Russian Journal of Education and Psychology
ISSN (print): 2658-4034, ISSN (online): 2782-3563 Founder and publisher: Science and Innovation Center Publishing House (Krasnoyarsk) Editor-in-Chief: Pavel Kislyakov, Dr. Sci. (Psychology), Professor Frequency / Access: 6 issues per year / Open Included in: White List (2nd level), Higher Attestation Commission List, RISC Website: https://rjep.ru
Science and Innovation Center Publishing House
Comparison of prevailing values in the missions of private schools in Russia using content analysis
Background. The article is devoted to the analysis of the content of the concept of the mission of a private school. A theoretical review of the development of the terms mission and messiah in philosophy, psychology, pedagogy and marketing, performing the role of a mediator in the transfer of value guidelines between a private school and consumers of educational services, is carried out. The research problem is to find an answer to the question of what is common and what is specific in the values and educational approaches of private schools. Purpose – to study the missions of non-governmental educational organizations using content analysis to compare the prevailing values and philosophies, approaches, and educational technologies used in the educational process, which provide insight into the general trends and directions of development in Russian private school education. The research methodology is based on a methodological approach that uses comparative analysis and the deductive method. The content analysis method is used as an empirical method. The main results include the systematization of educational trends and the identification of directions for transforming the target vector of secondary general education in Russian private schools, based on a study and generalization of educational goals through the missions of twenty private schools in the Far Eastern, Siberian, Ural, Central, North-Western, and Southern Federal Districts of the Russian Federation. The article examines relevant open-access materials and documents, such as websites of educational organizations, analyzes the opinions of scientists on the phenomenon of school mission, and identifies general and specific characteristics in the definitions of missions of non-governmental educational organizations. In conclusion, it is concluded that at the present time, when private school education in Russia is more than a quarter of a century old, there is a pronounced polarization of ideas about the mission of a private school, which forms a specific “trending” ranking list and can significantly affect the development of the private sector of secondary education in Russia as a whole.
版权所有 © Mavrin A.S., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Modern cross-border education: Essence and trends
Background. In modern complex and contradictory international processes, an important role belongs to higher education, whose activities have acquired a transnational character. This also applies to Russian universities, which are faced with the problem of exporting Russian-language education abroad, primarily in the format of cross-border cooperation in the post-Soviet space. Purpose. To reveal the transnational context of modern educational processes, to explore controversial issues related to international practice and diverse aspects of cross-border interaction in the educational space. Materials and methods. The research methodology is based on the analysis of relevant scientific papers that study the complex and controversial aspects of modern cross-border education. Generalizations and interpretations of the studied material form a meaningful content, which reveals the essence of cross-border education and the complex, diverse experience of international universities. The method of unity of theory and practice forms the semantic fabric of the study, in which the analysis of the international activities of higher education institutions, including the experience of interaction between Naberezhnye Chelny State Pedagogical University and educational institutions of Turkmenistan, allows us to consider the general trends and specific details of modern transnational education. Results. The study revealed that the current state of cross-border education is a complex multifaceted process that requires studying a wide range of complex and controversial issues. They concern organizational models, target principles, criteria for efficiency and quality, factors of individual and collective motivation, influence on the mental state and psychophysiological transformations of students, the relationship of this type of education with the quality of life and the number of applicants to colleges and universities, specifics in various industries, age characteristics of students, etc. Each of these aspects of cross-border education is an important and independent research area. Having identified the positive and negative aspects of modern cross-border education, it is necessary to conclude that the Russian approach to the export of educational programs and technologies in the post-Soviet space can only be based on the principles of equal interaction, cross-border cooperation with countries, their educational authorities and educational institutions.
