No 3 (2022)
GENERAL EDUCATION
SOCIO-PEDAGOGICAL ANALYSIS OF THE IDEAS OF MODERN ADOLESCENTS ABOUT TRADITIONAL VALUES
Abstract
The article considers the issue of studying the ideas of modern adolescents about traditional values in the context of the transformation of political, economic and social processes. The representative sample covers 6,900 adolescents aged 14-17 in seven constituent entities of the Russian Federation: the Chechen Republic, the Lipetsk Region, the Stavropol Territory, the Krasnodar Territory, the Volgograd Region, the Belgorod Region, and the Rostov Region. Research method - questioning at the place of residence, sample structure: multi-stage, representative, quota signs: age, type of settlement. The survey was conducted using Google forms, implemented using digital computer technology. The survey was based on the developed questionnaire “Traditional Values of the Modern Younger Generation”, which includes 52 questions and takes into account the main trends in axiological regional transformations. The socio-pedagogical analysis showed that the dominant values of the respondents when choosing three answers include “a family with good relations”, “health”, “one’s own life”, “quality education”, “freedom”. The least preference is given to the following values: “peace (as a state)”, “labor”, “Motherland”. The results are structured by respondents (students of various educational institutions), by methods (results of a questionnaire survey on questions with rating scales, on open questions, etc.), by problems, etc. The necessary empirical material for the subsequent theoretical interpretation has been obtained. Conclusions are drawn about the value transformation in the orientations of the younger generation in the second decade of the 21st century, the complex and contradictory nature of their course.
Pedagogical Review. 2022;(3):8-18
8-18
FEATURES OF THE IMPLEMENTATION OF THE BLOCK OF SUBJECTS OF THE CREATIVE CYCLE IN THE CONCEPT OF EMOTIONAL EDUCATION
Abstract
The article discusses the features of the implementation of the concept of emotional education. One of its significant characteristics is the change in the content of education. This change implies a qualitative balance of natural-scientific and artistic-aesthetic education. In modern schools, the balance is broken, natural science disciplines prevail. The potential of the subjects of the artistic and aesthetic cycle is extremely underestimated by the world education system and reduced to the level of formation of primary skills, which initially deprives the school of systemic resources for creative development. In the concept of emotional education, a block of subjects of the creative cycle was developed and implemented according to the author’s programs of A. Saybedinov, conditions were created for the effective influence of creativity on the learning and upbringing process as a whole. The results of the school’s work show the effectiveness of their implementation, both in terms of achieving educational results, intellectual and creative development, and social and educational effects. The system of emotional education in the Governor’s Svetlensky Lyceum is shown, which includes the subjects: “Fine Arts” (grades 1-7), “Practical Philosophy”, “Art History” (grades 8-11), “Fundamentals of Design” (grades 5-11). The necessity of a system of ungraded teaching of educational results of children within the framework of these disciplines is emphasized. The results of external monitoring of the work of the school show the effectiveness of their implementation, both in terms of achieving educational results, intellectual and creative development, and social and educational effects.
Pedagogical Review. 2022;(3):19-25
19-25
TO THE PROBLEM OF FORMATION OF MUSIC TASTE OF ADOLESCENTS IN SECONDARY SCHOOL
Abstract
The reasons for the enthusiasm of teenagers and young people for entertainment show products and the rejection by many of them of samples of serious classical music, which forms a true musical taste, are analyzed. The definition of musical taste is substantiated as the ability to listen, hear and enjoy artistically valuable music, taste as one of the elements of the triune task of studying music at school - the formation of interest in life through passion for music, creative artistic and figurative thinking, taste. It is recommended to listen to not only classical music with schoolchildren, but the best examples of pop music, to discuss dignities and defects of them, that permit to improve the taste and avoid confrontation between the teacher and children, also classical music and music of modern genre and direction. Quantitative and qualitative results of studying the musical needs of adolescents by students as one of the indicators of the level of formation of musical tastes are given. The interpretation of the results confirmed the dependence of the level of formation of musical taste on systematic music lessons, the repertoire on which the musical taste of children is brought up, on the level of professionalism of the teacher-musician.
