Science for Education Today最新文献

{"title":"Effectiveness of an interactive method in teaching investment literacy: Factors determining the return of beginning investors’ portfolios","authors":"S. Bekareva, A. Getmanova, A. Ivanova","doi":"10.15293/2658-6762.2205.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2205.08","url":null,"abstract":"Introduction. The article examines how certain factors influence the efficiency of forming virtual portfolio of financial assets. The purpose of the article is to identify the factors that contribute to the investment return of beginning investors. Materials and Methods. The methodological basis of the study includes Russian and international research articles devoted to enhancing financial and investment literacy on the national level, the role of financial education in successful investments, and the factors of return estimations for various groups of investors, including young people and beginners. The research was carried out at Novosibirsk State University (the Faculty of Economics). Portfolios produced by 396 students majoring in Economics, Management, and IT Business, who completed the ‘Financial Markets and Financial Institutions’ module were analyzed. The portfolios were completed in 2020, 2021, and 2022. The dependent variable in the econometric model was an investment portfolio return. The main factors considered for this research included students' academic performance, academic year, degree programme, age, gender, and financial asset structure of each portfolio. Results. The review of the scholarly literature allowed to identify the following potential return factors: investment literacy, educational background, personal behaviour characteristics, gender, financial market shocks, and economic crises. It was found that portfolio return is determined by the following factors: economic instability influencing financial markets, students’ academic performance in finance disciplines which is closely connected to their investment literacy and personality features revealed in the portfolio structure. However, age, degree programme and gender did not show any significant influence on the project outcome. Conclusions. Identifying the factors of students’ investment portfolio return enabled the authors to determine further development of the financial course with the interactive method in teaching investing literacy. Taking into consideration economic instability factor significance, it is necessary to discuss financial assets characteristics and dynamics during economic crises. In general, investment literacy increase influences the result positively.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75252227","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}

{"title":"Systematization of family education traditions: A socio-pedagogical classifier","authors":"Irina Alexandrovna Lykova, Alexey Alexandrovich Mayer","doi":"10.15293/2658-6762.2205.11","DOIUrl":"https://doi.org/10.15293/2658-6762.2205.11","url":null,"abstract":"Introduction. Based on an interdisciplinary analysis, the authors have found a contradiction between a wide range of approaches which describe the essence and mechanisms of family education, and the lack of a universal tool which allows to identify, analyze, compare, classify, rank, describe, reveal the essence and specifics of various traditions, which are the bases for the inheritance of culture and transfer of experience from generation to generation. The problem of the article is the lack of tools to systematize and generalize family education traditions. The purpose of the research is to substantiate the approach to investigating traditions of family education and to develop a method that allows to systematize the traditions of family education in their significance, diversity, variability, and transformability. Materials and Methods. Based on a systematic analysis of philosophical, cultural, ethnographic, sociological, psychological, educational, and linguistic literature (n =70, including 35 international studies), the following ten methodological approaches were identified: axiological, hermeneutic, integrative, cognitive, cultural-historical, cultural, ontological, psychosocial, synergetic, and existential. By systematizing them, the main dominants in the study of family education traditions are determined. The typology of these approaches enabled the authors to determine the basis for classifying the traditions of family education. Results. The authors revealed the essential characteristics of family education traditions, identified their basic core based on the national culture values. In order to structure the diversity of family education traditions, the authors used the classification method and developed a research tool - a socio-pedagogical classifier of family education traditions. The tool classifies various traditions according to the following 16 bases: 1) mechanisms of origin; 2) causes of appearance; 3) ways of occurrence; 4) scale; 5) historical heritage; 6) sustainability; 7) the nature of the changes; 8) family functions; 9) methods of inheritance (transfer); 10) forms and methods of fixation; 11) orientation of educational influence; 12) the main purpose; 13) the content of the interaction between family members; 14) style of family education; 15) value-semantic guidelines; 16) goals, objectives, content of moral education of the younger generation. Conclusions. The interdisciplinary approach made it possible to determine the dominants of the identified approaches to the study of family education traditions. Diversity, variability and transformability of family education traditions are taken into account by the authors when developing a research method - a socio-pedagogical classifier. This tool serves as a basis for developing a model methodology for studying the transformation of family education traditions.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82634171","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}