版权所有 © Mukhametshin A.G., Asratyan N.M., Kornilova I.V., Dyrin S.P., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Social and pedagogical aspects of using the potential of distance learning
Background. The transformation of modern education is associated with the introduction of the latest information and communication technologies, the search for new effective organizational principles. Distance learning, which has become an integral part of educational systems in all countries, has become a response to these modern challenges. And if in full-time education in the post-pandemic period the scale of the use of the distance format has significantly decreased, then the need for it for correspondence education is only increasing. Hence there is a need to study the possibilities of increasing its effectiveness in Russian correspondence education. Purpose. Based on the analysis of the main aspects and trends in the development of modern distance learning, it is aimed at studying the possibility of using its potential to improve the quality of the educational process in the correspondence department of a pedagogical university. Materials and methods. Content analysis of numerous scientific publications revealing multifaceted and controversial trends in the international practice of distance learning allows us to form a methodological framework for the study. The method of unity of theory and practice helps to project positive aspects of distance learning identified in the global educational space into the pedagogical practice of a Russian university. General theoretical methods (analysis, generalization, interpretation, etc.), as well as a questionnaire survey of students, create an empirical context for an experiment conducted at Naberezhnye Chelny State Pedagogical University in the 2023-2024 academic year. Its goal was to increase students’ activity on the electronic educational platform and thereby increase the efficiency of using the potential of distance learning. General theoretical methods (analysis, generalization, interpretation, etc.), as well as a questionnaire survey of students, create the empirical context of the experiment at the Naberezhnye Chelny State Pedagogical University to improve the efficiency of using the potential of distance learning. Results. The study revealed that modern distance education is an international and multifaceted phenomenon. And the analysis of numerous scientific publications shows that the process of introducing distance technologies into educational practice is associated with a wide range of complex and controversial problems of a social and pedagogical nature. At the same time, in Russian correspondence education, even in the post-pandemic period, there remained a high demand for distance learning. During a three-stage experiment, when studying the disciplines "Pedagogy" and "Philosophy", we applied a three-level typology of the professional competence formation of pedagogical university students in using the distance learning format. The recorded increase in student activity on the electronic educational platform, as well as higher academic performance in the experimental groups compared to the control groups, is a key indicator of the effectiveness of the experiment.
版权所有 © Galiakberova A.A., Asratyan N.M., Safina A.M., Galiev R.M., Kornilova I.V., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Model of the educational environment in pedagogical situations: Analysis of international experience
Background. In the modern world the education system constantly evolves, the nature of educational system in general and learning environment in particular are changing. Stimulating learning environments influence the efficiency of pedagogical situations, so educators are in constant search of the ways to create them. To understand what components influence the quality of the learning process, it is necessary to examine the relationship between the educational process and learning environment. So we have turned to foreign experience in the field of education. This article is part of a large-scale study of pedagogical situations from a cross-cultural perspective conducted by the author. Purpose. The analysis and visualization of the components of the learning environment of a pedagogical situation on the basis of foreign scientists research. Materials and methods. The methodology of pedagogical semiology was used: content analysis, component and system-structural analysis, method of interpretation. The material was modern studies of Western European and North American scientists on education. Results. In the current international pedagogical discourse on learning environments, there is considerable confusion about terms. Most capaciously the learning environment is defined as the complete physical, social and pedagogical context in which learning should take place. Pedagogical situations can take place in a wide variety of learning environments. However, our research has shown that despite the differences in context, there is a certain set of components presented in most effective learning environments. It includes: characteristics of learners and their means of communication; tasks and content of pedagogical situations; non-teaching tasks; location; time; resources; culture. Taking into account the identified components, we managed to visualize the learning environment of a pedagogical situation, considered from the teacher’s point of view. In perspective, it will be relevant to consider similar issues in Russian pedagogy and conduct a comparative analysis.
版权所有 © Dobrova V.V., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Ethnocultural education of pupils at children's schools of arts
Background. Today many educational institutions work in implementation of the corresponding cultural policy connected with development of national culture; preservation and promoting of historical and cultural heritage of Russia; education of patriots of the country; formation of moral foundations of the person; openness and transparency of multinational communications in the sphere of culture. On the example of Municipal budgetary institution of additional education " M.A. Balakirev school of arts for Children" of the Oryol region the integration process of traditions of the Russian culture with the advanced educational methods is shown, creating the effective system of ethnocultural education and training. Purpose – to investigate the value of ethnocultural education in the course of formation of the identity of the child, strengthening of his cultural self-identification. Materials and methods. The main methods of a research are culturological and the method based on the activity. Article relies on observation, studying of documentation, the analysis of results of activity of pupils. Results. Ethnocultural education represents the system of training and education aimed at the maintenance and development of cultural and ethnic customs of the people. It promotes the formation of ethnic self-identification, respect for historical heritage and variety of cultural experience. The municipal budgetary institution of additional education, The M.A. Balakirev School of Arts for Children represents the unique center of education and culture, focused on the educational services aimed at the development of creative potential of children and teenagers in different types of art including music, painting, choreography and folklore art.
