Journal of Innovation in Psychology Education and Didactics最新文献

{"title":"Multi-level periodisation of ontogenesis. Becoming of the system of leading functions for an arbitrary level of organisation.","authors":"Yuri N. Karandashev","doi":"10.33910/2686-9527-2021-3-2-110-127","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-2-110-127","url":null,"abstract":"","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78556495","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":"Leadership qualities and emotional intelligence in adolescents","authors":"Yana V. Сhezhina","doi":"10.33910/2686-9527-2021-3-2-174-183","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-2-174-183","url":null,"abstract":"Аннотация. В настоящее время отечественная система образования ориентирована на развитие у современных детей практических умений и навыков, обеспечивающих более эффективное достижение целей, нестандартное решение задач, возникающих в процессе обучения и в дальнейшем в профессиональной деятельности. Наряду с креативностью, умением работать в команде и т. п. автор отмечает склонность к лидерству, умение организовывать людей, вести их за собой, мотивировать на выполнение задачи. Проблема эмоционального интеллекта сейчас находится в фокусе научного внимания как зарубежных, так и отечественных ученых. Эмоциональный интеллект в понимании ряда исследователей является ключевым фактором, обусловливающим эффективность лидера и жизненный успех, более значимым, нежели общий интеллект и специальные знания. Представленное исследование направлено на изучение взаимосвязей показателей эмоционального интеллекта и лидерских качеств в среднем и старшем подростковом возрастах. Гипотезой исследования являлось предположение о том, что существует взаимосвязь между выраженностью лидерских качеств и характеристиками эмоционального интеллекта у подростков. Основная гипотеза была конкретизирована в частных гипотезах: подростки старшего возраста отличаются более высокими показателями эмоционального интеллекта и лидерских качеств по сравнению с подростками среднего возраста; существуют различия в выраженности показателей эмоционального интеллекта и лидерских качеств у подростков разного пола. В качестве респондентов в исследовании приняли участие 90 подростков 13–17 лет, обучающиеся 8-х и 10-х классов (в том числе 40 подростков в возрасте 13–14 лет и 50 подростков — 15–17 лет). Все показатели эмоционального интеллекта подростков положительно связаны с показателями лидерских качеств. Следовательно, чем выше у подростка развит межличностный и внутриличностный эмоциональный интеллект, чем лучше подросток понимает свои и чужие эмоции и умеет их регулировать, чем более выраженной эмпатией обладает, тем в большей степени будут развиты его/ее лидерские качества. У 96% испытуемых выявлено прямое соответствие уровня выраженности лидерских качеств и эмоционального интеллекта. Старшие подростки имеют значительно более высокие показатели внутриличностного эмоционального интеллекта по сравнению с группой более младших испытуемых, они лучше осведомлены о своих и чужих эмоциях, точнее распознают их и эффективнее ими управляют. Остальные показатели эмоционального интеллекта, а также лидерских качеств, не имеют значимых различий у подростков среднего и старшего возраста. Также не выявлено статистически значимых различий в степени выраженности показателей эмоционального интеллекта и лидерских качеств у юношей и девушек.","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84910844","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":"Social identity crisis in early adulthood","authors":"Sofya S. Olkhovskaya","doi":"10.33910/2686-9527-2021-3-3-222-247","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-3-222-247","url":null,"abstract":"","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82119819","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":"Structural components of the prosocial personality of assistance-oriented professionals","authors":"N. V. Kukhtova","doi":"10.33910/2686-9527-2021-3-3-273-287","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-3-273-287","url":null,"abstract":"","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88724681","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":"Academic status and practical experience of university teachers as factors of socio-psychological interpretation of their personality by students","authors":"A. Ivanov","doi":"10.33910/2686-9527-2021-3-1-41-51","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-1-41-51","url":null,"abstract":". The article presents the results of an experimental study of the academic status and practical experience of a university teacher as factors that impact the socio-psychological interpretation of their personality. The study involved 65 psychology students from universities of Saint Petersburg and the Leningrad Region. The study participants, divided into four groups, were shown a video lecture about groupthink. The lecture was delivered by a female teacher with experience in psychological counselling and popularization of science. The academic status and practical experience of the teacher varied for each of the groups. The information about the instructor was presented at the beginning and at the end of the video. The information was compiled on the basis of a survey of students specialising in psychology. According to the results of the survey, we found that students assess the academic status of a teacher based, primarily, on the presence/absence of an academic degree, the number of publications (including international journals) and track record of research. Students evaluate practical experience on the basis of work experience and the number of positive reviews about the work of a practicing psychologist. The control group were only shown the teacher’s full name. Experimental groups were provided with the following information: 1) Academic status; 2) Practical experience; 3) Academic status and practical experience. All the information about the teacher was fictitious. After watching a video lecture, the study participants evaluated certain personality traits of the teacher on a seven-point scale. Factor analysis showed that students rated the teacher on the basis of the following scales: “Closedness/Openness”, “Competence/Incompetence”, “Immorality/Morality”, “Responsiveness/ Indifference”. The