Psihologo-pedagogičeskie issledovaniâ最新文献

{"title":"Mediation of a Teenager’s Experiencing as Predictor of Emotional Self-Regulation of Adolescents with Developmental Delay","authors":"A.M. Fedoseeva, N.V. Babkina","doi":"10.17759/psyedu.2023150305","DOIUrl":"https://doi.org/10.17759/psyedu.2023150305","url":null,"abstract":"<p>The problem of the development of emotional self-regulation as a process of becoming an independent experiencing in its cultural sign-symbolic mediation is discussed. The results of the study are presented: the process of becoming an independent experience in adolescents with developmental delay. The sample consisted of 42 normotypic adolescents and 25 adolescents with developmental delay. Methods: psychodiagnostic &amp;ndash; drawing &amp;ldquo;My emotional state&amp;rdquo;, author's questionnaire, composition &amp;ldquo;The meaning of music in my life&amp;rdquo;; methods of qualitative data analysis: methods of grounded theory, content analysis. Methods of mathematical statistics: frequency analysis, criterion &amp;ndash; Fisher angular transformation. A generalizing conclusion is made that the mediation of the experience of a teenager with developmental delay is largely difficult. Music plays the role of &amp;ldquo;activation&amp;rdquo; &amp;ndash; strengthening the actual state of a teenager, but the experiencing remains incomplete, since there is only saturation of the immediate bodily-perceived level of it. Low cognitive and reflexive abilities of adolescents with developmental delay do not allow using an artistic image as a means-incentive for &amp;ldquo;mastering oneself&amp;rdquo;.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536433","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 Resources of Adolescents' Achievement: Differential Aspects","authors":"A.M. Potanina, V.I. Morosanova","doi":"10.17759/psyedu.2023150301","DOIUrl":"https://doi.org/10.17759/psyedu.2023150301","url":null,"abstract":"<p>In recent years, psychologists pay more and more attention to the study of individual typological characteristics of people. The introduction adduces the purpose of the article - to analyze current trends in the study of non-cognitive predictors of adolescent achievement and summarize new data obtained in empirical studies of psychological resources of academic success. The first section of the article analyzes in detail the recent foreign studies of the most significant (according to meta-analyses) psychological resources of academic performance within the framework of an individual-oriented approach. Among the new trends, there is a focus on studying the profiles of psychological resources of academic achievement and their stability in different age periods, as well as an interest in predicting academic performance depending on the type of profile. The second section of the article analyzes the results of empirical studies of the students&amp;rsquo; individual characteristics in the context of the differential-typological approach, conducted at the Psychological Institute of the Russian Academy of Education. The authors considered typologies created in the framework of studying the temperamental and characterological foundations of students' conscious self-regulation. They describe empirical typologies of special regulatory resources for achieving educational goals, including examination success. The research results allowed to develop the generalized ideas about age-related differential-typological differences in the regulatory and personal resources of academic achievement of the basic and high school students. The conclusion is made about the resource role of conscious self-regulation and school engagement in maintaining students&amp;rsquo; academic performance. The studies demonstrated the predictive effect of conscious self-regulation on academic performance and school engagement during the students&amp;rsquo; transition to high school. The conclusive part emphasized the practical significance of supplementing the studies of general patterns of manifestation of the psychological resources of academic performance with an analysis of students&amp;rsquo; individual-typological characteristics which can be fruitful for the development of an individual approach in education.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536445","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":"Sex Differences in Media Use in 6—7-year-old Children","authors":"E.A. Chichinina, D.A. Bukhalenkova, A.V. Chursina, A.Y. Boldyreva","doi":"10.17759/psyedu.2023150303","DOIUrl":"https://doi.org/10.17759/psyedu.2023150303","url":null,"abstract":"<p>This investigation aims to study the features of the use of digital devices by preschool children depending on sex. The results of an interview with 495 children (50% girls) aged 6-7 (M=63,6 months, SD=4,7 months) from Moscow kindergartens are presented. The interview contains questions about the frequency of digital devices use and about familiar and favorite digital leisure activities. The results of the study demonstrate that boys use digital devices more often than girls. Girls use digital devices in more varied ways than boys, using digital devices more often for drawing, communication and taking pictures. Boys are more likely than girls to have videogames as their favorite digital activity. The results suggest that girls, with the help of digital devices, are more likely to explore the space of culture, and their way of digital leisure time is more conducive to the self-regulation development. The conclusion from this result is that parents, educators, and psychologists should pay special attention to ensure that boys do not exceed the norms of screen time and get acquainted with the various possibilities of digital devices, in addition to games.