Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education最新文献

{"title":"Career orientations and self-centered personality characteristics of future humanities specialists","authors":"N.V. Lukyanchenko","doi":"10.17759/pse.2023280102","DOIUrl":"https://doi.org/10.17759/pse.2023280102","url":null,"abstract":"<p>The materials of the study of career orientations and self-centered characteristics of the personality of humanities students of the Institute of Social Engineering of the Siberian State University of Science and Technology named after Academician M.F. Reshetnev (N=76). The methodological basis of the work was the modern understanding of the career path as determined by a system of interrelated factors. A hypothesis is put forward about the relationship between the career orientations of future professionals in the humanities and socially expected I-centered personal characteristics. The study uses: the questionnaire \"Career Anchors\", \"Methodology for the study of the psychological well-being of the individual\", \"Questionnaire of self-attitude\", \"Test of meaningful life orientations\"; for data processing &amp;ndash; descriptive statistics and correlation analysis. The general trends in the severity of career orientations among humanities students and their features, which constitute the risk zone for productive career self-realization, are determined. It has been revealed that the severity of student-oriented career orientations that involve high social activity is associated with the level of meaningfulness of life in combination with certain characteristics of self-attitude and psychological well-being. It is concluded that the data obtained clarify the understanding of the situation with career self-determination of future humanitarian specialists, which is necessary for the design of psychological technologies for its optimization (in education, thematic seminars and trainings, career counseling). In particular, to create optimal means of overcoming the contradiction between the orientation towards autonomy and the stability of the place of work, to stimulate the orientation towards professional competence through the formation of self-interest, etc.</p>","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135771661","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":"Evaluation of Digital Educational Technologies by University Teachers","authors":"M.G. Sorokova, M. Odintsova, N.P. Radchikova","doi":"10.17759/pse.2023280101","DOIUrl":"https://doi.org/10.17759/pse.2023280101","url":null,"abstract":"<p>A comparative analysis of the assessments of digital educational technologies by teachers (mean age &amp;ndash; 49&amp;plusmn;12 years) of various Russian Federation universities who have experience in using them in their professional activities (N=110) and teachers who do not have such experience (N=40) is carried out. The samples are equivalent in gender, academic titles and degrees, age, and work experience. The main advantages are the following: access to information at any convenient time; flexible schedule and the ability to organize independent work. Among the difficulties technical failures, lack of personal contacts, inconvenience of working with an electronic course and the need to spend a long time at the computer were noted. Teachers with experience in the development of e-learning courses rate work in an electronic environment much more positively, in contrast to teachers without experience who exaggerate the frequency of technical failures, point out the lack of technical and legal support, and the difficulties in monitoring assignments. All the teachers can be divided into &amp;ldquo;skeptics&amp;rdquo; and &amp;ldquo;enthusiasts&amp;rdquo; in relation to the acceptance of digital environment. &amp;ldquo;Enthusiasts&amp;rdquo;, unlike &amp;ldquo;skeptics&amp;rdquo;, have a positive attitude to innovations, believe that the educational process becomes more flexible and intense, emphasize the growth of student involvement and independence, individualization of training, support from management, colleagues, technical support, transparency of interaction. Most teachers with experience in using e-learning courses turned out to be &amp;ldquo;enthusiasts&amp;rdquo;. The groups of &amp;ldquo;enthusiasts&amp;rdquo; and &amp;ldquo;skeptics&amp;rdquo; do not differ in gender, age, and professional experience, which indicates the possible presence of &amp;ldquo;second order&amp;rdquo; barriers: pedagogical beliefs that prevent the acceptance of e-learning.</p>","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185940","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":"Emotional and Personal Determinants of High School Students’ Professional Identity","authors":"Y.N. Gut, M.K. Kabardov, Z.Z. Zhambeeva, Y.P. Kosheleva, A.V. Grusha","doi":"10.17759/pse.2023280103","DOIUrl":"https://doi.org/10.17759/pse.2023280103","url":null,"abstract":"<p>The determinants&amp;rsquo; (prerequisites&amp;rsquo;) analysis of high school students&amp;rsquo; professional identity (PI) allows us to predict the degree of its formation and dependence on them, as well as to outline ways to overcome the crisis of choosing a profession. Total number of participants N=82. The research methods are the following: SACS; Method for Studying PI Statuses (A.A. Azbel); Personal Anxiety Test by C.D. Spielberger (adapted by A.S. Kuznetsova); BPAQ (A. Buss, M. Perry); Method for Diagnosing Teaching Motivation and Emotional Attitude to Learning (A.M. Prikhozhan). The motivational, emotional and personal determinants that affect the schoolchildren&amp;rsquo;s PI development are revealed. It is shown that in the conditions of professional self-determination, most schoolchildren have the status of PI \"moratorium\", and the need to make a decision about choosing a profession causes emotional tension in them. A high level of personal anxiety negatively affects the PI formation and provokes manifestations of aggressiveness, and constructive coping behavior is positive, contributing to a way out of the crisis. Alsoб the PI determinants are profilization, attitude to study and cognitive motivation. The results make it possible to purposefully organize psychological and pedagogical support for students in choosing a profession.