Vol 12, No 1 (2023)
Articles
Everyday life of high school students at university lyceum and gymnasium: Outcomes of comparative research
Abstract
The study appears to be relevant since it addresses the research gap in the question how the way school life is organized infl uences students’ perception of various aspects of everyday life at school. Notably, the subject of this research is not the objective facts of school everyday life, but their representation in the minds, opinions, and assessments of high school students. The article suggests the model of school everyday life as a research object; this model is based on the investigation of various approaches to the analysis of everyday life (socioanthropological, socio-psychological, socio-pedagogical). The goal of the study is to identify the infl uence external organization of school life has on the peculiarities of senior high schoolers’ everyday life. The hypothesis of the study is as follows: The forms of school life organization as well as the specifi cs of the school community are refl ected in the importance of the topics students discuss outside the classroom, their “attachment” to the functional tools of the Internet, and the prevalence of Internet slang and obscene language in the speech of tenth-graders. The participants were the tenth-grade students (N = 143) of the gymnasium (n = 75) and the lyceum (n = 68) (the city of Ulyanovsk) aged from 16 to 17 years. The following methodswere used: “The Circles Test” (Thomas J. Cottle) was used to determine the characteristics of school t ime perception; “The Test of Color Relations” (A. M. Etkind, N. M. Platonova) was used to fi x the parameters of the socio-physical space of school everyday life; a questionnaire was utilized to identify the main demographic characteristics and characteristics of the personalized material “world” of school everyday life. The results of the research are as follows: Tenth-graders’ past school experience infl uences the personal value of the “school past, present and future”; The perception of the physical space of an educational organization depends on its “appropriation” and psychological safety of use; The data are presented on the diff erences in the content and styles of high schoolers’ communication outside of the classroom depending on the characteristics of their educational organizations; Tenth-graders’ attitude towards the norms of “a school look” as well as the use of gadgets is shown to be linked to the extent to which “school behavior” is regulated in their educational organization. The article concludes that the form of school life organization is a factor infl uencing some characteristics of the everyday life of senior high schoolers. The study emphasizes the practical application of further research on the issues of interest.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):4-16
4-16
Research and design university campus as an effective environment for the development of a student-innovator
Abstract
The relevance of the research is determined by the need to transform the educational environment of a modern university. Such environment is one of the conditions for the eff ective development of a student-innovator, who is motivated to carry out research and design, capable of searching for original ideas, innovative solutions, and project implementation. The purpose of the study is to reveal the essence of the concept of ″research and design campus″; to determine the structure of students’ readiness for innovation in the research and design campus; to identify the possibilities of the university research and design campus as an eff ective environment for the development of a student-innovator as illustrated by the example of Penza State Technological University (PenzSTU). The study shows that a research and design campus is an eff ective educational environment providing a system of opportunities for creativity, invention and personal self-development of a student-innovator at a modern university. The article reveals the essence of the concept of ″research and design campus″ from the standpoint of the environmental approach. The structure of the student’s readiness for innovation activity in a research and design campus is presented. This structure consists of four functional blocks. The personal-motivational block includes the student’s personal and professional qualities that determine his/her attitude to innovations of a career-oriented nature. The comprehension block contains ideas about the goals and content of the innovation activity. The implementation block includes qualities that ensure the creative implementation of an innovative project in practice. And the refl ection block refl ects the qualities associated with the student’s assessment of his/her own innovation activity. Based on the practical case of Penza State Technical University, the authors identifi ed and characterized organizational, substantive and technological capabilities of the campus for the development of a student-innovator. Organizational capabilities include the resource potential and the structuring of the environment. Substantive capabilities are presented by the software provision of the innovative activity of students in the university research and design campus. The technological capabilities of the environment include diagnostics, forecasting, designing, production of the result, that assumes a change in the environment and personality according to the goals. The article makes the conclusion about the potential of the research and design campus in the fi elds of organizing and implementing theoretical and applied research and projects, of providing students’ collaborations and career guidance for student-innovators of a new formation.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):17-23
17-23
Interpersonal rejection as a special type of relationship in the ontological constant ‘Me and the Other’
Abstract