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536439","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":"Adaptation of the Questionnaire Parental Mediation Of Children's Media Activity by G. Nimrod, D. Lemish, N. Elias on a Russian Sample of Parents of Older Preschoolers","authors":"N.S. Denisenkova, P.I. Taruntaev, V.V. Fyodorov","doi":"10.17759/psyedu.2023150307","DOIUrl":"https://doi.org/10.17759/psyedu.2023150307","url":null,"abstract":"<p>The issue of digitization of modern childhood is attracting increasing attention from researchers. In most cases, we obtain information about how preschoolers use various gadgets from parents. Literature analysis has shown that many authors consider the strategies through which adults regulate and mediate the influence of digital devices and various media products on children as the most adequate parameter for studying parental mediation of children's media activity. However, there are not many tools available for studying this phenomenon. Such questionnaires are more common in English-language literature. The task was to adapt the questionnaire \"Parental Mediation of Children's Media Activity\" by G. Nimrod, D. Lemish, and N. Elias, which has proven itself well, for the Russian-speaking sample. The study involved 322 parents of children in the upper preschool age group attending kindergartens in large and small cities (average age of parents was 28.5 years, including 237 women and 85 men). The study showed that the adapted Russian-language questionnaire differs from the original in its factor structure and consists of 12 statements and three scales: restrictive mediation strategy, instructive mediation strategy, and co-use. The Russian-language questionnaire demonstrates test-retest reliability, internal consistency, construct, and convergent validity, and can be used to study parental mediation and assess children's media activity for the Russian-speaking sample.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536592","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":"Conscious Self-Regulation and Psychological Well-Being as Resources for Academic Success in Young Adolescents: A Structural Model","authors":"I.N. Bondarenko, T.G. Fomina","doi":"10.17759/psyedu.2023150302","DOIUrl":"https://doi.org/10.17759/psyedu.2023150302","url":null,"abstract":"<p>The problem of psychological resources of academic achievement is the actual problem of psychology and pedagogy. In the present study on the basis of V.I. Morosanova's resource approach to conscious self-regulation and the results of empirical researches the model of relationship between conscious self-regulation of academic goals achievement, psychological well-being and academic performance in young adolescence was verified. Sample: fifth grade students (N=234, mean age M=11,00, SD=0,28). Research methods: V.I. Morosanova's questionnaire \"Self-regulation style of learning activity SSUD-M\"; \"Scale of manifestations of psychological well-being of adolescents\"; \"Big Five &amp;ndash; child version\"; \"Attitude to learning in middle and high school\". The model of academic success predictors describes the mutual determination of self-regulation, personality (Big Five), achievement motivation, and reveals the direction of cause-effect relationships between variables. It is shown that self-regulation, psychological well-being and achievement motivation are instrumental resources of academic performance. The high own contribution and strengthening of the influence of well-being and motivation on academic achievement provides it key role among its psychological resources. The findings are of practical importance for the organization of psychological support for the education of young adolescents during the transition to the secondary school.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135538441","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":"Pedagogical Support for Development of Learning Activity Self-regulation in High School Students","authors":"M.V. Voropaev, V.S. Neumyvakin","doi":"10.17759/psyedu.2023150306","DOIUrl":"https://doi.org/10.17759/psyedu.2023150306","url":null,"abstract":"<p>The article describes the author's system of pedagogical support for the development of the learning activity self-regulation in high school students educated in specialized classes. Theoretically, the system is based on the structural-functional approach to the study of self-regulation proposed by V.I. Morosanova. According to its principles, the system was designed not only to develop the skills of the learning activity self-regulation, but also to create conditions for their development. As the main pedagogical means aimed at achieving its goals, the program proposes special master-classes on the development of different