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}
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}
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}
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 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}
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}
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}
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}
In the current paper the interrelation between students' mindset and subjective well-being during the period of “emerging adulthood” is investigated.The relevance of the research is determined by high intellectual and psycho-emotional loads to the referent group, especially in the context of distance learning, which threatens the students' well-being.A sample of the study includes college students, bachelors, masters, and postgraduates.We assumed that a growth in mindset is correlated with a high level of students' well-being.We also tested the hypothesis about age differences in the level of students' well-being in the period of emerging adulthood.The sample consisted of 317 respondents aged from 16 to 30 years (M=22.6, SD=4.97), 232 are female and 85 are male.We used “The Satisfaction with Life Scale”, “The Personal Well-being Index-Adult”, “The Warwick-Edinburgh Mental Well-being Scale”, and “The Mindset Questionnaire”.The results of the study demonstrate significant correlations between mindset and all types of well-being.At the same time, the lowest indicators of the well-being are in the bachelors' group, and the highest are in the college students' group.The results of the study may be used in training programs to improve the level of students' subjective well-being.
{"title":"Students’ Mindset and Subjective Well-being during the Period of “Emerging Adulthood”","authors":"M. Khachaturova, V. Yerofeyeva, V. Bardadymov","doi":"10.17759/pse.2022270110","DOIUrl":"https://doi.org/10.17759/pse.2022270110","url":null,"abstract":"In the current paper the interrelation between students' mindset and subjective well-being during the period of “emerging adulthood” is investigated.The relevance of the research is determined by high intellectual and psycho-emotional loads to the referent group, especially in the context of distance learning, which threatens the students' well-being.A sample of the study includes college students, bachelors, masters, and postgraduates.We assumed that a growth in mindset is correlated with a high level of students' well-being.We also tested the hypothesis about age differences in the level of students' well-being in the period of emerging adulthood.The sample consisted of 317 respondents aged from 16 to 30 years (M=22.6, SD=4.97), 232 are female and 85 are male.We used “The Satisfaction with Life Scale”, “The Personal Well-being Index-Adult”, “The Warwick-Edinburgh Mental Well-being Scale”, and “The Mindset Questionnaire”.The results of the study demonstrate significant correlations between mindset and all types of well-being.At the same time, the lowest indicators of the well-being are in the bachelors' group, and the highest are in the college students' group.The results of the study may be used in training programs to improve the level of students' subjective well-being.","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":"67675428","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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