Pedagogical Review. 2022;(3):26-33
26-33
ON THE FORMATION OF REGULATORY AND COGNITIVE COMPETENCES OF STUDENTS OF THE BASIC SCHOOL WHEN TEACHING PHYSICS
Abstract
The modern educational process of secondary school students is largely built on the basis of an activity-based and competence-based approach. One of the tasks of a modern teacher is the assimilation by students in the process of active learning for life of competencies. The analysis of their processes showed that it is still insufficiently studied, there are practically no practical examples of working with competencies. Sufficiently demanded for the development of students and building a useful life are regulatory and cognitive competence. These competencies can be actively formed in the process of teaching physics. The process of developing competencies becomes more effective, as the authors found, if it is built gradually. Formation begins with universal actions that are part of the competencies, which are for the majority identified. For preliminary formation, on the basis of practice, complex actions are highlighted - the student drawing up a plan of educational activity, its adjustment; formulation of causeand- effect relationships in phenomena, processes, reflexive action. The formation of actions is organized on the basis of the implementation by students in groups of mini-projects for the design of actions. An example of the formation of an element of regulatory competence is shown - the action of drawing up a plan for studying new material. Group work is guided based on the teacher’s questions to build the action. Then an intergroup discussion of the results of the work of the groups with the participation of the teacher is organized, and its adjustment. Initially built action, an element of competence is offered for development. With the help of the teacher, there is a reflexive comprehension of the activity of building the action and its appropriation. The development of elements of cognitive competence is built in a similar way. The presented methods of consistent active-activity, project-based formation of competencies are productive and can be widely used in education.
Pedagogical Review. 2022;(3):34-41
34-41
HIGHER EDUCATION
PEDAGOGICAL PRACTICE AS THE INITIAL STAGE OF PROFESSIONAL PEDAGOGICAL ACTIVITY OF A MASTER’S DEGREE STUDENT
Abstract
In technical universities, the main source of replenishment of the teaching staff are students of this university. The issue of attracting students to scientific and scientific-pedagogical activities is relevant today. The author of the article believes that the initial stage of motivation and solving the problem with teaching staff is pedagogical practice. It is the pedagogical practice of undergraduates within the walls of an engineering university that contributes to the individual choice of a further profession, ensures the motivated involvement of students in the cognitive sphere, in the structure of both general and pedagogical education. The purpose of the article is to reveal the essence of pedagogical practice of undergraduates as an initial path for the development and formation of professional pedagogical activity of a future teacher. The scientific novelty consists in substantiating the role of pedagogical practice as the most important factor in the pre-training of pedagogical personnel. The author concludes that in order to successfully solve the problems of training pedagogical personnel in technical universities through master’s education, it is necessary: to attract undergraduate students (starting from the first courses) for professional and pedagogical training, with admission to the master’s degree; to develop an engineering core of academic disciplines, the structure of which should include pedagogical disciplines and pedagogical practice in order to motivate pedagogical activity; development of an intra-university program of step-by-step selection and training of young teachers from among undergraduates for professional and pedagogical activity and their further professional development; creation of comfortable organizational and pedagogical conditions and incentives for undergraduates to receive professional and pedagogical training.
Pedagogical Review. 2022;(3):42-49
42-49
ORGANIZATION OF WORK ON TRAINING OF HIGHER SCHOOL TEACHERS FOR THE IMPLEMENTATION OF INFORMATION AND METHODOLOGICAL SUPPORT
Abstract
This article presents a study on the preparation of teachers of technical university to implement the developed by the author information and methodological support of the disciplines provided by the curricula of a technical university. Improving the quality of the learning process in the University directly depends on the qualifications and quality of its teaching staff. A teacher needs to focus on the future professional activities of the students he or she teaches. Competent use of specially developed information and methodological support in the educational process will help to prepare specialists in demand in the labor market. Namely, in the aspect of the conducted research, the search for effective methods of information and methodological support implementation in the context of higher education teacher training was carried out. The content and structure of the information and methodological support for the formation of future engineers’ readiness for communicative and managerial activity is presented in the works of scientific and educational journals already published by the author. The purpose of the presented article is to summarize the results of the experimental work on teachers’ training for the implementation of the information and methodological support developed by the author. Scientific research was conducted using the methods and ideas of academician G. V. Mukha-metzyanova, in the works of which several ideas of implementation of information and methodological support were noted: radical way (the whole system is completely renewed); evolutionary way (innovations are introduced gradually). The authors of this article in their scientific work adhered to the idea of implementing information and methodological support carried out by the evolutionary way. In the final part of the experimental-experimental work the directions of activity and the route of preparation of pedagogical workers of the higher school for realization of the developed information-methodical support of formation of future engineers’ readiness for communicative-managerial activity were defined.