The article is devoted to interpersonal rejection that is caused by breaking off the relations in the dyad ‘Me and the Other’. The scientifi c interest is focused purely on ostracism. It is associated with ignoring and excluding a group representative from the general communicative and role-based team network as a retaliatory measure or group punishment. The study proposes the triangle of interpersonal rejection subjects. This triangle includes the one who rejects, the one who is rejected, and the one who witnesses the ostracism episode. In accordance with this idea, the author considers the stage theory of ostracism by K. Williams. The theory focuses on the frustration of the needs of a person who has been ostracized and possible consequences of the rejection. The study also presents a universal model by L. Richman and M. Leary, which is based on the development of various motivational tracks depending on the subjective interpretation of a negative interpersonal episode. The model explains the immediate and long-term consequences of this negative experience. Further on, the study provides the analysis of the Responsive Theory of Social Exclusion by G. Freedman, K. D. Williams, J. S. Beer, which focuses on the interactive nature of social exclusion and involves the study of both interacting parties: of those who exclude and of those who are excluded. The paper describes the theory of S. Rudert and R. Greifeneder, which is focused on the third side of the rejection episode, i.e. on the observer, whose action or inaction determines the consequences of interpersonal rejection. The applied aspect of the problem under study consists in the possibility to use the results of theoretical refl ection in the educational process. Moreover, it can help to develop preventive measures in order to avert antisocial behavior and to develop psychotherapeutic intervention programs and psychological support programs for the subjects of the rejection.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):24-33
24-33
Subjective well-being in its relation to various forms of activity of the student youth
Abstract
Social activity is the sphere of students’ personal socialization and fulfi llment. The study of interconnection between adherence to various forms of social activity and characteristics of subjective well-being allows unveiling the most general parameters of student activity’s consistence and personal orientation. The purpose of the study is to carry our analysis of the interconnection between subjective well-being characteristics and social activity forms. It is assumed that various forms of activity have the potential for satisfying students’ psychological needs and creating a balance between the desired and the real situation. Participants. 215 university students of Russia (aged from 17 to 27; the mean age was М = 20,2; SD = 2.44 (42.3% males). Measurements.The following techniques were used: questionnaire for defi ning major demographic characteristics and adherence to various forms of activity that were classifi ed as follows: civil-political, protest-subcultural, spiritual-educational, and leisure activity, to defi ne subjective well-being characteristics we used the Basic Needs Satisfaction in General Scale (M. M. Johnston, S. Finney); Subjective well-being scale (S. Lyubomirsky, H. Lepper); Life satisfaction scale (E. Diener); Social frustration technique (L. I. Wasserman). Results. The cognitive component of subjective well-being in students is coupled with their desire for civil and political participation, volunteerism, potential development, and education. Emotional component is positively correlated with implementation of spiritual search, educational activity, self-development; it is negatively correlated with protest forms of activity and participation in sub-cultural movements. It has been found out that leisure forms of activity are correlated with satisfaction of basic needs for autonomy, competence and pertinence; protest-subcultural forms of activity do not fully promote satisfaction of the need for autonomy and competence; students’ adherence to civil-political and spiritual-educational activity is linked with satisfaction of their need for competence. Conclusions. The most psychologically-tense forms of students’ social activity are the protest ones, as well as participation in subcultural movements; they are related to basic needs’ frustration and social frustration.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):34-39
34-39
Peculiarities of the thinking potential of professionals of the socionomic type
Abstract
For the fi rst time, the thinking potential is interpreted as an intellectual ability of the subject to use any impulse in a constructive way. The relevance of the research lies in the given answer to the question of how this ability contributes to the awareness and involvement of all possible external and internal resources to complete the task in the context of the subject’s socialization and professionalization. The purpose of the research is to study the features of the thinking potential of professionals of the socionomic type. The study hypothesizes that there are diff erent peculiarities in the formation and manifestation of thinking potential of teachers and medical workers. The study was carried out on a sample of pedagogical (n = 110) and medical workers (n = 106) (Yaroslavl). The sample of teachers: the average work experience in the profession is 10.1 years, and the total work experience is 15.3 years. The sample of medical workers: the average work experience in the profession is 13.3 years, and the total work experience is 17.3 years. The authors used such a research method as diagnosing the potential of professional thinking (for the professions of a socionomic type) (by I. V. Serafi movich, E. A. Medvedeva, N. V. Surina) in order to fi x the components of thinking potential. To diagnose personal characteristics, the following methodologies were used: Five Facet