Journal of Educational and Psychological Studies最新文献

{"title":"Features of the Development of Memory in Older Preschoolers - Representatives of the Digital Generation","authors":"K. S. Shalaginova, E. Dekina","doi":"10.17759/psyedu.2022140404","DOIUrl":"https://doi.org/10.17759/psyedu.2022140404","url":null,"abstract":"The article deals with the problem of memory development in older preschoolers – representatives of the digital generation. The article contains a description of the experience of the implementation of experimental work to identify the features, technologies and psychological and pedagogical conditions for the development of memory in children 5-6 years old. The article presents the results of an empirical study of the memory features of preschoolers, in which 23 children of preschool institutions of the city of Tula and the Tula region took part. The essence of the research problem is to holistically present the essence of the ongoing changes in the development of the memory of a modern preschooler and to find new landmarks in its development, which occur in the context of digitalization. The purpose of the article is a psychological and pedagogical analysis of the memory features of older preschoolers of the digital generation and the manifestations of these features in the teaching and upbringing of preschoolers. To achieve the goal of the research, the following psychological tools were used: the method \"Recognize the figure\", \"10 words\", \"Pictograms\" L.V. Zankov, D. Veksler's method, A.N. Leontyev. The selected features are considered by the authors in the context of solving the problems of the cognitive development of children. The article describes a program for the development of the memory of older preschoolers, aimed at stimulating the conscious reproduction of the child's experience in play, productive and speech activity; the inclusion of mnemonic actions in the purposeful objective, cognitive and play activities of the child. The program proposed by the authors has been tested on the basis of preschool educational organizations and can be used in the work of a kindergarten psychologist, educator, head of the circle. The empirical data obtained in the study confirm the advisability of taking into account the peculiarities of memory development when planning developmental work with preschool children – representatives of the digital generation.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81748232","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":"Analysis of Tutor Training Programs for Inclusive Education","authors":"I. Karpenkova","doi":"10.17759/psyedu.2022140305","DOIUrl":"https://doi.org/10.17759/psyedu.2022140305","url":null,"abstract":"The article is devoted to the current problem – the training of tutors for inclusive education. The high need for tutors and the specific communication with children with disabilities assumes the availability of affordable, high-quality training programs at different levels of education. The author analyzed the websites of 50 state universities with faculties of a psychological and pedagogical orientation, and (or) offering training programs for inclusive education, as well as 20 websites of additional education organizations offering advanced training and retraining courses, on the Internet, upon request for the training of tutors for inclusive education. Found curriculum programs were analyzed according to various criteria, including the compliance of the content of the program with the professional standard of the tutor and formed professional competencies. The analysis showed that the proposed training programs for tutors for inclusive education do not sufficiently develop the necessary professional competencies in accordance with the Professional Standard. This is also confirmed by the interviews of 30 already working tutors who were asked questions about their education and abilities to overcome the difficulties that arise in the process of accompanying students with disabilities. The author sees a way out of this situation in the creation of an accessible system for training tutors for inclusive education, based on expanding the number of programs for different levels of education and improving the quality of these programs through the development of courses that form the professional competencies of tutors that correspond to the Tutor's Professional Standard.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"181 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74380132","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":"Features of Educational Motivation of Chinese and Turkmen First-Year Students Studying in Russian Universities","authors":"М.V. Apasova","doi":"10.17759/psyedu.2022140104","DOIUrl":"https://doi.org/10.17759/psyedu.2022140104","url":null,"abstract":"The article reviews the severity of the educational motives of foreign students who begin their first-year studie in Russian universities. Three groups of students took part in the study: Chinese (87 people), Turkmen (92 people), Russian (100 people). The following methods were used: \"Self-assessment of educational activity\" by A.A. Verbitsky, N.A. Bakshayeva, \"Attitude to learning\" by O.A. Pakhomova, \"Value orientations\" by O.I. Motkov, \"Diagnostics of socio-psychological adaptation\" by K. Rogers and R. Diamond, the projective method \"Unfinished sentences\". It is shown that the level of development of educational motivation, including cognitive interests, is higher among Chinese students than among Turkmen students. But the attitude to learning is more positive among Turkmen students, since it is related to the attitude towards the host country. The emotional state of foreign students during the period of adaptation to new learning conditions is associated not with educational motivation, but with adaptation to interaction with the social environment. The similarity of the educational motivation of Chinese and Russian first-year students is also shown.