{"title":"Assessment of teacher competence within the context of their professional development: Analysis of international theory and practice","authors":"V. A. Prudnikova, L. Fishman, I. Fishman","doi":"10.15293/2658-6762.2205.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2205.07","url":null,"abstract":"Introduction. The paper is concerned with the solution of an important research problem – the construction of a methodology for the development of procedures and tools for evaluating teachers within the framework of an independent assessment of their competencies based on the analysis of Russian and international theory and practice. The purpose of the article is to identify conceptual approaches and evaluation models widespread in the international theory and best practice of evaluating teacher performance which can be used in building a national system of independent evaluation of teacher professionalism. Materials and Methods. Competence and system-activity approaches became the methodological basis of the study. A comparative and problem analyses of the evolution of models for assessing teachers’ professionalism were implemented by means of general research methods of analysis, synthesis, comparison, generalization, systematization, and historical periodization. The sources included international publications from more than 30 countries, covering the period of the last 25 years. The sources were analyzed from the point of view of the expediency and possibility of using these approaches in building up a national system of independent assessment of teacher professionalism as a tool which would ensure both professional development of individual teachers and enhancing professional growth of educators all around the country. Results. The results of the analysis indicate the impossibility of direct transfer of international concepts and experience of teacher evaluation to the national system of independent assessment of teacher professionalism but allow the authors to make suggestions to the developers of the content and format of such inventories. Evaluation of proficiency in the subject taught may be deemed appropriate only at the theoretical part of the professional exam. Analysis of international models of teacher evaluation shows that Russian professional standards should be improved in terms of specifying labor functions and labor actions in such a way that they allow to fix clearly and unambiguously criteria that are understandable to all the stakeholders and can serve as a basis for independent assessment of professionalism as well as for identifying professional difficulties of teachers. It is important that identical assessment tools can be used to achieve the goals mentioned, but the ways of interpreting the assessment results should differ, since the same tools are designed in one case to carry out an administrative (summative) assessment, and in the other to serve the purposes of a formative assessment to compensate for the teacher's professional deficits. The developers should provide for the possibility of specifying criteria by clarifying the context of activities to consider the priorities of educational policy, regional specifics, and the specifics of educational institutions. Developers must also comply with the requirements for ","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86093683","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}

{"title":"Discussions on historicism in education and transformation of educational models","authors":"O. Vlasova","doi":"10.15293/2658-6762.2205.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2205.04","url":null,"abstract":"Introduction. The paper examines modern historicist discussions in education. The purpose of the research is to determine the specifics of discussions on historicism in Education and show their influence on the transformation of educational models in higher education. Materials and Methods. The work implements integrated and interdisciplinary approaches, comparative methods, perspectivist approach, and dialectical method. The article reviews and analysis monographs and research papers published between 1990 and 2021 which address the issues of classical historicism, anti-historicism and new historicism in education. Results. The authors summarize the main directions of discussions in education devoted to the problems of historicism. It is pointed out that within the framework of these problematic discussions, the new historicism and intellectual history allowed the sciences to move away from linear models of history to contextual ones. The productive features of ‘new stories’ in education are highlighted: the possibility of discussing conflict interpretations in a dialogue, taking into account the multicultural mechanisms of the historical process, development of critical thinking and practical approaches. The main result of the rethinking of historicism in education is transition from the theoretical orientation to practice in the context of the current situation based on the analysis of the past. It allows to combine several sciences and disciplines in the educational process. Conclusions. The article concludes that problematic discussions on historicism in higher education are extremely important for updating educational strategies and for structural renovation of curricula. They lead to the contextual teaching, requiring its practical adjustment, as well as the development of interdisciplinary educational trajectories.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85900210","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}