Mindfulness Questionnaire (by Ruth A. Bear, T.G. Smith, J. Hopkins, J. Krietemeyer, L. Toney) (adaptation by N. M. Yumartova, N. V. Grishina); the methodology for diagnosing subjective well-being of the individual (by R. M. Shamionov, T. V. Beskova); the methodology for diagnosing the level of emotional burnout (by V. V. Boyko). The study proves that all the components of the professional thinking potential and its general level are characterized by an average indicator of development. The results of the study show how teachers and doctors, having certain personal and cognitive characteristics, provide an eff ective solution to the urgent tasks in their professional activity through awareness, involvement and eff ective use of external and internal resources. According to the study results, defi nition of the thinking potential proposed by the authors can be equally applied to the thinking potential of both teachers and doctors. Keywords: thinking, thinking potential, professional activity, teacher, doctor.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):40-48
40-48
Mechanisms of psychological defense and its dominant communication strategies in high school students and first-year students
Abstract
The study of psychological defense mechanisms is relevant due to their signifi cance in the development of personality self-regulation as well as their importance in teaching and personal development of high school students and university students. The objective of the study is to identify and compare the features of psychological defense and its dominant communication strategies in high school students and fi rst-year students. The theoretical analysis of the problem showed that it is insuffi ciently studied. The research hypothesizes that psychological defense of high school students and university students has a similar character, since they can be attributed to the same age group. The study involved high school students of comprehensive schools (n=50, aged 16-17, 30 of them were boys and 20 were girls) and fi rst-year university students (n=100, aged 17-19, 65 of them were boys and 35 were girls) living in the city of Bryansk. To identify the most common types of psychological defense, the “Life Style Index” methodology was used (R. Plutchik, G. Kellerman, H. R. Conte); the study of psychological defense strategies was conducted using the questionnaire “Diagnosis of the dominant strategy of psychological defense in communication” (V. V. Boyko). The obtained data indicate that the manifestation of diff erent types of psychological defense and their dominant communication strategies in the two groups of subjects has a similar character. Statistically signifi cant diff erences between the indicators (according to the F-test) were not found either, which emphasizes that the subjects belong to the same psychological age – youth. Indeed, the mechanisms of regression and displacement are the center of psychological defense in high school students, and displacement is dominant in university students. The data also show that such psychological defense strategies as placidity and withdrawal (avoidance) prevail in adolescence. The research has revealed signifi cant correlation between non-constructive defense communication strategies and immature, non-adaptive types of psychological defense in high school students and university students. The gathered data contribute to a more complete understanding of the patterns of behavior self-regulation in senior schoolchildren and fi rst-year students. The results can be used in counseling and psychocorrective work of a psychologist, as well as in the process of teaching and personal development of high school students and university students.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):49-57
49-57
Educational needs of the Generation Alpha
Abstract
The relevance of the study is determined by the needs of current science and practice in understanding the contemporary generation of children. Nowadays, they state that after Generation Z, which was considered to be contemporary, since about 2010, there have been born children of a new generation, somewhat diff erent from Generation Z in terms of life-sustaining activity and general characteristics. The article develops a discussion on the problem of Generation Alpha in order to address the issue of its education. It is a signifi cant question since the majority of this cohort are already included in the system of preschool and primary education. The purpose of the study is to identify modern challenges to the educational system that arise under the infl uence of the new generation’s characteristics. In accordance with this, one of the objectives of the study was to determine psychological and pedagogical features of Generation Alpha. The methodological base of the research is the generational approach to the study of children’s behavior and education. The results of the study show that Generations Alpha and Z diff er due to the greater infl uence of modern technologies on culture: Alpha is the fi rst generation, living in a digital environment from their birth. They learn to interact with digital devices at an early age (often before their language development). It has been reveiled that this condition determines the specifi cs of Alpha children as a generation. By means of theoretical and empirical methods, the study has proved that the most typical features of Generation Alpha are creativity, curiosity, striving for leadership, activity and interest in the social agenda. However, a number of alarming characteristic have been singled out: excessive self-confi dence, increased excitability, and the rejection of rules. The research shows that that these features and life in the digital environment explain Alpha’s needs in education. The results reveal some problems in coonection with the solution of the arising challenges (philosophical, material and fi nancial, personnel, and methodological).
