Preschoolers perceive virtual objects as light-weighted. 53 children, 3.5 to 5 years old, participated in this study (M=4.3; SD=0.41). The study includes experimental technique (H. Kloos, E.L. Amazeen), assessed children’s perception of weight based on their interaction with these objects without verbal self-report. The weight was operationalized through the location on a hill model (slope length — 40 cm) of two real objects (lightweight — 27 g, heavy — 170 g) and a virtual object, which was previously “lifted on the shelf” on a tablet PC screen. 92.5% of participants designated a specific place on the hill for the virtual object, suggesting they attributed weight to it. For 70.4% of children, the placement of a virtual object (Ме=40 см) does not significantly differ (Temp=13.5 р=0.933) from the placement of a light real object (Ме=40см). For 18.2% of children, the placement of a virtual object (Ме=14.5см) does not significantly differ (Temp=11.5 р=0.673) from the placement of a heavy real object (Ме=12.25см). Further research is necessary to better understand factors contributing to preschoolers’ perception of virtual objects wight.
{"title":"Attributing Weight to Virtual Objects in Preschoolers","authors":"S. Krylova, Y.E. Vodyakha","doi":"10.17759/pse.2022270404","DOIUrl":"https://doi.org/10.17759/pse.2022270404","url":null,"abstract":"Modern education is undergoing a process of digital transformation at all levels, including preschool. The psychologically founded use of digital technologies makes it relevant to study the child’s ideas about the objects of the digital environment (virtual objects). This empirical study is aimed to test two hypotheses: 1) Preschoolers attribute the quality of weight to virtual objects; 2) Preschoolers perceive virtual objects as light-weighted. 53 children, 3.5 to 5 years old, participated in this study (M=4.3; SD=0.41). The study includes experimental technique (H. Kloos, E.L. Amazeen), assessed children’s perception of weight based on their interaction with these objects without verbal self-report. The weight was operationalized through the location on a hill model (slope length — 40 cm) of two real objects (lightweight — 27 g, heavy — 170 g) and a virtual object, which was previously “lifted on the shelf” on a tablet PC screen. 92.5% of participants designated a specific place on the hill for the virtual object, suggesting they attributed weight to it. For 70.4% of children, the placement of a virtual object (Ме=40 см) does not significantly differ (Temp=13.5 р=0.933) from the placement of a light real object (Ме=40см). For 18.2% of children, the placement of a virtual object (Ме=14.5см) does not significantly differ (Temp=11.5 р=0.673) from the placement of a heavy real object (Ме=12.25см). Further research is necessary to better understand factors contributing to preschoolers’ perception of virtual objects wight.","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":"67676831","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 results of a study of retrospective attitudes towards distance learning during the COVID-19 pandemic among secondary school students are presented (N=439, grades 5-8th). Motivational predictors of this relationship were analyzed, explaining the individual differences among schoolchildren in their preference for distance learning. With the help of structural equation modeling, it is shown that a negative attitude towards distance learning that took place in the recent past, compared to traditional learning, is associated with greater satisfaction of their basic needs for autonomy, competence and relatedness with teachers and classmates, and this relationship is mediated by intrinsic learning motivation, which, in turn, predicts attitudes towards forced distance learning, school satisfaction, and academic performance. It is shown that intrinsically motivated schoolchildren who are interested in the educational process, in general, have a negative attitude towards the forced distance learning that took place during COVID-19 pandemic and would not want it to return.
{"title":"Attitude of Schoolchildren Towards Emergency Distance Learning: Relations with Intrinsic Motivation and School Satisfaction","authors":"T. Gordeeva, O. Sychev, M. Stepanova","doi":"10.17759/pse.2022270604","DOIUrl":"https://doi.org/10.17759/pse.2022270604","url":null,"abstract":"The results of a study of retrospective attitudes towards distance learning during the COVID-19 pandemic among secondary school students are presented (N=439, grades 5-8th). Motivational predictors of this relationship were analyzed, explaining the individual differences among schoolchildren in their preference for distance learning. With the help of structural equation modeling, it is shown that a negative attitude towards distance learning that took place in the recent past, compared to traditional learning, is associated with greater satisfaction of their basic needs for autonomy, competence and relatedness with teachers and classmates, and this relationship is mediated by intrinsic learning motivation, which, in turn, predicts attitudes towards forced distance learning, school satisfaction, and academic performance. It is shown that intrinsically motivated schoolchildren who are interested in the educational process, in general, have a negative attitude towards the forced distance learning that took place during COVID-19 pandemic and would not want it to return.","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":"67677834","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}
Сhanges in the social situation of development of primary school students are accompanied by frustrating situations. However, there is a lack of comparative studies of frustration behavior of left-handed children is emphasized. Purpose of the work: to compare the features of the frustration behavior of left-handed and right-handed junior schoolchildren. Research hypotheses: H1: between left-handed and right-handed younger students there are differences in the nature of reactions to a frustrating situation; H2: left-handed younger students show higher levels of anxiety and fear. 124 elementary school students were compared: with the leading left hand (n=62) and the leading right hand (n=62). 70 are boys and 54 are girls. The following methods were used: “S. Rosenzweig test. The technique of pictorial frustration. Children’s version”; “Self-assessment test. Characteristics of emotionality”; “Children’s version of the scale of apparent anxiety”; “Questionnaire for identifying fears”. Hypotheses were tested for statistically significant differences using the parametric Student’s t-test and the nonparametric Mann-Whitney U-test. The effect size is calculated using Cohen’s d value. The influence of independent factors (gender and leading hand) on the studied indicators was checked using two-way ANOVA. It was shown that in a situation of frustration in left-handed children, more often than in right-handed children, there is a tendency to fixation on an obstacle (p≤0.01), and extrapunitive reactions (p≤0.05). The results of the study are focused on practical application in the field of education and can be used in the development of programs of psychological and pedagogical support for left-handed children.