{"title":"Studying the influence of developing metacognitive processes on students' academic performance (with the main focus on psychological disciplines)","authors":"M. A. Akopova","doi":"10.15293/2658-6762.2205.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2205.02","url":null,"abstract":"Introduction. The article addresses the problem of improving the quality of initial teacher education, which is especially important in the conditions of increasing requirements for teachers’ proficiency and competence. In particular, the article investigates how the development of metacognitive processes influences students' learning outcomes. The purpose of the study is to examine the relationships between metacognitive processes of Education students and their academic performance in psychological disciplines. Materials and Methods. The article presents the study of Education students’ metacognitive processes, which involves using various methods and techniques based on the BACEIS cognitive model (Hartman H., Sternberg R.). The diagnostic part of the study consisted in didactic tests in psychological disciplines and a questionnaire of metacognitive involvement. In order to process the results, the rank correlation coefficient and the statistical criterion of signs were used. The study involved a total of 86 first- and second-year students studying Education (44.02.05, double-major programme). Results. The results of the study suggest that the majority of students demonstrate the average level of metacognitive processes; and indicators of metacognitive knowledge are slightly better developed than indicators of metacognitive regulation. Based on the results of the formative experiment, the authors evaluated the effectiveness of using the BACEIS cognitive model in order to develop indicators of metacognitive involvement. Moreover, the first stage of the diagnostic study revealed correlations between students' academic performance in psychological disciplines and metacognitive indicators. Nevertheless, despite the increase in metacognitive processes determined by thoroughly organized formative work, no significant increase in student academic performance was detected. Conclusions. Finally, the authors conclude that, despite the identified links between successful completion of the didactic test and high indicators of metacognitive processes, the increase in the level of metacognitive processes does not affect the learning outcomes in psychological disciplines.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83666148","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}

{"title":"Cognitive-economic subjectivity of individual’s development in the formation of positive motivation for entrepreneurship: Evaluation of the effectiveness","authors":"A. B. Iskakova, G. Akhmetova, A. K. Kairbayeva, T. Dossanov, Sholpan Serikovna Zeitova, K. A. Nurumzhanova","doi":"10.15293/2658-6762.2205.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2205.09","url":null,"abstract":"Introduction. The article is devoted to the study of the problem of increasing students’ positive motivation for and interest in entrepreneurship. The purpose of the study is to evaluate and substantiate the effectiveness of cognitive-economic subjectivity of individual’s development in the formation of positive motivation for entrepreneurship. Materials and Methods. The theoretical basis of the study is the philosophy of holism. Therefore, the system-synergetic and transdisciplinary principles were used to solve the problems and to develop integrated didactic content. The ascertaining and forming stages of the educational experiment were carried out, and experimental methods of educational research and methods of mathematical statistics for processing empirical data (Wilcoxon test) were applied. Results. The article explores the effectiveness of initial preparation of students for business. The effectiveness of applying systemic-synergetic and transdisciplinary principles to the development of integrated content in physics and the basics of Economics is justified. The formation of students' cognitive-economic subjectivity, which characterizes the level of the motivational-need stage of students' readiness for entrepreneurship, is clarified. At the same time, the level of task performance indicates the formation of students’ cognitive-economic motivation for entrepreneurship. The concept of holism made it possible, on the basis of the system-synergetic principle, to single out the property of coherence of the studied independently known concepts of ‘cognitive subjectivity’ and ‘economic subjectivity’ and to prove their emergence. At the same time, cognition indicates a conscious knowledge-oriented level of practical actions of an entrepreneur, and the economic component indicates their pragmatic orientation of thinking and actions. Conclusions. The experimental study revealed the effectiveness of applying the didactic content of the specialized course of entrepreneurial education for the development of the business sector.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91043876","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}