版权所有 © Gromykina T.S., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
About childhood and youth in their metaphysical and pedagogical measurement
Background. The article deals with the problem of childhood and adolescence in their correlation with the metaphysical nature of man. It is noted that in modern psychological and pedagogical literature, these periods of an individual's life are understood only in the aspect of human socialization, which impoverishes knowledge about the latter in its formation and development. The purpose of the work is to describe the metaphysical content in the psyche and behavior of growing spirituality and formulate a strategy for pedagogical support of its deployment in the child's psyche. Materials and methods. The subject of comprehension in the article is research in the field of anthropology, epistemology (both foreign and domestic), age psychology, developmental psychology, pedagogy of childhood and youth (positivist and idealistic orientation). The methodology of the work is the substratum reflection of A.A. Gagaev, according to which the subject of research retains its single–multiple basis and its characteristic desire for personification. The methods used in the work are phenomenological analysis, which involves the retention of visible features of the reality under study in abstraction, and substrate synthesis (combining all the identified foundations of the object of comprehension on a single or multiple basis). Results. Childhood in the work is interpreted as a period of man's discovery of the universal principle in himself (the understanding of man goes back to the works of Plato) - special semantic formations and intentions that are not conditioned by the external environment and lead the individual out of his social being (the desire to keep everything and everything in himself, not to be conditioned by anything, the search for bringing consent to everything and everything and Childhood is understood as a period of meeting a person with himself, knowing himself as universal spirituality, realizing the general bliss and drama of his being. Cognition in childhood is carried out on a contemplative (non-activity) basis. Contemplation is interpreted as an idealistic-intuitionistic form of comprehension of the world. Childhood in the work correlates with the pedagogy of non-interference - maintaining an organic focus on oneself for young spirituality and cognition of one's own universal on this basis. The most important didactic unit in the pedagogy of non-interference is the classical text - philosophical, artistic, scientific, and other. Laissez-faire pedagogy requires a philosopher teacher who is able to interact with the student on an idealistic-intuitionistic basis.
版权所有 © Gagaev P.A., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Pedagogical design as a cross-cutting technology in the training of pedagogy students
Background. The current state of higher pedagogical education requires the search for effective technologies that ensure the formation of professional competencies of future teachers in accordance with the requirements of the Russian Federal State Educational Standards and the Professional Standard for Teachers. In this regard, the importance of pedagogical design increases as it is believed to be a universal cross-cutting technology integrating the theoretical and practical training of students, fostering their professional mobility, independence, innovative thinking, and readiness to solve real pedagogical tasks. The relevance of choosing this technology is determined by the need to study the content and organization of the educational process in pedagogical universities aimed at developing students’ ability to independently design learning activities, model them, analyze, and assess their effectiveness. Pedagogical design makes it possible to create conditions for implementing the principles of activity-based, competency-based, learner-centered, and anthropological approaches, which contribute to forming in future teachers not only subject knowledge but also methodological, communicative, research, and reflective skills. The scientific novelty of the study lies in the consideration of pedagogical design as a cross-cutting technology in student training, permeating all stages of their professional development – from mastering theoretical disciplines to completing teaching practice and participating in research projects. This approach ensures continuity, integrity, and practice-oriented training of future teachers. The rationale for selecting pedagogical design as the subject of the study is associated with its potential to address one of the central tasks of modern pedagogy, i.e. training a competitive, competent, highly professional specialist capable of creatively transforming the educational environment. The purpose of the study is to provide a theoretical rationale for the essence of pedagogical design as a cross-cutting technology in the system of training pedagogy students and to determine its role in the formation of professional competencies of future teachers. Materials and methods. The study employed theoretical methods (analysis and synthesis of scientific literature, modeling of the structure of project activities) as well as empirical methods (observation, questionnaires, surveys of students and teachers, quantitative and qualitative data analysis). The empirical base included data collected in 2023–2025 during the analysis of the educational process of students majoring in Pedagogical Education (103 individuals) at I.Ya. Yakovlev Chuvash State Pedagogical University, studying at the Faculty of Physics, Mathematics, Informatics, and Technology. Results. The main essence of pedagogical design lies in creating a holistic educational environment in which project-based activities become a constant, systemic mechanism for developing students’ professional readiness for future employment. The study identified the specific features of using pedagogical design as a cross-cutting technology for forming professional competencies in pedagogy students. It was established that integrating project activities into the educational process promotes the development of future teachers’ skills in planning, teamwork, information search and analysis, and the use of digital technologies. While carrying out academic projects within several disciplines, students set goals and objectives, planned the stages of project work, distributed functions within a group, and searched for and analyzed relevant information sources. The analysis showed that participation in project activities contributes to the formation of research competencies, i.e., students master methods of pedagogical analysis, diagnosis of educational situations, and reflective self-assessment. For example, as part of their term papers, future teachers independently conducted surveys among school students, developed questionnaires, processed the collected data, and formulated well-founded conclusions. The pedagogical experiment confirmed an increased level of professional competencies, greater student independence in designing educational processes, as well as enhanced reflection and creativity. Difficulties were identified related to students’ insufficient experience in project design and challenges in goal-setting, which indicate the need for strengthened methodological support in implementing this technology.