</p>","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"258 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135771658","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":"Gender Features of Migration Attitudes of Omsk Gifted Schoolchildren with Different Levels of Resilience and Subjective Well-being","authors":"Y.V. Potapova, A.Y. Malenova, A.A. Malenov, A.K. Potapov","doi":"10.17759/pse.2023280106","DOIUrl":"https://doi.org/10.17759/pse.2023280106","url":null,"abstract":"<p>The study is aimed at identifying gender characteristics of the connection between resilience and subjective well-being and the migration attitudes of Siberian schoolchildren. The survey involved students of secondary educational institutions in Omsk and Omsk Region (N=461), from 14 to 17 years old (15.5, SD=1.39), 268 (58.1%) girls, 193 (41.9%) boys. Methods of testing and questioning, expert interviews were applied. Research methods: S. Maddy's Hardiness Test adapted by D.A. Leontiev, E.I. Rasskazova; Method of Diagnosing the Subjective Well-being of the Individual by R.M. Shamionov, T.V. Beskova; the Scale of Migratory Attitudes of Personality by S.A. Kuznetsova; the author's questionnaire, which included questions about the socio-demographic characteristics of schoolchildren, their intellectual activity. The obtained results testify to the existence of a connection between hardiness and subjective well-being with the migratory attitudes of intellectually gifted and motivated girls. At the same time, the migratory attitudes of young men are practically not connected with the above-mentioned constructs, regardless of their level of giftedness and activity. In the group of gifted girls, a decrease in hardiness, in particular, control and involvement, as well as subjective, in particular, emotional and ego well-being, leads to an increase in migratory attitudes. In the group of motivated girls, in a similar way, attitudes about migration are associated with control and involvement, subjective well-being. The conclusion is made about the differentiated connection of gender and giftedness with the migration attitudes of schoolchildren, its mediation by the level of their resilience and well-being.</p>","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135771662","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":"Teachers’ Coping Strategies and Job Satisfaction in Distance Teaching During the COVID-19 Pandemic","authors":"Valeriia A. Manina, Anastasiya V. Petrakova, Alena A. Kulikova, E. Orel, Tatjana Kanonire","doi":"10.17759/pse.2023000001","DOIUrl":"https://doi.org/10.17759/pse.2023000001","url":null,"abstract":"The article presents the results of an empirical study, which aims to analyze the relationships between teachers’ coping strategies and job satisfaction in distance teaching during the COVID-19 pandemic. The study sample consisted of primary school teachers from two large regions in Russia (N=313). The main method was a survey. The questionnaire included the following topics: respondents’ demographic information, coping strategies, job satisfaction, technical tools used for distance learning, forms of school administration support, learning events for teachers, as well as applied practices. The results of the logistic regression analysis showed that there is a positive relationship between using productive coping strategies and job satisfaction. It was also determined that the relationship between job satisfaction and some factors such as school administration support and the possibility of applying new practices.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67678377","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 Influence of Ways of Organizing Learning Interactions on the Development of Communicative and Reflexive Abilities of Children 6—10 Years Old","authors":"Vitalyi V. Rubtsov, I. Ulanovskaya","doi":"10.17759/pse.2022270101","DOIUrl":"https://doi.org/10.17759/pse.2022270101","url":null,"abstract":"The features of the development of communicative and reflexive abilities of children aged 6—10 years, depending on the ways of organizing educational interactions, are discussed. Basic social competencies defined by the requirements of the current Federal State Educational Standard of Primary General Education are considered as indicators of the development of abilities in the learning environment. Based on the selected indicators, a variant of the “Puzzle” diagnostic method has been developed, which allows to study the relationship between the development of social competencies in younger schoolchildren, and the joint way they perform while solving experimental problems. A comparative analysis of students' social competencies allows to prove the influence of ways of organizing educational interactions on the development of communicative and reflexive abilities of primary school children.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67674760","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 Predictors of Academic Success: How Do the General Patterns Work in the Early Stages of Education?","authors":"A. Dvoinin, E.S. Trotskaya","doi":"10.17759/pse.2022270204","DOIUrl":"https://doi.org/10.17759/pse.2022270204","url":null,"abstract":"The article provides an overview of modern works devoted to the study of cognitive predictors of academic success. The general patterns of forecasting are revealed: the most powerful and universal predictor of academic success at different stages of school education is psychometric intelligence; creativity is less significant and rather unstable. It is argued that these patterns are poorly traced at the level of preschool education. Particular cognitive functions are significant for predicting the future educational achievements of preschoolers: information processing speed, visual perception (in combination with motor functions), short-term memory, and attention. Spatial abilities have a certain prognostic potential, though reasoning in preschoolers is not a strong predictor of academic success; executive functions have the greatest predictive power. It is noted that the general patterns in predicting the academic success of students can be traced in elementary school: the predictive potentials of psychometric intelligence are revealed, the power of individual cognitive abilities (in particular, spatial abilities) increases, the contribution of executive functions to the prediction decreases. The general tendency for non-cognitive factors (educational motivation, some personality traits) to increase with age also begins to appear in elementary school.