results of the study showed the perceived competence of the teacher is higher when students are aware of his/her academic status, while the information about practical work experience did not affect the first impression of the teacher.","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85436085","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":"Psychological adaptation of students continuing their education after a break to distance learning","authors":"E. Korobova, S. Vasileva","doi":"10.33910/2686-9527-2021-3-3-339-351","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-3-339-351","url":null,"abstract":"","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78413922","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":"Specific features of modern children’s and adolescents’ self-esteem","authors":"Anna A. Gorokhova, Natalya L. Somova, Elena S. Kirichik","doi":"10.33910/2686-9527-2021-3-2-128-139","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-2-128-139","url":null,"abstract":". Personality changes are inextricably linked with the transformations taking place in the surrounding world. Self-esteem, as one of the basic psychological constructs of a person, also undergoes various transformations over time. In addition to the environment, factors which have an impact on self-esteem and self-attitude include age, gender and related gender roles. The views of scientists on the dynamics and characteristics of children’s and adolescents’ self-esteem are often contradictory. Furthermore, data on gender differences in self-attitude obtained from Russian samples are insufficient, since this issue is mainly studied by foreign researchers. The purpose of our study is, therefore, to assess the self-esteem of modern children and adolescents from the perspective of the gender-age approach. The study involved 97 children (46 girls, 51 boys) from Saint Petersburg. The respondents were divided into groups according to their age. The results of the empirical study have shown a significant age difference in self-esteem between primary school children and younger adolescents. No statistically significant difference between boys and girls was observed. By the end of adolescence, respondents exhibited an increase in self-esteem, self-confidence and self-worth. The level of aspirations remains high among all considered age groups. Modern adolescents demonstrate an average level of self-acceptance. It was not possible to identify any significant difference between the self-esteem of younger schoolchildren and younger adolescents. Thus, we can say that modern children’s and adolescents’ self-esteem differs depending on their age and is characterised by specific age-related features. The study also revealed noticeable contradictions in the data obtained with the help of different measuring instruments. Such contradictions may be caused both by the specifics of the methods and by the difference in the studied phenomena. Therefore, further research in this area is required.","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77435284","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":"Internet as a resource used by adolescents and university students to cope with psychological problems","authors":"L. A. Regush, E. Alekseeva, O. R. Veretina, A. Orlova, J. Pezhemskaya","doi":"10.33910/2686-9527-2021-3-2-196-207","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-2-196-207","url":null,"abstract":"","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77766806","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":"Various types of intelligence and professional success in human interaction professions (case study of salespeople)","authors":"O. Nikiforov","doi":"10.33910/2686-9527-2021-3-3-288-303","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-3-288-303","url":null,"abstract":"","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"11 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84801373","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":"Attitude to the future profession of Chinese students in Russia","authors":"Yanbo Dong","doi":"10.33910/2686-9527-2021-3-1-34-40","DOIUrl":"https://doi.org/10.33910/2686-9527-2021-3-1-34-40","url":null,"abstract":". Students are a special social group who strive to obtain higher education and master a highly qualified profession. The purpose of this study was to determine the attitude of Chinese students in Russia to their future profession. It aimed to compare the attitude to the future profession of 1 st and 4 th -year Chinese students studying in Russia and Chinese students studying in China. Additionally, we compared the attitude to the future profession of Chinese and Russian students. The study involved 720 full-time students of humanities at Henan University (China) and Herzen State Pedagogical University of Russia (Russia). The methodology included the author’s questionnaire “Spheres of life”. Most students are satisfied with their chosen profession. The responses of Chinese students studying in Russia in the 1st year differ significantly. They are satisfied with their future profession only in 32% of cases. Chinese first-year students in Russia and especially in China have a higher readiness to enter the master’s programme than in the fourth year. On the contrary, Russian students are more willing to continue their master’s studies at the senior level. These results are explained by the high value of education in traditional Chinese culture and the desire of Chinese first-year students to fulfill their parents’ will. Later, life plans are adjusted. All students are also noted to be ready to work in their specialty, except for Chinese first-year students studying in Russia. It was revealed that the attitude to the profession of Chinese students differs from the attitude to the profession of Russian students. The identified differences are due to the adaptation difficulties of first-year students beginning their studies in a foreign country, as well as social and cultural adaptation. During their studies, Chinese students successfully overcome adaptation difficulties.","PeriodicalId":30665,"journal":{"name":"Journal of Innovation in Psychology Education and Didactics","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77626822","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}