版权所有 © Ignatieva E.A., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
The use of multimedia presentation in teaching English law vocabulary to students of non-linguistic universities
Background. Law English is the language of documents and normative legal acts characterised by precise and fixed wording. Currently, in the translations of non-linguistic universities students there is a tendency to substitute the meaning of lexical units of the law language with the commonly used meaning or to use calques and transcriptions of words, which makes it necessary to study law vocabulary in more detail in order to correct mistakes in the interpretation and understanding of the specific words and phrases meaning. The process of determining the most difficult vocabulary is currently complicated due to the reduction in the number of hours allocated to practical classes, as well as the increase in the number of people in one foreign language group. The use of multimedia presentation is one of the ways of visual systematisation of lexical units of the law language, performed by each student individually. Purpose. The main objective is to identify and systematise the most problematic aspects in the law vocabulary study through the students' performance of a multimedia presentation for the subsequent integration of the obtained data into the process of teaching foreign languages at law majors in non-linguistic universities. Materials and methods. The theoretical analysis method of scientific and pedagogical literature was used to evaluate the effectiveness of multimedia presentation as a pedagogical tool in teaching a foreign language. The pedagogical experiment made it possible to identify the most problematic areas in the study of professionally oriented vocabulary. The descriptive method was used to determine the order of data collection and its subsequent interpretation. Results. In the course of the experiment, students of non-linguistic universities systematised difficult English law words and presented them in the form of a multimedia presentation. The analysis of the obtained material allowed us to identify three main sources of mistakes in learning English law vocabulary: reading, writing and incorrect understanding of the words semantics. The use of multimedia presentation helps to increase students' involvement in the process of learning a foreign language through independent identification of lexical units problematic for understanding, as well as to introduce elements of individual work in practical foreign language classes.
版权所有 © Pertsevaya E.A., Kyuregyan A.L., Kuzmina A.P., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Competency-based approach in student-centred English language learning: Interdisciplinary opportunities and pedagogical effects
Background. The article focuses on the application of the competency-based approach in student-centred English language learning for master's students across various specialisations. The rationale for the study stems from the need to integrate language training with professional activities in the context of globalisation, which requires the formation of students' ability to use English for solving professional tasks. Purpose. The aim of the paper is to identify the potential of the competency-based approach to enhance the effectiveness of the educational process and to foster professional competencies. Materials and methods. The materials and methods include theoretical analysis of literature, a survey of students and university instructors, pedagogical observation, analysis of students’ learning outcomes, and statistical data analysis. Results. The application of a competency-based approach in student-centered English language education provides significant advantages, supported by contemporary research. Motivation is enhanced by linking the studied material to students’ professional needs, which aligns with andragogical principles. The development of critical thinking occurs through solving complex tasks that require analysis and synthesis of information. Improvement of communicative skills is ensured by using interactive methods and group work, which is particularly relevant in the context of globalization of professional activities. The integration of language and professional education promotes the formation of professional identity, while fostering continuous learning skills through independent language study strategies lays the foundation for lifelong learning in the context of a rapidly changing labor market. The proposed approach increases motivation, improves professional communication, develops self-directed learning skills, and enhances confidence in using English in professional contexts. Instructors report increased student engagement, better quality of task completion, development of critical thinking, and growth in intercultural competence. The study also identifies certain limitations, including difficulties in assessing competencies, the need for teacher training, and resource constraints. A step-by-step implementation is recommended, involving authentic materials, interactive methods, and collaboration with employers.