{"title":"Determining specific features of vocational students’ socio-psychological portrait: Moral educational aspect","authors":"A. Savchenkov, N. Uvarina, E. Gnatyshina","doi":"10.15293/2658-6762.2204.03","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.03","url":null,"abstract":"Introduction. The problem of reducing the role of moral education is becoming especially relevant for secondary vocational education. The purpose of this study is to identify the specific features of students’ socio-psychological portrait for organizing an effective and efficient educational process in vocational educational institutions. The identified features are supposed to be used in the course of preparing future teachers for implementing moral education within the framework of vocational educational settings. Materials and Methods. The study followed systemic, axiological, contextual, nuclear and learner-centered approaches. The authors also relied on S.L. Rubinshtein’s structural approach to personality studies, as well as on the conception of preparing future teachers for moral educational activities (A.N. Tkacheva et al). A survey based on the questionnaire developed by the author was conducted in the Ural Federal District (the Russian Federation). It was aimed at identifying the features of vocational students’ socio-psychological portrait. The research sample consisted of second, third and fourth-year vocational students (n = 387). Results. This article analyzes the views of Russian and international researchers on the following aspects: age characteristics of vocational students (psychological characteristics of adolescence); the main difficulties faced by students in the learning process; socio-psychological portrait of vocational students. The article also presents the results of a survey of vocational students in the Ural Federal District, aimed at identifying the features of their socio-psychological portrait. Within the framework of the theoretical analysis, the following specific features of the socio-psychological portrait of vocational students have been revealed: 1) during the adolescence, a large number of personal contradictions often lead to conflicts and intolerant behavior of students, which complicates the process of their training and moral education; 2) most of the students are brought up in low-income single-parent families, they are mainly focused on obtaining a working profession, and vocational training is of paramount importance for them. During the empirical study, it was found that: 1) nearly half of those surveyed (56.33%) made an independent choice of their future profession, while the majority of the students (55.81%) had a clear intention to get a working profession; 2) more than half (55.30%) of vocational students faced educational and life difficulties during their school years, and the vast majority (72.90%) had difficulty in certain subjects, which indicates gaps in their basic training; 3) among the difficulties accompanying the learning process, the respondents mentioned time management (42.89%), low income (49.61%) and learning difficulties (39.79%); 4) among special values, the vocational students mentioned cooperation (79.84%), goodwill (66.15%), honesty (59.43%) and justice (59.17%). The identif","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73989857","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}

{"title":"The relationship between perception and assimilation of audio information depending on the methods of fixing writing in the era of digitalization","authors":"A. V. Eliseeva, E. Strelchuk","doi":"10.15293/2658-6762.2204.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.08","url":null,"abstract":"Introduction. The article explores a significant problem of the relationship between writing and listening depending on the methods of symbolic text fixation in the digital age. The purpose of the study is to identify differences in the perception and assimilation of audio information, which is fixed in two different ways: by hand and typing on the keyboard of a computer (tablet). Materials and Methods. The experimental study was conducted at the combined arms Academy in the «Standards of Speech\" classroom using a specially developed author's inventory. The study sample consisted of 1st and 2nd year master’s students (n = 50) aged between 25 and 40 years, divided into two equal groups of 25 people. The first subgroup included those who chose to fix the text by hand, whereas the second subgroup included participants who chose to fix the text on a computer. The experiment consisted of two parts: it was necessary to record the auditable text in writing (by hand or on a computer) and answer questions after its perception. The total time was 90 minutes. The reliability of the data obtained was verified using the Student's t-test calculation method for two independent samples. Results. In the course of the study, it was determined that for fixing the audited text, listeners (if desired) use two different methods: note-taking and computer shorthand. Analysis of the results of sign-symbolic fixation of the audited text showed significant differences in the structural organization of the written text. It was revealed that, in contrast to computer shorthand, the use of taking notes significantly increases the efficiency of assimilation of educational material. Conclusions. The article concludes that methods of sign-symbolic fixation of a written text in different ways affect the perception of audio information and its further assimilation, which in turn has a significant impact on the development of thinking and memory.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84462261","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}