levels of self-regulation of educational activities, creating the situations of responsible choice related to the students&amp;rsquo; personal and professional development and assisting to high school students in making their professional choice, consulting on the plans for their personal and professional development. The study had its purpose to verify the effectiveness of the system developed by the authors. An experimental testing was carried out on a sample of 208 high school students educated in specialized classes of Moscow schools. The research methods were selected to measure the levels of development of the operational and regulatory-personal components of self-regulation (V.I. Morosanova's \"Self-regulation Profile of Learning Activity Questionnaire\"), as well as the value-semantic level of subjective regulation (\"Levels of Development of Personality Subjectivity\" by M.A. Shchukina and the methodology of A.A. Azbel, A.G. Gretsov for studying the status of professional identity). The results of a comparative study between the experimental and control groups indicate the effectiveness of the developed system of pedagogical support: on average, the relative increase in the levels of the learning activity self-regulation in the high school students was about 20-30%.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135538445","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 Importance of Music in the Development of Executive Functions in 6–7-Year-Old Children","authors":"L.F. Bayanova, A.G. Dolgikh, A.A. Yakushina","doi":"10.17759/psyedu.2023150304","DOIUrl":"https://doi.org/10.17759/psyedu.2023150304","url":null,"abstract":"<p>The aim of this work was to study the differences in the development of executive functions in senior preschool children who are systematically engaged in music and those who are not. The study involved 236 children (M_age=78,17, SD_age=4,3), 113 of whom additionally engaged in music at additional education centers. To diagnose the level of development of regulatory functions (inhibition, cognitive flexibility, and working memory) subtests of the neuropsychological diagnostic complex NEPSY-II were used. A comparison of averages using the Mann-Whitney U-criterion revealed that children attending music schools have higher measures of auditory working memory, that is, they are better at remembering and correctly reproducing what has been listened to. They are also better able to restrain their behavioral impulses, depending on the demands of the situation, compared to those who do not additionally study music. Thus, the study demonstrated significant differences in the development of some parameters of regulatory functions in children depending on their involvement in music lessons, which emphasizes the importance of children's creative development for the formation of their cognitive abilities.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539021","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":"Adaptation of the Moral Identity Questionnaire on the Russian Sample","authors":"S.N. Enikolopov, M.N. Bochkova, N.V. Meshkova, I.A. Meshkov","doi":"10.17759/psyedu.2023150308","DOIUrl":"https://doi.org/10.17759/psyedu.2023150308","url":null,"abstract":"<p>The relevance of the study is determined by the activation of malevolent creativity and the consequences of its implementation in behavior in the form of information wars, fraud and terrorism against the background of a special military operation in Ukraine. In a threatening socio-political context, the role of morality as a regulator of behavior is important. Foreign studies show that the relationship between morality and behavior is not unambiguous, and the research results contradict each other. In many ways, such discrepancies are associated with the use of tools that are not suitable for identifying the connection of morality with behavior. The article presents the results of adaptation of the Russian version of the questionnaire \"Moral Identity\" (K. Aquino, A. Reed). The advantage of this questionnaire is that the authors used it to show the connection between the importance for a person of moral identity and moral behavior in everyday life. The two-factor structure of the translated version corresponds to the original version and includes the following sections: \"Internalization\" and \"Symbolization\". The stability of the factor structure of the questionnaire was confirmed in a sample of young people (N=303, cf. age 19, SD = 2.03; 144 of them were girls). With the help of the questionnaire \"Justice-Care\" (V.S.Molchanov) and the scale of self-respect (M.Rosenberg) conducted an assessment of the constructive and disqualified validity (respectively). The results obtained are consistent with the results of the authors of the original version and serve as confirmation of the difference between the construct of moral identity from those constructs with which discriminant and constructive validity was checked. The analysis of retest reliability (N=80) revealed modest but significant correlations, which is consistent with the position of the authors of the original version about the instability and situativeness of moral identity. Additional studies of constructive validity using aggression questionnaires (BRAQ-24), Conscientiousness and Cooperation scales (\"NEO-FFI\"), tolerance scales as traits (G.U.Soldatova et al.) on the sample (N=158) revealed positive correlations of scales with the traits of the Big Five and negative associations with aggression. Hypotheses are formulated for further research, according to which the stability of moral identity in different contexts can be determined by the traits of the Big Five and tolerance. According to the results of the adaptation, the translated version of the questionnaire can be used for research purposes and in assessing, monitoring and correcting the moral and psychological state of older adolescents and young people.