版权所有 © Koknova T.A., Nekrutenko E.B., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Features of the methodology of project activity in legal science and education
Background. The study of the category "project" in the modern conditions of functioning of the educational system seems to be a promising activity. In particular, the national tasks set before the education system require the development of new effective forms and means of training. First of all, the state strives to provide various sectors of the economy, social production, public administration with top-level specialists, which directly depends on the quality of the education received. The need to study the possibility of active implementation of project activities in the educational process is due to the existing gap between the theoretical knowledge received by students during their studies and the further practical opportunity to apply the acquired knowledge in real life. Purpose. The author of this work sets the tasks of analyzing the efficiency and effectiveness of the project method in various life conditions, including in the practical plane of jurisprudence, as well as within the framework of educational mechanisms. Materials and methods. In the study of project activities, the methods of analysis and synthesis, comparison and analogy, functional method, and classification method were used. In particular, the analysis of scientific works that studied the essence of project activities was carried out, a generalization of the common features of project activities in various conditions was carried out, different models of project activities and the possibility of applying the mechanism of project activities by analogy were considered, and types of project activities were classified based on different criteria. Results. A classification of project activities was developed based on the division into types of projects based on certain criteria. In particular, the criteria were taken as a basis - the subject that carries out project activities and the territory of the project activities. The results obtained can be applied in the conditions of the activities of government agencies, commercial and non-profit organizations, in the process of obtaining education at different levels and in relation to different specialties, but above all, in the framework of obtaining education in the direction of "Jurisprudence". Conclusions were formulated that project activities are a multi-component mechanism implemented in various areas of life, which requires interaction between various stakeholders for its effective implementation, including government agencies, non-profit organizations, the business community, educational institutions and students.
版权所有 © Larina E.A., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
The development of preschool education in the Republic of Tatarstan in the 20-30s of the XX century in the context of the historical experience of the formation of social institutions in Russia
Background. Today, more than ever, the research of factors that ensure the stability and unity of Russian society is in demand. Such factors include social institutions. They provide ordering, formalization and standardization of social relations in society. Their purpose is to satisfy the most important vital needs of the population. Education belongs to the fundamental social institutions and realizes the need of society, which is expressed in the transfer of scientific knowledge, spiritual and moral values, productive practical experience by previous generations to subsequent ones, thus ensuring stability and further progressive development of society. In this regard, the process of formation and development of the social institution of preschool education in Russia is of interest. The study is carried out on the material of the Republic of Tatarstan, which is a subject of the Russian Federation. The considered period -20-30 years. XX century. Purpose – to consider the process of institutionalization of preschool education in Russia on the example of the Republic of Tatarstan as a subject of the Russian Federation in the period 1917-1940. Materials and methods. As a methodological basis, the study uses the institutional approach, which allowed us to consider preschool education in the context of historical dynamics of the emerging social institution, to identify the essential characteristics of processes and phenomena of society, to determine the mechanisms of management of these processes and to determine its contribution to the strengthening and preservation of society in the period under consideration. The article is based on a set of sources represented by primary sources, as well as scientific research from the field of sociology, history, pedagogy. Results. According to the results of the study, it can be stated that the social institution of preschool education created and functioning in Russia in the 20-30s. The social institution of preschool education created and functioning in Russia in the 20-30s of the XX century made its positive contribution to the solution of political, socio-economic and pedagogical problems, thus ensuring the evolutionary development of the state, integration and preservation of the Soviet society.