Pedagogical Review. 2022;(3):50-59
50-59
SOCIO-HUMANITARIAN TECHNOLOGIES OF SELF-MANAGEMENT AS A WAY TO IMPROVE THE EFFICIENCY OF UNIVERSITY STUDENTS’ INDEPENDENT WORK
Abstract
This article discusses the system of socio-humanitarian self-management technologies aimed at forming a subjective position among the students of higher educational institutions in the implementation of educational activities and their readiness for self-development in building a learning trajectory. The purpose is to substantiate the use of socio-humanitarian technologies to improve the efficiency of students’ independent work in the open educational space of the university. The work used theoretical research methods, such as the study and analysis of psychological and pedagogical sources, and empirical, such as the study of results of activity, materials of reflection, content analysis. Based on the study and analysis of psychological and pedagogical literature on research issues, the concept of socio-humanitarian technologies has been clarified: it is a set of rationally built methods, procedures and algorithms for influencing individuals, social groups and processes with the following features: orientation towards the diversified development of the student’s personality; impact on both the individual and society; lack of a single impact in the presence of an algorithm; resource intensity, flexibility of procedures; social relations and processes aimed to obtaining humanitarian results; subject-subject orientation of relations. Several problems have been identified that have a negative impact on the successful implementation of students’ independent work in the open educational space of the university. For this purpose, a number of technologies have been identified that act as a resource for the development of students’ self-management and include support, time management, self-tutoring and the construction of an individual educational trajectory. Each technology is a separate module of the system, which together allows to qualitatively improve the skills of independent work in the learning process. The use of a system of socio-humanitarian technologies can significantly increase the level of efficiency of students’ independent work and positively affects their motivation for practice oriented activities, which was demonstrated by a study conducted with bachelor students who are studying in the training direction of the “Organization of Work with Young People” of the educational program “Socio-humanitarian technologies for supporting youth initiatives” of the National Research Tomsk State University.
Pedagogical Review. 2022;(3):60-67
60-67
BARRIERS IN THE PEDAGOGICAL SUPPORT OF ELECTRONIC LEARNING IN A HIGHER EDUCATION INSTITUTION
Abstract
E-learning is becoming an integral part of the educational process in universities. Online interaction between students, students and teachers remains significant in e-learning. It affects the involvement of students in the educational process. The article deals with the analysis of the interaction difficulties in e-learning which teachers and students face in universities. The author looks for the difficulties in the results of sociological research conducted at Tomsk State University and Tomsk Polytechnic University in 2016, and the results of the focus group «Online course support» organized at Tomsk State University in 2018. The article highlights social, organizational, technical and economic difficulties for the educational process subjects in the pedagogical support of e-learning. Also, recommendations were formulated to overcome these difficulties. The main difficulties for teachers and students in quantitative research are the lack of time, the lack of ICT competencies necessary to work in an electronic campus environment. In addition, students note failures in the work of the portal. The focus group participants agree on the weak communication of teachers with students and fellow students among themselves, as well as technical difficulties when working with platforms and their technical services. Quantitative studies showed more technical and organizational difficulties, and qualitative research showed social and technical difficulties. The results will be useful for specialists and teachers involved in the organization of e-learning in universities to create an effective system of pedagogical support.
Pedagogical Review. 2022;(3):68-78
68-78
THE DEVELOPMENT OF ANDRAGOGICAL PRACTICES IN THE REGION: ECOSYSTEM RELATIONS BETWEEN UNIVERSITIES AND THE LABOR MARKET
Abstract
The article shows modern specifics of interaction between universities and the regional labor market in the context of promoting employment of the population from the perspective of a new worldview – the ecosystem approach. Authors give substantiation of trends and directions of regional andragogical practices’ development (additional professional education) related to the activities of employment services in the logic of ecosystem synergy and the value of human capital assets development outlining the advantages of such synergy and ways to achieve it. The article summarizes empirical materials of employment services in the Tomsk region (2017-2021) on the testing of new andragogical services of an anthropocentric orientation, including the experience of the national project «Demography” (Tomsk, Novosibirsk, Omsk, Kemerovo, Arkhangelsk, Volgograd regions and Kamchatka Krai). It presents the results of statistical data analysis reflecting the interrelationships of educational programs that were used to train citizens aimed at changes in employment (unemployed; citizens in labor relations, but looking for another job; women on parental leave; people of preretirement and retirement age), and the results of new employment scenarios for such people. This work explains and justifies reasons for such interrelations and ways of influencing them. The authors actualize the need for the anthropocentric transformation of andragogical practices, including additional vocational education, which creates the provision of new planned effects (socially significant results) through the ecosystem synergy of education, labor market and employment services (with their intermediary function) which is an important area of activity of Russian university communities. Authors used the following methods to prepare the materials of this article: survey (questionnaire, interview), biographical method, expert method, educational design.