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135538851","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":"Higher-order Thinking Skills in Teaching Reading Skills at Ethiopian Higher Education: A Qualitative Study on Classroom Practice, and Teachers’ Knowledge and Beliefs","authors":"S.G. Gergera, A.G. Tesmand","doi":"10.17759/psyedu.2023150107","DOIUrl":"https://doi.org/10.17759/psyedu.2023150107","url":null,"abstract":"<p>The widespread availability of information and rapid technological advancement are among the significant characteristics of this century. These trends of the century have triggered a paradigm shift in educational goals. As a result, nowadays, to produce active citizens capable of meeting the demands and challenges of the century, developing learners' higher cognitive skills has become a priority in modern education. For instance, in modern language education, improving learners' thinking skills has become one of the responsibilities of language teachers. In line with this concept, this qualitative study aimed to explore English language teachers&amp;rsquo; classroom practices, knowledge, and beliefs about integrating higher-order thinking skills in teaching reading skills. Data were collected from four randomly selected English language teachers at Addis Ababa Science and Technology University using observation and interviews. The study&amp;rsquo;s findings indicate that teachers are less frequently implementing higher-order thinking strategies. However, it has been found that the teachers have a better understanding of higher-order thinking skills and believe that integrating higher-order thinking into teaching English in general and reading skills in particular is among their responsibilities.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"228 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136328415","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":"Potential of Professional Thinking and Emotional Burnout in the Professions of Socionomic Type","authors":"I.V. Serafimovich","doi":"10.17759/psyedu.2023150104","DOIUrl":"https://doi.org/10.17759/psyedu.2023150104","url":null,"abstract":"<p>The analysis of specific features of professional thinking and emotional exhaustion among teachers and doctors in the context of COVID-19 pandemic. The growing demand for practical social psychological support of members of &amp;ldquo;person to person&amp;rdquo; professions during the unstable epidemiological situation due to COVID-19 have preconditioned the consideration of emotional exhaustion in the terms of interconnection with professional thinking that is able to contribute new professional and personal meaning to the activity process, thus becoming the cognitive resource that balances the levels and components of emotional exhaustion. The method of content analysis and expert evaluation alongside with mathematical statistical methods, such as correlation method of Charles Spearman and Student&amp;rsquo;s t-distribution, were used. Participants: 55 people, the members of professions of socionomic type, 25 teachers and 30 doctors, length of time worked &amp;ndash; 10-25 years, men &amp;ndash; 30%, women &amp;ndash; 70%. The methods of studying the specific features of emotional exhaustion (V.V. Boyko; Christina Maslach, S. Jackson, adapted by N.E. Vodopiyanova) and components of professional thinking (the author&amp;rsquo;s method of self-analysis of the problem situation by I.V. Serafimovich and M.M. Kashapov). It has been demonstrated that suprasituatedness of thinking is negatively correlated with emotional burnout, while situatedness is positively correlated with it. It has been specified that the emotional burnout is more pronounced in doctors. It has been identified that adequacy and sufficiency of analysis of a problem situation are positively associated with the self-esteem of professional success and self-satisfaction, whereas validity is associated with the capability to cope with psychologically destructive circumstances. Under the high efficiency of analysis emotional involvement reduces, and when increasing the depth of analysis emotional burnout enhances. The obtained results about the partial connection of components of professional thinking and signs of emotional exhaustion can be used as the arguments for the author&amp;rsquo;s position of the ability of usage of thinking as a cognitive resource for solving practical problems.</p>","PeriodicalId":480667,"journal":{"name":"Psihologo-pedagogičeskie issledovaniâ","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136328414","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}