{"title":"高等教育求职者心理自我调节的性别特征","authors":"A. Altanova","doi":"10.31548/hspedagog13(4).2022.76-87","DOIUrl":null,"url":null,"abstract":"The article highlights the problem of gender characteristics of psychological self-regulation of higher education applicants. The relevance of the mentioned issue is determined by the need to ensure the success of the individual in educational activities in the conditions of a gender-sensitive higher education institution. A brief analysis of the latest research and publications on the problems of gender education and psychological self-regulation was carried out. The theoretical and practical principles of psychological self-regulation and gender issues in education are substantiated. Ways to increase the level of self-regulation of higher education applicants in higher education institutions have been identified and experimentally verified. The article introduces the results of an empirical study that was conducted at the National University of Life and Environmental Sciences of Ukraine at the Faculty of Humanities and Pedagogy with the aim of determining the gender characteristics of psychological self-regulation of higher education applicants. The following methods were used: the method \"Investigation of the level of self-regulation\" (the author's method of I. A Usatov); the method \"Investigation of voluntary self-regulation according to the questionnaire test of A. V. Zverkov and E. V. Eidman; the method \"Style features of self-regulation of behavior\" by V. I. Morosanova; non-standardized self-observation (keeping a diary of self-observations); observation and interview. The article also contains the results of the study of routine (everyday) self-regulation techniques of higher education applicants during the working day. The analysis of the research results showed that the ability to self-regulate remains a problematic issue, as the majority is unable to maintain a stable mental state in non-standard situations of educational activity, especially during physical and psychological influence on them and in non-standard, stressful situations. However, the higher education applicants are aware of the need to develop self-regulation skills. The following ways of acquiring skills and abilities of emotional self-regulation by students of higher education, taking into account gender characteristics, are defined, such as psychological training, autogenic training, development of pedagogical techniques, inclusion of gender courses in the training plans of specialists (for example, \"Gender Psychology\"), organization of various educational activities, conducting trainings for the university community. In order to increase the indicators of stress resistance, the ability to self-regulate and improve the skills of planning, modeling, programming, flexibility, independence and evaluating the results of one's own activities, the study participants were offered psychotraining of personality self-regulation and psychotraining \"Gender in Education\" and offered \"Methodological recommendations for improving the level of self-regulation of higher education applicant on the basis of gender\". The results of repeated diagnosis of levels of stress resistance and self-regulation of higher education applicants showed an increase in these indicators and proved the effectiveness of the proposed program. Therefore, self-regulation of behavior is an integrative property of the individual, which unites the intellectual, motivational, volitional, emotional sphere of the individual. The problems of self-regulation of the personality in order to achieve its success in educational activities are becoming more and more relevant for higher education teachers, scientists, and psychologists. Identifying the peculiarities of psychological self-regulation in the gender aspect and finding ways to improve it is a problem that requires further scientific research.","PeriodicalId":273496,"journal":{"name":"Humanitarian studios: pedagogics, psychology, philosophy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Gender features of psychological self-regulation of higher education seekers\",\"authors\":\"A. Altanova\",\"doi\":\"10.31548/hspedagog13(4).2022.76-87\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article highlights the problem of gender characteristics of psychological self-regulation of higher education applicants. The relevance of the mentioned issue is determined by the need to ensure the success of the individual in educational activities in the conditions of a gender-sensitive higher education institution. A brief analysis of the latest research and publications on the problems of gender education and psychological self-regulation was carried out. The theoretical and practical principles of psychological self-regulation and gender issues in education are substantiated. Ways to increase the level of self-regulation of higher education applicants in higher education institutions have been identified and experimentally verified. The article introduces the results of an empirical study that was conducted at the National University of Life and Environmental Sciences of Ukraine at the Faculty of Humanities and Pedagogy with the aim of determining the gender characteristics of psychological self-regulation of higher education applicants. The following methods were used: the method \\\"Investigation of the level of self-regulation\\\" (the author's method of I. A Usatov); the method \\\"Investigation of voluntary self-regulation according to the questionnaire test of A. V. Zverkov and E. V. Eidman; the method \\\"Style features of self-regulation of behavior\\\" by V. I. Morosanova; non-standardized self-observation (keeping a diary of self-observations); observation and interview. The article also contains the results of the study of routine (everyday) self-regulation techniques of higher education applicants during the working day. The analysis of the research results showed that the ability to self-regulate remains a problematic issue, as the majority is unable to maintain a stable mental state in non-standard situations of educational activity, especially during physical and psychological influence on them and in non-standard, stressful situations. However, the higher education applicants are aware of the need to develop self-regulation skills. The following ways of acquiring skills and abilities of emotional self-regulation by students of higher education, taking into account gender characteristics, are defined, such as psychological training, autogenic training, development of pedagogical techniques, inclusion of gender courses in the training plans of specialists (for