Pedagogical Review. 2022;(3):79-89
79-89
TEACHER TRAINING
ASSESSMENT OF THE OBJECTIVE ASPECT OF TEACHER’S SELF-DETERMINATION IN THE CONTEXT OF EDUCATIONAL INCLUSION
Abstract
Educational inclusion is considered as a context and ontological basis for self-determination of a teacher’s personality. The relevance of assessing the self-determination of the teacher’s personality is associated with the recognition of the personal «factor» as the driving force of inclusion. Selfdetermination of the teacher’s personality is considered on the basis of the subject-activity approach through the category of «attitude». The subjective aspect of self-determination is the relationship of the individual to himself as a subject of inclusion. The objective aspect of self-determination includes the relationship of the individual to the conditions and processes of inclusion in relation to a group of people with disabilities and people with disabilities. The dialectical nature of the connection between the subjective and objective aspects of self-determination necessitates the choice of a relevant approach and assessment tools. This approach is a subject-object approach: the assessment is carried out according to formalized indicators, but included in the inclusive processes by the subject (teacher). The subject of this study is the objective aspect of the teacher’s self-determination in an inclusive educational space. The study is aimed at identifying, analyzing and interpreting the current status of teachers’ attitudes towards the conditions and processes of inclusion in education. The presented results of the study allow us to state an unexpressed positive trend in the dynamics of teachers’ attitudes towards inclusion. In this regard, the prospects for inclusive education are associated with the “strengthening” of the identified positive trend, including in the process of professional training (and retraining) of teachers.
Pedagogical Review. 2022;(3):90-100
90-100
MEDIATION AND INTERCULTURAL COMPETENCE OF SECONDARY SCHOOL TEACHERS AND STUDENTS
Abstract
The term “mediation” has been introduced into the methodological literature on teaching foreign languages in 2001. But despite this, teachers need to improve qualifications in the understanding of this term, as in the native methodology there is a problem of lack of research in the field of mediation, especially in the field of learning a foreign language. Modern society attaches great importance to communicative connections and relationships. Society needs a person who has flexible thinking, the ability to express his thoughts correctly and easily interact with others. Forming these skills at the same time promotes to grow an all-round personality who will be able to be a mediator in communication with another culture. The purpose of the research will be to analyze the results of the teacher’s questionnaires for their ideas about the need to form mediation and intercultural skills, determine the level of their formation and assessment. Test were developed and implemented to determine the initial level and final results of intercultural and mediation skills for students. They were based on the proposed recommendations for the lessons. According to the results of testing, it can be noted that during the initial testing, students have a low level of mediation and intercultural skills formation. But with using recommendations in the lesson, the level improves. The results of the research and author’s developments show the importance of the mediation and intercultural competencies formation and may be interesting to English teachers working in the secondary school.
Pedagogical Review. 2022;(3):101-112
101-112
PROBLEMS OF CONTENT OF VALUE ORIENTATIONS, EXPECTATIONS, DIFFICULTIES OF SUBJECTS OF EDUCATIONAL RELATIONS IN CONDITIONS OF DIGITALIZATION
Abstract
The new reality of educational relations at the beginning of the 21st century is due, first of all, to the beginning of the digitalization process, which has acquired a global character. Given the fragmentation of traditional paradigms of education, the new conditions for the development of this most important sphere for society and a particular individual are discussed and subject to partly fair, but often unreasonable criticism. This indicates a misunderstanding, rejection of such a social phenomenon as digitalization, there are fears and fears of the loss of familiar life processes, including educational guidelines. The relevance of the problem under study caused the need to consider the attitude of the part of the population covered or associated with the general education system to the fact of its digitalization and the transformation of the system itself that it determed. This perception by the population of digitalization of education is manifested in the dynamics of value orientations, the emergence of new human expectations, personality experiences for their future. This factor plays a crucial role in the further development of practical psychological and pedagogical recommendations for participants in educational relations in the conditions of digitalization of general education. In this regard, within the framework of this study, the results were monitored and analyzed in order to present the qualitative content of possible value orientations, expectations, problems of subjects of educational relations in the conditions of digitalization of general education.