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75623646","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":"University Instructors' Perceptions of Higher Education: Psychosemantic Approach","authors":"M. Sorokova","doi":"10.17759/psyedu.2022140303","DOIUrl":"https://doi.org/10.17759/psyedu.2022140303","url":null,"abstract":"The digitalization processes in higher education are a stable global trend. Digital competencies are very relevant for specialists in all subject areas; this is a demand of the modern digital economy and labor market. The digitalization of education is a complex multidimensional process that is estimated differently by university instructors. The purpose of the empirical study: to reveal the peculiarities of the ideas about higher education of university instructors who do not use and do use e-learning courses in their professional activities. The research is a pilot study, the findings are preliminary and will be tested on larger samples. Group semantic spaces for both categories of respondents were constructed by the method of semantic differential using factor analysis. (1) In both categories, there is a factor that reflects the most attractive qualities of higher education, but the set of these qualities is different. Both categories of respondents are characterized by a factor reflecting the problems and shortcomings of higher education, but they put different meanings into it. (2) For instructors who do not use e-courses, most socially accessible and technically equipped approaches, such as distance learning, e-courses, massive open online courses, are subjectively unattractive. Blended learning is more in line with their ideas about quality of higher education, but the most subjectively attractive are the project method and traditional face-to-face learning. (3) Instructors using e-courses are characterized by the recognition of the problematic nature of distance learning, e-courses, massive open online courses, but at the same time of their social accessibility, combined with convenience for instructor and subjective attractiveness. Blended learning is less problematic, socially inaccessible, but subjectively also very attractive. The project method is a promising approach that has few drawbacks, but is also socially inaccessible and less convenient for the instructor. (4) For instructors who do not use e-courses, traditional face-to-face education is the least technically equipped, having problems and shortcomings, but subjectively very attractive. For instructors using e-courses, this approach, on the contrary, has few problems, is convenient for the instructors and is socially accessible, but subjectively it does not arouse interest and does not correspond to their ideas about the quality of higher education.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79370701","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 of Academic Motivation and Psychological Well-being in Primary School Age","authors":"I. Y. Kulagina, M. Kravtsova","doi":"10.17759/psyedu.2022140403","DOIUrl":"https://doi.org/10.17759/psyedu.2022140403","url":null,"abstract":"The article presents data on the psychological well-being of primary school-age children with different types of academic motivation. The study involved 87 students of the 3rd-4th grades of Moscow secondary schools (41 boys and 46 girls). The questionnaires \"Academic self-regulation\" SRQ-A (modification and approbation on the Russian-language sample of T.O.Gordeeva, O.A.Sychev, M.F.Lynch), \"Scale of psychological well-being of children aged 8-12 years\" PWB-c (adaptation by D.V.Lubovsky, N.S.Milova), the projective technique \"Unfinished sentences\", allowing to identify indicators of motivation and psychological well-being (positive and negative aspects of children's lives). Positive connections of psychological well–being and components of its structure with intrinsic educational motivation, negative connections - with extrinsic academic motivation are established. It is shown that primary schoolchildren with a high level of psychological well–being are characterized by cognitive motivation, self-development motivation, awareness of the importance of educational activities for themselves, but at the same time - orientation to high academic performance. With a low level of psychological well-being in children, there is a pronounced extrinsic motivation, reflecting primarily the requirements of the teacher, a subjective perception of learning difficulties, a negative attitude to learning, preschool-type motivation with its hedonistic orientation.