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):58-67
58-67
Involvement of adolescents in the search for behavioural patterns for harmonious interaction with the surrounding world as a factor of an individual’s spiritual development
Abstract
The research is relevant due to the solution of the scientifi c and pedagogical problem which is connected with the study of spirituality and the development of an adolescent’s behaviour on its basis. The problem is solved by involving teenagers in mastering behavioural patterns. The article substantiates the conception the study. It consists in understanding the mechanisms of the higher laws of being. In this case not only understanding, but also building one’s life in accordance with these laws and the laws of goodness, leads to the realization of the following idea: the planned things are carried out naturally, which indicates harmonious interaction with the surrounding world. It is noted that spirituality and morality are not identical, but their similarity is determined by the focus on the development and regulation of the relations with the surrounding world “from within”. The purpose of the study is to identify pedagogical tools that contribute to the activated development of adolescents’ consciousness based on spirituality. The research hypothesizes that if we bring teenagers to understanding the fundamentals of the organizing power peculiar to the laws of the universe, and if we equip them with appropriate behavioural patterns, then, as a result of the accumulated experience, teenagers will be able to interact harmoniously with the outside world and to achieve maximum success in everyday life. The sample of the research included teenage schoolchildren (N = 52) (Astrakhan) aged 14–15. The research methods comprise the methodology of ‘Value orientations’ (by M. Rokich), the ‘Unfi nished Sentence’ technique, and a clarifying conversation aimed at fi nding out the peculiarities of understanding spiritual and moral values by adolescents and at identifying their relationships with the surrounding world. Results. On the basis of qualitative changes in the results of the pedagogical experiment, the study proves the signifi cance of involving adolescents in the search for behavioural patterns of harmonious interaction with the outside world. The results also confi rm the necessity of such search as a factor of the individual’s spiritual development. Conclusions. The study concludes that the use of the training sessions ‘The Art of Social Communication’ has contributed to the activated involvement of adolescents in the search for behavioural patterns for harmonious interaction with the surrounding world.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):68-76
68-76
Continuity of traditions of students’ personal development in theological educational
Abstract
The relevance of the research is determined by the demand for the traditions of Orthodox pedagogy. Even during the period of the offi cial prohibition of religion and of the church in the Soviet state, Orthodox pedagogy preserved moral and spiritual values, and also infl uenced the approaches to upbringing in secondary schools. The purpose of the research is to identify the continuity of traditions of students’ personal development in theological educational institutions. Comparing the studies of educational traditions in the early Christian school, the author highlights the characteristic features of students’ personal development: education in mixed-age groups, individualized teaching, hermeneutical approach to teaching, inseparability from everyday life, connection with the family, students’ personal development as the key feature of education. The study presents some examples to illustrate each of the marked characteristics. It also dwells on the self-sacrifi cing activity of S. A. Rachinsky, who opened a number of schools that worked in accordance with the traditions of Orthodox pedagogy. The study hypothesizes that since the time of the fi rst Christian schools to the present days, universality and immutability of the main goal of the Orthodox education has been one of the main factors providing continuity of the traditions of students’ personal development in Christian educational. This goal is connected with teaching students how to achieve the degree personal perfection available to them. The study shows that the continuity of traditions of students’ personal development in theological education is also ensured by the canonical doctrine of the three-part nature of man: body, soul and spirit. The research proves that it is possible to achieve the goal of Orthodox pedagogy by means of purposeful improvement of all the components of a human. Development of the body is connected with the care of physical and mental health and is based on the rules of a godly life. Development of a person’s soul involves taking care of one’s personal and emotional sphere and includes such concepts as love, beauty, work, and a sense of beauty. The development of the spirit is connected with the constant training of one’s will and character. The article concludes that pedagogical experience of theological educational institutions is relevant in modern conditions, since it is based on the spiritual traditions of the Russian people that are historically connected with Orthodoxy.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):77-83
77-83
In memory of Vladimir Ivanovich Strakhov: Devoted to the 90th anniversary of his birth
Abstract
The article is dedicated to the 90th birthday of an outstanding scientist, a wonderful and bright man Vladimir Ivanovich Strakhov (1932–2021). His professional life was inextricably linked with Saratov State Pedagogical Institute named after K. Fedin and the SSU named after N. G. Chernyshevsky. Scientific interests of V. I. Strakhov lay in the field of psychology of attention, pedagogical psychology, psychology of sports, literary, musical and other types of creativity. He was a faithful guardian, successor, and exponent of the traditions of his father, who was a famous Russian scientist, the founder of the Saratov Psychological School Ivan Vladimirovich Strakhov.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):84-86
84-86
Development of positive thinking of students as a means of preventing suicidal behaviour: Based on the results of the round table meeting
Abstract
The article provides information about the round-table meeting held on June 9, 2022 “Development of students’ positive thinking, principles of a healthy lifestyle, and prevention of suicidal behaviour”. The participants discussed a wide range of theoretical and methodological, philosophical, legal, organizational and administrative, medical and preventive, psychological and pedagogical and other practical issues connected with organizing and im proving the system of positive thinking development among students, with principles of a healthy lifestyle, and with the prevention of suicidal and auto-aggressive behaviour. The presented reports refl ect diff erent issues. Thus, they discussed the questions of scientifi c and methodological support for the prevention of destructive behaviour of young people. Moreover, the participants reported on the issues of psychological and pedagogical support. Finally, they spoke of personnel training in order to ensure the improvement of forms and methods of suicidal and auto-aggressive behaviour prevention.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):87-92
87-92
Special Education and Socio-Cultural Integration – 2022: Traditions and Innovations (results of the scientifi c forum)
Abstract
The article presents the information about the international scientifi c and practical conference “Special Education and Socio-Cultural Integration – 2022: Traditions and Innovations” that was held on 14–15 October 2022. The conference continues the tradition of annual scientifi c and practical conferences devoted to the problems of special (defectologic) education, to the formation of a unifi ed scientifi c, educational and information space in the fi eld of correctional (special) pedagogy and psychology, and to providing a comprehensive medical, social, psychological and pedagogical approach to the support of the disabled.
Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology. 2023;12(1):93-98
93-98