Pedagogical Review. 2022;(3):113-122
113-122
PERSONALIZED APPROACH TO THE TRAINING OF FUTURE GEOGRAPHY TEACHERS
Abstract
The issue of creating a personalized approach to the training of future geography teachers is considered in the article. A comparative description of the concept of «education personalization» in the context of pedagogy, psychology, and sociology is given. The normative legal documents, which define the special status of a teacher in society and professional requirements for his personality, have been studied. It is concluded that the personalization of education allows, on the one hand, to develop the individual characteristics of students, on the other hand, to include in the process of socialization. When preparing students for the future profession of a geography teacher, it is necessary to organize a personalized approach, which is expressed in close interaction between the teacher and the student and providing conditions for self-education of both parties. The purpose of the article is to describe a model of a personalized educational environment and experience in implementing a personalized approach in the training of geography teachers. The main results of the personalized approach are four workshops developed by the authors of the article in offline format for young geography teachers of Tomsk. Important teaching tools of personalized education are the websites of teachers on the topic «Formation of a teacher’s personal educational environment» and the website of the training focuses «Professionally about the methodology of teaching geography». This model includes personal means of communication, means of teaching and self-education, the use of digital educational platforms and professional websites, improving the professional skills of teachers and students. The results are expressed in the justification of the need to introduce this model into the educational practice of pedagogical universities.
Pedagogical Review. 2022;(3):123-132
123-132
HISTORY OF PEDAGOGY AND EDUCATION
HISTORICAL INTERRELATION OF THE EDUCATIONAL POLICY OF THE STATE AND REAL TRAINING OF TEACHERS ON THE EXAMPLE OF PEDAGOGICAL CLASSES
Abstract
This article analyzes the genesis and progressive development of the phenomenon of pedagogical classes in the Russian state as one of the possible ways to train teachers. It is noted that the status position of pedagogical classes has always directly depended on the historical and political stages of the state structure of the country, on socio-ideological, financial, economic and regional conditions. It turns out that the gender and professional purpose of graduates of the additional eighth pedagogical classes of the pre-revolutionary women`s gymnasium, depends on the status of the family. Alternative options and forms of teacher training without university education in the Soviet period 1920–1970 are shown. In conditions of shortage of qualified specialists with university education, the country was forced to proclaim the goal of accelerated training of teachers of intermediate qualifications instead of workers who do not have any pedagogical training at all. The purpose of the activity of two-year pedagogical classes of the 1990-2000 model is emphasized as the preparation of elite applicants for pedagogical universities. It is noted as historical regularity: the activity of pedagogical classes at each socio-political stage is determined by the public demands of the chronological period under consideration. Various forms of career guidance with senior grade students and their effective influence of the late twenties century are revealed.
Pedagogical Review. 2022;(3):133-141
133-141
REVIEW OF ILLUSTRATIVE SPACE OF A. M. VOLKOV’S FAIRY TALE “WIZARD OF EMERALD CITY” IN THE PUBLICATIONS OF 1939–2021
Abstract
This article is devoted to the review of the illustrative space of the fairy tale of one of the most popular Russian children’s writers Alexander Melentevich Volkov «The Wizard of the Emerald City» on the basis of the memorial collection of the children’s museum “Magic Country” named after A. M. Volkov of the Tomsk State Pedagogical University, as well as Internet publications for 1939 to 2021. As a result of this study, the names of 80 artists who illustrated the fairy tale for 82 years were revealed. Analysis of the illustrative space of each book showed the crucial importance of the correct choice for illustrations of the basic events of the plot of the fairy tale, the preservation of the logic of the development of the main storyline, the need to use additional illustrations for a detailed study of the climactic scenes, as well as portraits of the characters. The completeness of the saturation of the illustrative space of the tale, measured by the number of illustrations, ranged from zero to illustration on each page. At the same time, the dynamics of visual content developed from one illustration on 4–7 pages of text to an illustration on each spread (2014, 2020). Color preferences have evolved from black and white book graphics to a variety of watercolor technologies in the household, species, landscape, portrait and animalistic genres. The problem of correspondence of the author’s vision and artistic embodiment in the space of a children’s book is one of the most important problems not only of scientific research, but also of figurative and cognitive education of children.