{"title":"Features of Frustration Behavior in Left-Handed Children of Primary School Age","authors":"E. S. Donskova","doi":"10.17759/pse.2022270401","DOIUrl":"https://doi.org/10.17759/pse.2022270401","url":null,"abstract":"Сhanges in the social situation of development of primary school students are accompanied by frustrating situations. However, there is a lack of comparative studies of frustration behavior of left-handed children is emphasized. Purpose of the work: to compare the features of the frustration behavior of left-handed and right-handed junior schoolchildren. Research hypotheses: H1: between left-handed and right-handed younger students there are differences in the nature of reactions to a frustrating situation; H2: left-handed younger students show higher levels of anxiety and fear. 124 elementary school students were compared: with the leading left hand (n=62) and the leading right hand (n=62). 70 are boys and 54 are girls. The following methods were used: “S. Rosenzweig test. The technique of pictorial frustration. Children’s version”; “Self-assessment test. Characteristics of emotionality”; “Children’s version of the scale of apparent anxiety”; “Questionnaire for identifying fears”. Hypotheses were tested for statistically significant differences using the parametric Student’s t-test and the nonparametric Mann-Whitney U-test. The effect size is calculated using Cohen’s d value. The influence of independent factors (gender and leading hand) on the studied indicators was checked using two-way ANOVA. It was shown that in a situation of frustration in left-handed children, more often than in right-handed children, there is a tendency to fixation on an obstacle (p≤0.01), and extrapunitive reactions (p≤0.05). The results of the study are focused on practical application in the field of education and can be used in the development of programs of psychological and pedagogical support for left-handed children.","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":"67676219","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 a review of foreign studies on the numerical difficulties and numerical disorders. The main modern theories of the mechanisms underlying the difficulties and disorders of counting are reflected, various classifications of dyscalculia are compared, and the neuropsychological foundations of the brain organization of counting are analyzed according to foreign scientists. It is noted that in the world of psychological science, the issues of the causes and mechanisms of difficulties and disorders of counting are still insufficiently developed, and the results of empirical researches are contradictory. It is concluded that for further study of dyscalculia it is necessary to analyze the psychological structure of counting and its changes under the influence of learning, taking into account the structural and functional features of the brain organization of quantitative information processing.
{"title":"Numeracy Skills Disorders: Review of Causes and Neuropsychological Mechanisms of Dyscalculia","authors":"O.A. Glinik","doi":"10.17759/pse.2022270102","DOIUrl":"https://doi.org/10.17759/pse.2022270102","url":null,"abstract":"The article presents a review of foreign studies on the numerical difficulties and numerical disorders. The main modern theories of the mechanisms underlying the difficulties and disorders of counting are reflected, various classifications of dyscalculia are compared, and the neuropsychological foundations of the brain organization of counting are analyzed according to foreign scientists. It is noted that in the world of psychological science, the issues of the causes and mechanisms of difficulties and disorders of counting are still insufficiently developed, and the results of empirical researches are contradictory. It is concluded that for further study of dyscalculia it is necessary to analyze the psychological structure of counting and its changes under the influence of learning, taking into account the structural and functional features of the brain organization of quantitative information processing.","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":"67674865","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}
Any educational institution implementing the Federal State Educational Standards (FSES) is faced with the task of forming the necessary competencies in students. The level of competence formation is reflected, among other things, in academic achievement. Despite the interest in this topic among scientists, the indirect effects of multilevel individual traits on students’ academic achievements have not yet considered through intelligence and creativity in detail. In this study, individual-intellectual models tested students’ academic achievement. The sample consisted of 415 students of Perm city universities aged 17 to 22 years, 293 female and 122 male. Structural equation modeling was in use for shared and partial groups. The main obtained results were as follows. In the shared models, none of psychometric intelligence and psychometric creativity variables served mediators between the individual traits and academic achievement. In the partial models, fluid intelligence and fluency also did not operate as mediators. Three partial models were fit the data in respect with the mediation structure. Crystallized intelligence, originality, and flexibility acted as separate mediators. The mediator models entered the individual traits: excitation (nervous system), activity (temperament), open-mindedness, belonged self (personality). Mediator effects were observed under different Compositions and combinations of individual traits. Thus, a number of individual-intellectual integrations received empirical support for students’ academic achievement.