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67675089","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":"Growing Up of Youth: Separation from Parents, Subjective Adulthood and Psychological Well-being at the Age of 18—27","authors":"V. Manukyan","doi":"10.17759/pse.2022270310","DOIUrl":"https://doi.org/10.17759/pse.2022270310","url":null,"abstract":"The article explores the process of growing up in young people in the period of “emerging adulthood” from the perspective of psychological separation from parents and its relationship with the formation of adult identity (subjective adulthood) and psychological well-being. The study was conducted on a sample of 126 subjects aged 18—27 years (M=22.3) with different work and family status. Indicators of psychological separation (Hoffman PSI Questionnaire), psychological well-being (Riff Scale), life satisfaction (Diener scale), happiness level (Fordis scale), indicators of spatial and functional separation, subjective adulthood (survey questions) were measured. The study revealed the heterogeneity of the separation process and the dominance of functional and behavioral aspects over the affective and cognitive ones. Also, the separation from father was more expressed in comparison with the separation from mother. Behavioral components of psychological separation from parents are viewed as predictors of a decrease in satisfaction, happiness, and purposefulness of life. Subjective adulthood is not related to the degree of separation, but it is related to psychological well-being: the highest levels of psychological well-being scales were found in young people with developed adult identity.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67676043","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":"Barriers and Facilitators to Seeking Psychological Assistance in School Education System","authors":"N. Antonova, K. Eritsyan, T. Kazantseva, R. G. Dubrovsky","doi":"10.17759/pse.2022270408","DOIUrl":"https://doi.org/10.17759/pse.2022270408","url":null,"abstract":"Optimization of the models for the provision of professional psychological assistance to students is one of the priority tasks of the Concept for the development of psychological services in the education system of the Russian Federation. The aim of this study was to identify the barriers and facilitators in seeking psychological help among Russian secondary school students from the perspective of experts who provide such assistance. Two series of semi-structured interviews (before the COVID-19 pandemic and during it) with 10 experts from seven regions of the Russian Federation responsible for organizing psychological work in the region were carried out. The barriers and facilitators of help-seeking identified as a result of the thematic analysis were compared with the AAAQ model (availability, accessibility, acceptability, quality of help) (WHO, 2017). Among the barriers, a special place is held by factors associated with acceptability and the perceived quality of provided assistance. Among the facilitators, experts especially highlight the factors related to the availability and the acceptability of psychological help (knowledge of the possibilities of obtaining it, its credibility, the use of new communication technologies of with a psychologist). Associated with the pandemic waving up in psychological difficulties and the expansion of remote communication have become powerful factors in the increase of availability and acceptability of psychological services.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67676630","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":"A Comprehensive Approach to the Professional Development of Specialists of Guardianship and Guardianship Authorities in Relation to Minors","authors":"G. Semya, M.V. Lashkul, O.A. Yarovikоva","doi":"10.17759/pse.2022270613","DOIUrl":"https://doi.org/10.17759/pse.2022270613","url":null,"abstract":"The article discusses the relevance and grounds for the creation of a comprehensive system of professional development of specialists of guardianship and guardianship (OOIP) in relation to minors who are state and municipal employees. Currently, there is no system of specialized professional training of OOIP specialists within the framework of secondary and higher education. The article analyzes the experience of conducting advanced training courses and the work of the only master's degree in the country in the direction of \"Specialist OOIP in relation to minors\", which combines two models: \"inconsistent\", since there is no consistent bachelor's degree, and \"advanced training\", designed for people who already have work experience. The conducted research on a sample of 1080 OOIP specialists revealed the specifics of their work, psychological well-being, educational needs, and the relevance of master's degree studies. The analysis of professional development programs showed that psychological and pedagogical disciplines occupy about 50% of the volume. The study revealed the presence of new trends: confessional competencies required to work with families of different faiths, competencies in the field of digitalization of specialists' activities, mediation skills, the ability to work in an interdepartmental and multidisciplinary team, the ability to identify the opinion of a child of any age on issues affecting his interests are in demand. It is shown that the system of training of OOIP specialists includes professional and personal self-development and self-improvement, one of the forms of which are professional skill contests. The innovation of recent years has been the creation of resource centers in the regions that provide methodological support, consulting, organization and maintenance of a closed group in a social network, supervision, training events for OOIP specialists. It is recommended to include in the regional professional development programs, in addition to advanced training courses, other elements of the personnel management system: planning, organization, selection, motivation, stimulation, control, as well as career management of OOIP specialists.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67678226","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}