Pedagogical Review. 2022;(3):142-151
142-151
PSYCHOLOGY
TRENDS AND PROSPECTS OF STRUCTURING THE SUBJECT FIELD OF SECURITY PSYCHOLOGY
Abstract
The previously unexplored problem of structuring the subject field of a new branch of psychological knowledge – security psychology is considered. The purpose of the study was to study current trends and prospects for structuring the subject field of security psychology. As a result of the theoretical study of the problem, it is established that the subject space of security psychology is heterogeneous and can be structured according to a set of grounds: psychological phenomena related to human security; conditions, environments and situations requiring security; by types of activities of security subjects; by varieties or types of human security; by connection with other disciplines; by tasks of research conducted in security psychology. Each basis used for structuring security psychology allows us to identify several subject areas of research in it. According to psychological phenomena related to human security, the psychology of personal security, the psychology of ideas about security, and the psychology of safe behavior are distinguished. Orientation to the conditions, environments and situations requiring security contributes to the designation of the subject areas of extreme security psychology, security psychology of educational environments, family security psychology, security psychology of new digital environments and the virtual space of Internet networks. According to the types of activities of security subjects, the psychology of occupational safety, the psychology of safety of sports activities, the psychology of safety of tourism activities can be defined. Depending on the variety or type of security, they study information and psychological security, psychology of corporate security, psychological security of a person, psychology of linguistic and psycholinguistic security. In connection with other disciplines, questions of social psychology of security, extreme psychology of security, legal psychology of security, age psychology of security, political psychology of security, history of security psychology can be considered. According to the tasks of research conducted in security psychology, its fundamental and applied sections can be characterized. It is established that each subject area of security psychology has its own vector of studying a certain psychological aspect of human security and is characterized by a specific subject of research that allows to specify its purpose and objectives. The subject areas of security psychology are characterized by different levels of development. There is a high probability of registration of new areas of security psychology. For the first time, a holistic reflection of the features of the organization of the subject field of security psychology makes it possible to see the strengths and weaknesses of the formation of the discipline, creating prerequisites for stimulating the process of its development. The material presented in the article may also be useful for the development of a new training course “Security Psychology”.
Pedagogical Review. 2022;(3):152-167
152-167
STUDYING THE INTERRELATION OF HARDINESS AND COPING STRATEGIES IN STUDENTS OF DIFFERENT AGES DURING THE PANDEMIC PERIOD
Abstract
The current state of the problem of developing the resilience of the individual at the stage of mastering the future profession is relevant for optimizing and increasing the effectiveness of the process of education and upbringing in higher education. The level of resilience of young people is closely related to the nature of the course of the adaptation process, including the formation of coping behavior skills. The purpose of the study: to test and substantiate the existence of a relationship between resilience and coping behavior strategies among students of different ages. The study of the relationship between resilience and coping behavior strategies among students of different ages was conducted on a sample of students from the Tula State Pedagogical University. L.N. Tolstoy at the age of 18 to 24, in the amount of 67 people. S. Muddy’s hardiness test and Lazarus’ Methods of Coping Behavior Questionnaire (WSQ) were used as diagnostic material. Statistical data processing was carried out using SPSS Statistics 27 (IBM). The study showed that resilience is a dynamic process, due to the age-psychological characteristics of the individual and the experience of overcoming life’s difficulties. This is evidenced by differences in the structure of hardiness in different age groups, as well as an increase in the level of hardiness from youth to youth.
Pedagogical Review. 2022;(3):168-175
168-175
INTERRELATION OF SYSTEMS OF ACTIVATION AND INHIBITION OF BEHAVIOR WITH NEGATIVE EMOTIONAL EXPERIENCES OF PERSONALITY IN STUDENTS
Abstract
The article is devoted to the problem of the interrelation of neuropsychological systems of activation and inhibition of behaviour with negative emotional experience of personality in students: irritability, resentfulness, vindictiveness and suspiciousness. In total, 56 students – future psychologists of Cherepovets State University took part in the study, 6 men (11 %) and 50 women (89 %), average age 19±1,3 years. As diagnostic tools, the Carver-White questionnaire adapted by G. G. Knyazev, the author’s questionnaire for identifying irritability to people, the questionnaire «Personal aggressiveness and conflict» by E. P. Ilyin and P. A. Kovalev (scales: “Resentfulness”, “Vindictiveness”, “Suspiciousness”) were used. The processing was carried out using methods of mathematical statistics, Spearman rank correlation coefficient was applied. As a result, it was found that negative emotional experiences can occur both when the system of activation of behaviour is excited (irritability and vindictiveness), and when system of inhibition of behaviour is excited (irritability, vindictiveness, resentfulness, and suspiciousness). In the first case, they can find expression in real behavior in the form of aggressive actions, and in the second case – in restraint or in replacement of real behavior with imaginary. The results obtained expand the understanding of modern psychology about the role of neuropsychological factors in human behavior and the determination of his emotional experiences and can be used in the work of curators of student groups and in the activities of the university psychological service.