{"title":"An Individual-Intellectual Model of Students’ Academic Achievement (Based on Humanitarian Specializations)","authors":"L. Dorfman, A. Kalugin","doi":"10.17759/pse.2022270407","DOIUrl":"https://doi.org/10.17759/pse.2022270407","url":null,"abstract":"Any educational institution implementing the Federal State Educational Standards (FSES) is faced with the task of forming the necessary competencies in students. The level of competence formation is reflected, among other things, in academic achievement. Despite the interest in this topic among scientists, the indirect effects of multilevel individual traits on students’ academic achievements have not yet considered through intelligence and creativity in detail. In this study, individual-intellectual models tested students’ academic achievement. The sample consisted of 415 students of Perm city universities aged 17 to 22 years, 293 female and 122 male. Structural equation modeling was in use for shared and partial groups. The main obtained results were as follows. In the shared models, none of psychometric intelligence and psychometric creativity variables served mediators between the individual traits and academic achievement. In the partial models, fluid intelligence and fluency also did not operate as mediators. Three partial models were fit the data in respect with the mediation structure. Crystallized intelligence, originality, and flexibility acted as separate mediators. The mediator models entered the individual traits: excitation (nervous system), activity (temperament), open-mindedness, belonged self (personality). Mediator effects were observed under different Compositions and combinations of individual traits. Thus, a number of individual-intellectual integrations received empirical support for students’ academic achievement.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"118 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67676563","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 materials of the conference dedicated to the results of the first half of the implementation of the Interdepartmental Comprehensive Plan to increase the accessibility of secondary vocational and higher education for people with disabilities and disorders, as well as the Interdepartmental Comprehensive Plan for the development of inclusive general and additional education, children's recreation, and the creation of special conditions have been published for students with disabilities and disorders. The conference took place on July 29, 2022 in Moscow (Russia).
{"title":"The Results of the First Half of the Implementation of Interdepartmental Comprehensive Plans for the Accessibility of all Levels of Education for People with Disabilities and Disorders","authors":"E. Klochko, V. Rubtsov","doi":"10.17759/pse.2022270410","DOIUrl":"https://doi.org/10.17759/pse.2022270410","url":null,"abstract":"The materials of the conference dedicated to the results of the first half of the implementation of the Interdepartmental Comprehensive Plan to increase the accessibility of secondary vocational and higher education for people with disabilities and disorders, as well as the Interdepartmental Comprehensive Plan for the development of inclusive general and additional education, children's recreation, and the creation of special conditions have been published for students with disabilities and disorders. The conference took place on July 29, 2022 in Moscow (Russia).","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":"67677021","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 focuses on the problem of modeling inclusive educational environment as a complex system object in which the system-forming relation is the connection between support and active participation of all participants of the educational environment, taking into account the diversity of educational needs. The empirical research data presented in the article illustrate the theoretical provisions that special educational conditions as support measures for students with disabilities can become the basis for their active participation in the educational process, provided that a subjective request for support is formed based on the reflection of the students’ own interests and difficulties. The sample included 8 institutions of secondary vocational education (N=1811 students, 17,3% of them with a status of disability or SEN). Throughout the sample, forms of work organized in a vocational educational organization (VEO) and support options were significantly less demanded by students (p<0.05) as compared to the opportunities provided. The level of difficulties recognition in the students varied between “never”/”rarely” and “rarely”/”sometimes”. The found paradoxical statistically significant (p<0.01) positive relationship (from weak to moderate) between the experienced level of support and the student’s desire to leave VEO is discussed. Strategies for modeling the inclusive educational environment are considered, and prospects for studying its technological support are outlined.