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"194 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79775886","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":"Regulatory and Personality Resources of Psychological Well-being and Academic Achievement of Elementary School Students: Differential Psychological Aspect","authors":"Российская Федерация","doi":"10.17759/psyedu.2022140203","DOIUrl":"https://doi.org/10.17759/psyedu.2022140203","url":null,"abstract":"The article describes an empirical study which had the task to consider the differential aspects of the relationship between conscious self-regulation, psychological well-being, and academic performance of younger students. The study sample consisted of the 4th grade students of Russian secondary schools (N=372). The study implemented three questionnaires to assess the students’ individual characteristics: conscious self-regulation (“Self-Regulation Profile Questionnaire – Junior” (V.I. Morosanova, I.N. Bondarenko), psychological well-being (“Scale of Manifestations of Psychological Well-being of Adolescents” Russian adaptation Morosanova et al.), personality features (\"Big Five – the Children's Version\", Russian adaptation by S.B. Malykh et al.). The average annual score in the main academic subjects was taken as a criterion for academic performance. Cluster analysis revealed three groups of students characterized by significantly different levels of the studied parameters. Students with the lowest achievement and well-being scores have higher neuroticism scores, and lower scores on the openness to experience, conscientiousness, friendliness and extraversion, and conscious self-regulation. The study results allowed to identify specific regulatory and personality resources of psychological well-being and academic performance of students in the selected groups. The analysis made it possible to substantiate recommendations and specific practical ways of developing conscious self-regulation as a resource for maintaining psychological well-being and improving academic performance of younger students.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"56 8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80111641","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":"Teaching Mental Activity of the New Generation and Basic Pedagogical Competences","authors":"Y. Gromyko, M. Prosekin","doi":"10.17759/psyedu.2022140207","DOIUrl":"https://doi.org/10.17759/psyedu.2022140207","url":null,"abstract":"The article analyzes changes in the practice of schooling associated with the transition to forced distance learning in the context of a pandemic and the ongoing digitalization of education. These changes make it possible to discover an extremely poor arsenal of pedagogical competencies in the work of a teacher in the upper grades of secondary school. The teacher of today's school is not able to acquaint students with the basic principles of the initial forms of research and project activity, ensure that students master the methods of action of these different types of activity and connect the development of these methods of action with subject-disciplinary education. At the same time, in the system of additional education, in particular, during the NTI1 Olympiad, teams of students successfully master the principles of operation of complex equipment and perform engineering tasks. These data indicate that high school students are capable of much more intensive development of design and experimental-search thinking when solving practical problems in joint activities. In order to organize the processes of mastering project and research types of activity by schoolchildren in the upper grades of secondary school using digital models, the teacher should form a new generation of teaching mental activity based on a different system of pedagogical competencies. The article proposes a generalized description of the most important pedagogical competencies that ensure the organization of activity-based education in high school.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"397 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73151660","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":"Features of Role and Innovative Behavior in Relation to Work Experience","authors":"A. Avdeeva, M. V. Ermolaeva, Z. Kokueva, D. Lubovsky","doi":"10.17759/psyedu.2022140407","DOIUrl":"https://doi.org/10.17759/psyedu.2022140407","url":null,"abstract":"The authors have shown the relevance and justified the need to study the relationship between the types of innovative and role behavior of project team members and students who have no experience in group design. The purpose of the research is to study the correlation between the types of role behavior in a team and innovative behavior among managers with experience in project teams and students without such experience. In the 1st part of the study, a group of employees of industrial enterprises aged from 19 to 40 years and with work experience from 6 months to 22 years (n=45) took part, in the 2nd part of the study – undergraduate students in the direction of \"Innovation\" (n=20, age 20–22 years) and working managers with experience (n=30, age 21–41 years). The main hypothesis of the study is the assumption of significant discrepancies among students between their characteristic types of role and innovative behavior and their ideas about what team roles and types of innovative