版权所有 © Mardashova R.S., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Diagnostics of teachers' professional readiness for detection and development of giftedness in preschoolers
Background. Currently, various aspects of the identification and development of children’s giftedness are becoming relevant areas of pedagogical work. At the same time, the issues of technology for assessing of professional readiness of teachers are insufficiently developed. The author identifies criteria for teachers’ professional readiness to reveal and develop gifted preschoolers based on the analysis of the Professional Standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, general secondary education) (educator, teacher)” and transformation of labor actions, necessary knowledge and skills. Using the identified criteria, the author also carries out research and analysis of difficulties arising from the teachers of preschool organizations in Sochi. Purpose. Theoretical substantiation of the criteria of teachers’ professional readiness to reveal and develop gifted preschoolers, the study of difficulties arising from the teachers of preschool organizations on the basis of the selected criteria. Materials and methods. The main theoretical research methods are analysis and analogy. Labor actions, necessary knowledge and skills specified in the labor function “Pedagogical activity for the implementation of preschool education programs” of the Professional Standard of a teacher were analyzed and used as elements transformed by analogy into criteria for teachers’ professional readiness to identify and develop gifted preschoolers. The article also uses an empirical questionnaire method, that makes it possible to investigate and analyze the difficulties arising from teachers of preschool organizations in Sochi during their work with gifted children. Results. Based on the analysis and transformation of labor actions, knowledge and skills contained in the Professional Standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, general secondary education) (educator, teacher)”, a theoretical justification of the criteria of professional readiness of teachers to work with gifted preschoolers was carried out. The criteria, presented in the form of dyads of knowledge and skills, were used to formulate difficulties and compile the questionnaire for teachers. An empirical study of difficulties arising from preschool teachers has made it possible to identify the most and least common difficulties, which allows us to conclude that it is possible to use the questionnaire to adapt the content of training or advanced training programs to the educational needs of specific audience of listeners.
版权所有 © Khovyakova A.L., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
A model for developing self-management competence in students
Background. Formation of self-management competence in students is a relevant task, the solution of which requires targeted work. Self-management competence is understood as the ability to effectively set goals at various stages of life and manage available resources. Purpose: development of a model for the formation of the self-management competence in students. Materials and methods: theoretical analysis of literature, synthesis, modeling, experimental work. Wilcoxon T-test and Spearman rank correlation coefficient were used to process the data obtained during the experimental work. Results. The model for developing students' self-management competence consists of four interconnected components: motivational, target, content-technological, and evaluative. The motivational component is aimed at creating and supporting students' motivation to master the self-management competence (improving the level). The target component represents the goal and levels of competence development. The content-technological component represents two interconnected blocks: content (theoretical knowledge about self-management, methods, techniques, tools (including digital ones), methods of using them) and procedural (a set of forms, methods, and types of work). The evaluative component is represented by materials for professor's assessment and student's self-assessment. The effectiveness of the developed model is confirmed by the results of its implementation in the practice of teaching students. To identify the level of formation of self-management competence, the teacher's assessment and the students' self-assessment were used. The statistical significance of the results is confirmed by the obtained values of the Spearman rank correlation coefficient and the Wilcoxon T-criterion. The results of the study can be used in working with students of basic and additional educational programs.
版权所有 © Shestakova L.G., Lapenok M.V., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
The role of post-text exercises in the development of communication skills among students of non-linguistic universities (on the example of the Personal Management teaching English manual)
Background. In the context of foreign language teaching methodology, post-text exercises play a key role in ensuring the effective acquisition of language material. These exercises are aimed at consolidating lexical and grammatical structures, developing reading and comprehension skills, as well as developing the ability to communicate spontaneously in a foreign language. The use of authentic materials in post-text exercises allows students not only to improve their language skills, but also to gain a deeper understanding of the cultural characteristics and context in which the language they are learning functions. Authentic texts provide students with the opportunity to familiarize themselves with real language situations and linguistic norms, which contributes to a more natural and organic language acquisition. The purpose of the study is to analyze the importance of post-text exercises in the process of learning a foreign language and demonstrate their role in consolidating acquired knowledge and improving students’ communication skills when using authentic materials. Materials and methods. The study examines examples of exercises presented in the Personal Management ESSD manual, designed for teaching English. Their detailed description is given, as well as an analysis of their role in improving communication skills and developing sustainable language competencies. Results. Post-text exercises based on authentic materials are an important component of foreign language teaching methods. They contribute not only to the consolidation of knowledge, but also to the development of communication skills, which is a necessary condition for achieving proficiency in a foreign language.