{"title":"Approach to Modeling Inclusive Environment in Educational Organization","authors":"S. Alekhina, E. Samsonova, A. Shemanov","doi":"10.17759/pse.2022270506","DOIUrl":"https://doi.org/10.17759/pse.2022270506","url":null,"abstract":"The article focuses on the problem of modeling inclusive educational environment as a complex system object in which the system-forming relation is the connection between support and active participation of all participants of the educational environment, taking into account the diversity of educational needs. The empirical research data presented in the article illustrate the theoretical provisions that special educational conditions as support measures for students with disabilities can become the basis for their active participation in the educational process, provided that a subjective request for support is formed based on the reflection of the students’ own interests and difficulties. The sample included 8 institutions of secondary vocational education (N=1811 students, 17,3% of them with a status of disability or SEN). Throughout the sample, forms of work organized in a vocational educational organization (VEO) and support options were significantly less demanded by students (p<0.05) as compared to the opportunities provided. The level of difficulties recognition in the students varied between “never”/”rarely” and “rarely”/”sometimes”. The found paradoxical statistically significant (p<0.01) positive relationship (from weak to moderate) between the experienced level of support and the student’s desire to leave VEO is discussed. Strategies for modeling the inclusive educational environment are considered, and prospects for studying its technological support are outlined.","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":"67677187","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}
I. Nurlygayanov, T. Soloveva, S. Lazurenko, A. Golubchikova
The paper presents results of the analysis of empirical research of health-protecting environment in 40 Russian educational organizations for children with disabilities: special (correctional) schools (N=22), schools with an inclusive model of separate classes for students with disabilities (N=8) and schools with joint education of students with and without disabilities (N=10). Complex multifactor monitoring and analysis of websites of these educational organizations were used as research methods, which allowed us to build a mathematical model of health-protecting environment for each type of educational organization, differing in its structure and content, as well as to establish a hierarchy of such psychological and pedagogical components as “spatial organization”, “learning activity”, “correctional assistance”, “professional activity” to identify the formula of “ideal educational organization” for children with disabilities. The paper provides evidence that the components of health-protecting environment do not exist in isolation from each other, but rather have a common cumulative effect, thanks to which the school management can act effectively and realize the school’s pedagogical potential.
{"title":"Health Protection in the Education of Students with Disabilities: Principles and Organization","authors":"I. Nurlygayanov, T. Soloveva, S. Lazurenko, A. Golubchikova","doi":"10.17759/pse.2022270503","DOIUrl":"https://doi.org/10.17759/pse.2022270503","url":null,"abstract":"The paper presents results of the analysis of empirical research of health-protecting environment in 40 Russian educational organizations for children with disabilities: special (correctional) schools (N=22), schools with an inclusive model of separate classes for students with disabilities (N=8) and schools with joint education of students with and without disabilities (N=10). Complex multifactor monitoring and analysis of websites of these educational organizations were used as research methods, which allowed us to build a mathematical model of health-protecting environment for each type of educational organization, differing in its structure and content, as well as to establish a hierarchy of such psychological and pedagogical components as “spatial organization”, “learning activity”, “correctional assistance”, “professional activity” to identify the formula of “ideal educational organization” for children with disabilities. The paper provides evidence that the components of health-protecting environment do not exist in isolation from each other, but rather have a common cumulative effect, thanks to which the school management can act effectively and realize the school’s pedagogical potential.","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":"67677261","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 research subject is determined by the tendency to implement the axiological approach in education to ensure the creation of a single space for the training of pedagogical personnel. This places a special importance on the issue of establishing a correlation between value expectations from the teaching profession. The aim of the study is to determine the value foundations of pedagogical activity as seen by teachers and learners. The sample of the study comprised 61 pedagogical class pupils and 425 teachers. The adopted methods involved the operationalization of the existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of explicating and updating values laid down by the educational and professional standards and adapt the MUSTtest for diagnosing values-goals. The results show that learners are mainly selffocused, while teachers give attention to creating conditions for their professional activity. The major values of the teachers include the ability to implement an individual approach to the child and knowledge of developmental technologies. The latter prioritizes knowledge of characteristics and technologies for creating a safe and comfortable educational environment. Teachers and learners attach an approximately equal significance to all values, but they set different personal meaning into them.
{"title":"The Value Foundations of Pedagogical Activity: a Comparative Analysis of the Position","authors":"N. P. Ansimova, T. V. Ledovskaya, N. E. Solynin","doi":"10.17759/pse.2022270104","DOIUrl":"https://doi.org/10.17759/pse.2022270104","url":null,"abstract":"The relevance of the research subject is determined by the tendency to implement the axiological approach in education to ensure the creation of a single space for the training of pedagogical personnel. This places a special importance on the issue of establishing a correlation between value expectations from the teaching profession. The aim of the study is to determine the value foundations of pedagogical activity as seen by teachers and learners. The sample of the study comprised 61 pedagogical class pupils and 425 teachers. The adopted methods involved the operationalization of the existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of explicating and updating values laid down by the educational and professional standards and adapt the MUSTtest for diagnosing values-goals. The results show that learners are mainly selffocused, while teachers give attention to creating conditions for their professional activity. The major values of the teachers include the ability to implement an individual approach to the child and knowledge of developmental technologies. The latter prioritizes knowledge of characteristics and technologies for creating a safe and comfortable educational environment. Teachers and learners attach an approximately equal significance to all values, but they set different personal meaning into them.","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":"67675010","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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