Pedagogical Review. 2022;(3):176-184
176-184
THE MORAL-VALUE SUBCOMPONENT OF SPIRITUAL CAPACITIES: STUDY OF THE RELATIONSHIP OF SPIRITUAL AND MORAL QUALITIES WITH POSITIVE AND NEGATIVE PERSONALITY TRAITS
Abstract
In this article the value and moral sphere of a personality is examined. The results of the study of values in domestic and foreign researches are discussed. The heterogeneity and inconsistency of these results is shown, that determines the relevance of continuing the researches on the value-moral sphere. A new perspective of its study is proposed, that is related to the moral component of spiritual capacities, which includes such a moral and value subcomponent as spiritual and moral qualities. These qualities reflect an orientation towards the highest universal human values. The purpose of the study was to examine the relationship of the spiritual and moral qualities of a person with positive (virtues-values) personality traits, as well as with negative (non-spiritual) personality traits. The study involved 79 people: 60 – female; 19 – male; students (full-time and part-time) from Ufa, Moscow. Age 18–30 years old. Average age – 20,97 ± 2,84. The following methods were used: Spiritual Personality Inventory by A. Hussain and M. Anas (adapted by G.V. Ozhiganova, 2019); Values in Action Inventory of Strengths (VIA-IS) by K. Peterson and M. Seligman (adapted by S. A. Bashkatov, 2013) – a short version; the Dirty dozen Questionnaire by P. K. Jonason and G. D. Webster (adapted by T. V. Kornilova et al., 2015). As a result of the study of the moral and value subcomponent of spiritual capacities, a significant positive relationship between the spiritual and moral qualities of a person and positive qualities related to classical virtues (values): “Justice”, “Courage”, “Temperance”, “Wisdom” was established. There were found significant negative correlations of spiritual and moral qualities and such negative traits (Dark Triad) as Psychopathy and Machiavellianism, and the absence of correlations with Narcissism.
Pedagogical Review. 2022;(3):185-193
185-193
CONNECTION BETWEEN STUDENTS’ SMARTPHONE ADDICTION AND PSYCHOLOGICAL DISTRESS
Abstract
Smartphone addiction has become widespread in society. As a result of studying the personality traits and mental states of smartphone addicts, many negative consequences of this addiction have been identified that negatively affect the psychological well-being of its victims. The negative consequences of smartphone addiction (anxiety, depression, stress, dissatisfaction with life, etc.) contribute to the psychological distress of its victims. The purpose of the study is to identify in students, boys and girls, the alleged links between smartphone addiction and impulsivity, narcissism, lack of assertiveness, vulnerability to manipulation, dependence on social networks and its factors. Boys and girls have statistically significant relationships of smartphone addiction: positive - with impulsivity, addiction to social networks and all its factors («Psychological state», «Communication», «Receiving information») and negative - with assertiveness. Boys also have a positive relationship between smartphone addiction and sleep problems and negative relationships with narcissism and mood, while girls have a positive relationship with cravings for smoking. In girls, dependence on a smartphone is statistically significantly higher than dependence on a smartphone in boys. The “Loss of control” factor contributes to the greatest degree of dependence on the smartphone. The positive relationship between smartphone addiction and impulsivity and social media addiction is similar to the previously obtained foreign results. Established links between women and men depending on the smartphone with non-assertiveness and with all factors of dependence on social networks are new, both for domestic and foreign studies. The results obtained in this study can be used by curators, psychologists and social educators of the university to explain to students about the dangers of excessive smartphone use. The presence of a high degree of dependence on a smartphone may signal to these professionals the need to provide appropriate targeted assistance.
Pedagogical Review. 2022;(3):194-207
194-207