版权所有 © Grishchenko N.A., Ershova A.I., Ershova E.O., Starsheva M.A., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Psychological properties of a knight’s personality in the images of romantic poetry by V. A. Zhukovsky and their functions in the development of intelligence of future officers
Background. The purposefulness and effectiveness of the process of developing the intelligence of a future officer also implies the appropriate selection of the content of education, i.e. those knowledge, values and subject examples characteristic of the social activities of an intellectual officer. In the aspect of the development of intelligence in the context of a military educational organization of higher education, the use of literary and artistic examples is an important component of achieving goals and performing tasks to form psychological properties in the personality structure that characterize the future officer as an intellectual. Poetry as one of the forms of literary, artistic and value understanding of the vicissitudes of being social subjects simultaneously affects the emotional-sensual, intellectual-informational and value-semantic spheres of personality functioning. Therefore, it is possible to use the psychological potential of poetry and poetic images in the process of purposeful development of the intelligence of the future officer. The purpose of the study is to identify, describe and substantiate the psychological properties of the knight's personality intelligence in the artistic images of romantic poetry by V.A. Zhukovsky, as well as to establish their functions in the development of the intelligence of future officers in a military educational organization. Materials and methods. To achieve the goal and fulfill the tasks of the study, the authors, within the framework of systemic, activity and cultural approaches, used methods of analysis, analogy, abstraction, deduction, classification, generalization. The use of the author's methodology made it possible to reveal the psychological properties of the knight's personality in the artistic images of romantic poetry V.A. Zhukovsky and their functions in the development of the intelligence of future officers in a military educational organization. Research results. The subject of this work was the psychological image of a warrior knight in the work of the Russian poet Vasily Andreevich Zhukovsky in the context of the artist's disclosure of the psychological properties of a military man's personality and description of these qualities. From the perspective of generalizing knowledge in the subject field of educational psychology, the authors revealed psychological properties in the artistic images of romantic poetry V.A. Zhukovsky and assessed their functions in the development of intelligence of future officers in a military educational organization.
版权所有 © Naumov P.Y., Utyuganov A.A., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Pragmatics of the interrelation between «attention» and «listening» phenomena as a significant aspect in the system of cognitive activity
Background. Peculiarities of modern life require the study of the relationship between two types of mental activity attention and listening. Professionals in any field have to upgrade knowledge and technologies to meet demands. Understanding the characteristics of the phenomena of "attention" and "listening" makes a good effect on the speed of cognitive processes, which depends on personal improvement and helps to integrate the knowledge in practice. Attention is a cognitive process, that plays a key role in the formation of human knowledge by participating in the perception and processing of information. Studying its features and interrelationship of both processes helps to enhance the educational process. Focused attention and mindful listening serve as the basis for developing the ability to structure information. Furthermore, these processes research provides critical insights into the neurocognitive mechanisms effected by polygenic disorders. There are different research approaches of attention. Attention itself does not generate a product, it participates in its perception and processing. Is’s a recognized key mental process which concentrates mental energy on significant objects ignoring distractions. Objective is to examine the influence of attention characteristics on the listening process and define their relationship to optimize the educational process. Materials and methods. The research is based on the analysis of the functional characteristics, properties, and types of attention, as well as their role in cognitive processes. Such aspects as concentration, stability, switching and attention span are considered along with its classifications (voluntary and involuntary, active and passive, direct and mediated). A significant factor in characterizing the listening process is the attention distraction from the intended object. Typically, such state is influenced by personal psychological factors. Understanding the reasons for a lack of focus on an object contributes to the acquisition of reflective experience in human cognitive activity. The method of content analysis, applied to the variety of reasons for inattentive information perception, helps to develop a critical self-assessment approach of learners. Results. Attention is characterized by qualitative and quantitative indicators: stability, concentration and switching, but attention span is purely a quantitative measure. It is linked to cognitive processes closely including memory, thinking, and communication. Concerning thinking, attention facilitates active information processing and determines interaction effectiveness in communication, since listening requires concentration and directed perception. Listening, as a complex cognitive process, involves the perception, awareness and information comprehension. Attention disruptions and auditory perception are reflected in behavioral markers, reflecting changes in neural links. The relationship between attention and listening is important critically for the learning process, since effective listening is impossible without active attention. Developing attentive listening skills in the educational process enhances information perception and analysis, ultimately improving the quality of learning.