{"title":"Evaluating the development of reflexive personality skills in the conditions of distance educational technologies","authors":"Y. V. Pushkarev, E. Pushkareva","doi":"10.15293/2658-6762.2204.05","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.05","url":null,"abstract":"Introduction. The article examines the formation of cognitive foundations of individual’s intellectual potential and their ability to reflect and introspect. The purpose of the study is to determine and evaluate the characteristic features of the development of reflexive personality skills in the conditions of distance educational technologies. Materials and Methods. The methodology of the research includes a conceptual analysis and reviewing research papers focusing on cognitive development of the individual, the assessment of this development in a distance educational environment, and the specifics of the manifestation of reflexive cognitive processes. The philosophy of education as a methodological basis of the research involves the identification, evaluation and generalization of the main features of the development of reflexive individual skills in the conditions of distance educational technologies. Results. The authors consider reflection in the education system, on the one hand, as a process of understanding knowledge and information through study and comparison, on the other hand, as a principle of human thinking aimed at self-understanding and self-examination. The main content of a person's reflexive ability as a cognitive ability for critical self-examination is presented: developed human abilities to recognize and solve complex mental problems, developed imagination; an aptitude to introspection and critical thinking. The authors have identified the key problems in the development of reflexive personality skills in the conditions of distance educational technologies. They include a decrease in the quality of assimilation and understanding of information and knowledge; difficulties in retaining attention and implementing reflection in general; problems in the formation and implementation of personality self-organization, the development of self-control skills, the development of uncertainty in the positive result of cognitive activity and in their own capabilities. It is emphasized that the dissonance in the development of reflexive personality skills in the conditions of distance learning technologies contributes to a restrained attitude to online learning. Conclusions. The authors summarize the main features of the development of reflexive personality skills in the conditions of distance educational technologies.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83330605","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}

{"title":"Factors of increasing mental efficiency and reducing social anxiety in primary schoolchildren","authors":"Y. Batenova, E. Volchegorskaya, Svetlana Viktorovna Ezhova","doi":"10.15293/2658-6762.2204.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2204.02","url":null,"abstract":"Introduction. The article presents a theoretical review and an experimental study of children’s cognitive and emotional development in the current information and communication situation. Moreover, the study focuses on the possibilities of using a neuro-educational approach for improving mental efficiency and reducing social anxiety in primary schoolchildren. The purpose of the article is to identify and substantiate the effectiveness of a set of neuro-educational techniques as factors for improving mental performance and reducing social anxiety in primary schoolchildren. Materials and Methods. The study adopts a neuro-educational approach and its basic principles. The data were collected via the following methods: (1) E.F. Zambatsevichene’s test for studying verbal and logical thinking, (2) L.A. Yasyukova’s inventory for evaluating the development of short-term verbal and visual memory, (3) the Toulouse-Pieron test for the assessment of selective/sustained attention, (4) Phillips' School Anxiety Test. 63 primary school students took part in the study. To detect the randomness of the results and track the dynamics, the experimental data were subjected to mathematical processing (Wilcoxon's T-test, which ensures the validity and reliability of the research findings). Results. The authors propose and theoretically substantiate the neuro-educational approach as a strategy for cognitive and emotional development. Relying on psycho-educational experimentation based on the psychophysiological developmental characteristics of primary schoolchildren, the authors implemented neuro-educational techniques for increasing mental performance and reducing social anxiety in primary schoolchildren. The research findings show that the use of respiratory gymnastics, psychogymnastics, games for the development of hemispheric interaction, for the development of phonemic perception, for the development of afferent and efferent praxis, neuroarticulatory gymnastics, bioenergy calisthenics, and kinesiological exercises, have a significant impact on the indicators of students’ cognitive and emotional development. The study confirms the assumption that achieving a high level of development of cognitive functions and social emotions is possible if the set of neuro-educational techniques and technologies is utilized in primary education. Conclusions. The article concludes about the effectiveness of the set of neuro-educational techniques as a factor for increasing mental performance and reducing social anxiety in primary schoolchildren. The authors emphasize that the application of the set of psycho-educational techniques increases children’s emotional well-being, which improves quality of children’s cognitive and emotional development and helps to avoid the risks of school maladaptation.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84862780","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}