behavior are characteristic of them. In the first part of the study, using questionnaires of role behavior in a team and innovative behavior, the types of role and innovative behavior and combinations of types of role and innovative behavior of project team members were studied. The complementarity in frequently occurring combinations of role and innovative behavior of managers of innovative projects is revealed; such complementarity is absent in students. The results of the second part of the study show that employees with experience have the most widespread types of innovative behavior that provide incremental innovations, students have radical innovations. Among employees with experience, team roles of a social orientation are significantly more widespread than among students, among students – action roles, significant discrepancies between the types of role behavior according to questionnaires and those that students choose according to descriptions as characteristic of them were revealed. Students, in comparison with employees of enterprises, overestimate their readiness for intellectual roles in the team. The practical significance of the obtained results is shown, prospects for further research are outlined.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"160 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78701301","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":"Subjectness of Pedagogical University Students in the Changing Educational Environment","authors":"V. Panov, I. Plaksina","doi":"10.17759/psyedu.2022140205","DOIUrl":"https://doi.org/10.17759/psyedu.2022140205","url":null,"abstract":"The work aimed to identify development levels of subjectivity of pedagogical university students and their relationship to ability for joint (cooperative) interactions in changing conditions of learning. Materials of two empirical researches, obtained on a selection of the 4th-5th year students of pedagogical institute, are represented. The first research (N=100) involved 4th-year students aged from 20 to 21 years, 85% of whom were female; the data were obtained before the stage of passing pedagogical industrial practice. The second research involved 5th year students (N=30) aged 21 to 22 years, 87% of whom were female, the data were obtained at the stage of pedagogical practice. Methodology \"Diagnostics of formation stages of studentsꞌ subjectivity\", developed on the basis of ecopsychological model of the subjectivity formation, and DLPA questionnaire (development level of personality’s subjectivity) were used. Obtained results provide that the transfer of the learning process of future pedagogues to environment of school increases the number of 5th-year students with a high severity degree of \"low\" stages of subjectivity and reduces the number of students with a high severity degree of \"high\" stages. Correlation analysis (r-Spearman) revealed a smaller number of relations between stages of subjectivity and characteristics of communicative interactions in selection of the 5th year. A.V. Karpovꞌs method of structural analysis allowed us to conclude that the structure of researched parameters formed in the 4th year undergoes serious changes when the learning process is transferred to environment of the secondary school: index of organization of the structure (IOS) in selection of the 5th year is lower than in selection of the 4th year, which demonstrates the appearance of breaks in the links of educational and communicative subjectivity.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83013120","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 Impact of Traditional and Robotic Toys on 3-4 Years Old’s Play","authors":"I. Ryabkova, D.V. Pavlovskaia, E. Sheina","doi":"10.17759/psyedu.2022140402","DOIUrl":"https://doi.org/10.17759/psyedu.2022140402","url":null,"abstract":"Young children’s play needs toys, which are its object support and the main tools. Character toys are of particular importance the function of which is the substitution of a character, the embodiment of a role. New technical capabilities make it possible to create complex robotic toys capable of learning, autonomous movement, and reactions to interaction with them. However, the play potential of these toys has not been sufficiently studied. The purpose of this research is to study whether young children (3-4 years old) will play with a robot toy and whether this play will differ from playing with ordinary character toys. The work of P. Kahn et al. was used as the methodological basis of this research. The study included observing a play with two types of toys – a robotic and a stuffed dinosaur, a structured interview, and a classification of cards. The sample consisted of 30 children attending a state kindergarten. The results showed that children are significantly less likely and more monotonous to play with a robotic toy than with a traditional one. At the same time, they interact more with a robotic toy, study it more and are afraid of it as a living being. The results obtained allow us to raise the question of the category of this type of toy: they belong to robots but not to character toys.","PeriodicalId":53021,"journal":{"name":"Journal of Educational and Psychological Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88876362","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}