example, \\\"Gender Psychology\\\"), organization of various educational activities, conducting trainings for the university community. In order to increase the indicators of stress resistance, the ability to self-regulate and improve the skills of planning, modeling, programming, flexibility, independence and evaluating the results of one's own activities, the study participants were offered psychotraining of personality self-regulation and psychotraining \\\"Gender in Education\\\" and offered \\\"Methodological recommendations for improving the level of self-regulation of higher education applicant on the basis of gender\\\". The results of repeated diagnosis of levels of stress resistance and self-regulation of higher education applicants showed an increase in these indicators and proved the effectiveness of the proposed program. Therefore, self-regulation of behavior is an integrative property of the individual, which unites the intellectual, motivational, volitional, emotional sphere of the individual. The problems of self-regulation of the personality in order to achieve its success in educational activities are becoming more and more relevant for higher education teachers, scientists, and psychologists. Identifying the peculiarities of psychological self-regulation in the gender aspect and finding ways to improve it is a problem that requires further scientific research.\",\"PeriodicalId\":273496,\"journal\":{\"name\":\"Humanitarian studios: pedagogics, psychology, philosophy\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Humanitarian studios: pedagogics, psychology, philosophy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.31548/hspedagog13(4).2022.76-87\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Humanitarian studios: pedagogics, psychology, philosophy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31548/hspedagog13(4).2022.76-87","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本文着重分析了高等教育申请者心理自我调节的性别特征问题。上述问题的相关性取决于必须确保个人在对性别问题有敏感认识的高等教育机构的条件下,在教育活动中取得成功。简要分析了性别教育和心理自我调节问题的最新研究和出版物。心理自我调节和教育中的性别问题的理论和实践原则得到了证实。提出了提高高等学校学生自律水平的途径,并进行了实验验证。本文介绍了在乌克兰国立生命与环境科学大学人文与教育学学院进行的一项实证研究的结果,目的是确定高等教育申请者心理自我调节的性别特征。采用了以下方法:“自我调节水平调查”方法(作者的I. A . Usatov方法);根据A. V. Zverkov和E. V. Eidman的问卷测验,自愿自我调节的调查方法;v.i. Morosanova的“行为自我调节的风格特征”方法;不规范的自我观察(写自我观察日记);观察和访谈。本文还包含了高等教育申请人在工作日的日常(日常)自我调节技巧的研究结果。对研究结果的分析表明,自我调节能力仍然是一个有问题的问题,因为大多数人无法在非标准的教育活动情境中保持稳定的精神状态,特别是在对他们的身体和心理影响以及非标准的压力情境中。然而,高等教育申请者意识到需要培养自我调节技能。在考虑到性别特征的情况下,确定了高等教育学生获得情感自我调节技能和能力的方法,如心理训练、自我训练、发展教学技术、将性别课程纳入专家培训计划(例如“性别心理学”)、组织各种教育活动、为大学社区开展培训。为提高被试的抗压能力、自我调节能力指标,提高计划、建模、规划、灵活性、独立性和自我活动结果评价能力,对被试进行了人格自我调节心理训练和“教育中的性别”心理训练,并提出了“基于性别的高等教育申请人自我调节水平提高方法建议”。对高等教育申请者的抗压力水平和自我调节水平的反复诊断结果表明,这些指标有所增加,证明了所提出方案的有效性。因此,行为的自我调节是个人的综合属性,它结合了个人的智力、动机、意志和情感领域。人格的自我调节以使其在教育活动中取得成功的问题越来越受到高等教育教师、科学家和心理学家的关注。识别心理自我调节在性别方面的特点并寻求改善方法是一个需要进一步科学研究的问题。
Gender features of psychological self-regulation of higher education seekers
The article highlights the problem of gender characteristics of psychological self-regulation of higher education applicants. The relevance of the mentioned issue is determined by the need to ensure the success of the individual in educational activities in the conditions of a gender-sensitive higher education institution. A brief analysis of the latest research and publications on the problems of gender education and psychological self-regulation was carried out. The theoretical and practical principles of psychological self-regulation and gender issues in education are substantiated. Ways to increase the level of self-regulation of higher education applicants in higher education institutions have been identified and experimentally verified. The article introduces the results of an empirical study that was conducted at the National University of Life and Environmental Sciences of Ukraine at the Faculty of Humanities and Pedagogy with the aim of determining the gender characteristics of psychological self-regulation of higher education applicants. The following methods were used: the method "Investigation of the level of self-regulation" (the author's method of I. A Usatov); the method "Investigation of voluntary self-regulation according to the questionnaire test of A. V. Zverkov and E. V. Eidman; the method "Style features of self-regulation of behavior" by V. I. Morosanova; non-standardized self-observation (keeping a diary of self-observations); observation and interview. The article also contains the results of the study of routine (everyday) self-regulation techniques of higher education applicants during the working day. The analysis of the research results showed that the ability to self-regulate remains a problematic issue, as the majority is unable to maintain a stable mental state in non-standard situations of educational activity, especially during physical and psychological influence on them and in non-standard, stressful situations. However, the higher education applicants are aware of the need to develop self-regulation skills. The following ways of acquiring skills and abilities of emotional self-regulation by students of higher education, taking into account gender characteristics, are defined, such as psychological training, autogenic training, development of pedagogical techniques, inclusion of gender courses in the training plans of specialists (for example, "Gender Psychology"), organization of various educational activities, conducting trainings for the university community. In order to increase the indicators of stress resistance, the ability to self-regulate and improve the skills of planning, modeling, programming, flexibility, independence and evaluating the results of one's own activities, the study participants were offered psychotraining of personality self-regulation and psychotraining "Gender in Education" and offered "Methodological recommendations for improving the level of self-regulation of higher education applicant on the basis of gender". The results of repeated diagnosis of levels of stress resistance and self-regulation of higher education applicants showed an increase in these indicators and proved the effectiveness of the proposed program. Therefore, self-regulation of behavior is an integrative property of the individual, which unites the intellectual, motivational, volitional, emotional sphere of the individual. The problems of self-regulation of the personality in order to achieve its success in educational activities are becoming more and more relevant for higher education teachers, scientists, and psychologists. Identifying the peculiarities of psychological self-regulation in the gender aspect and finding ways to improve it is a problem that requires further scientific research.