版权所有 © Kudinova T.A., Sholudchenko I.E., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Autoaggression as a result of self-alienation
Background. The widespread use of the Internet has seriously transformed the life of a modern person, providing him with huge amounts of information for various occasions, both objective and falsified. The network levels out differences in geographical locations, smooths out linguistic barriers, allows one to instantly receive information from the most remote corners of the world, turning into a source of information necessary for study and work, a means of communication, entertainment, income, including prosocial and delinquent ways of self-realization and self-affirmation. Part of the new «norm» in the era of globalization have become practices of autoaggressive behavior - piercing, tattooing, smoking, etc. The younger the child, the more actively the network shapes his worldview, interests, values. The cult of individual success, actively represented on the Internet, gives rise to a feeling of failure, causing a desire to relieve tension through aggressive statements addressed to other people, cyberbullying, etc., which are easier to implement in the virtual space, using anonymous mode or a fake account. Aggressive behavior is formed in the family. Parents who resort to various types of violence form disharmonious ideas about their own «I» in their growing children. In autoaggressive behavior, the emphasis shifts from the external world to the internal one, leading to socio-psychological maladaptation in the long run. The aim of the study is to analyze the autoaggression phenomenon. Materials and methods. The work uses methods of theoretical analysis of literature, induction, deduction, abstraction. Results. Self-aggression is a consequence of adaptation to conditions that exceed a person's adaptive capabilities, which provokes an increase in somatic and mental illnesses and increases the risk of suicidal behavior. Biological and socio-psychological reasons underlie autoaggression. The negative impact of the reference environment causes object self-perception, personal inflation, reducing the restrictive role of social norms and prohibitions. «Chronic» self-aggression programs a destructive life scenario.
版权所有 © Kochetkova T.N., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Behaviour of emergency response service personnel under stress conditions
Background. The relevance of the study of the peculiarities of stress-overcoming behaviour of emergency response service employees is conditioned by their important role in society, the need to maintain their mental and physical health. Purpose. On the basis of theoretical and empirical data to analyse the stress-suppressive behaviour of the employees of emergency response services and to identify its specifics and factors of formation. Materials and methods. The main research methods were theoretical analysis and empirical experiment. Theoretical method allowed to study and generalise foreign and domestic experience of stress-overcoming behaviour. In the course of empirical research we used the SACS questionnaire ‘Strategies for coping with stressful situations’ (S. Hobfall); questionnaire (J. Rotter); questionnaire ‘Coping strategies’ (R. Lazarus); Gringlass proactive coping questionnaire and R. Kettell 16-factor personality questionnaire. The correlation analysis of the research results was conducted using Student's T-test for independent samples. Results. The results of the study allow us to state that first responders are exposed to high stress due to risk, emotional load and complex interpersonal relationships. The importance of personality traits for training and psychological support of first responders was established. Overcoming stress requires professional psychological support and training, as well as team dynamics and reflection.
版权所有 © Kulikova T.I., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
A model of psychological conditions of the development of hardiness of adolescent
Background. The study of the hardiness of adolescent is a priority area of modern educational psychology. The author substantiates a model of the psychological conditions for the development of the hardiness of adolescent and provides a descriptive characteristic of the relationship between the external and internal psychological conditions of the development of the hardiness of adolescent and the structural components of adolescent hardiness. Purpose. The purpose is creation of a model of psychological conditions of the development of hardiness of adolescent and its description. Materials and methods. The research is based on the study of literary sources; analysis and synthesis of empirical materials. The theoretical and methodological basis of the research is a set of approaches to ensuring the development of adolescent hardiness, as well as general methodological principles: the principle of determinism, the principle of development. Results. A theoretical analysis of the scientific literature on the research topic has been carried out. The levels of development of the structural components of adolescent hardiness are described. The proposed model of psychological conditions for the development of hardiness in adolescent has been substantiated, including external psychological conditions (educational, family, social conditions) and internal psychological conditions (emotional-volitional, value-motivational, and cognitive-activity components). Each condition is meaningfully characterized. A descriptive characteristic of the relationship between the external and internal psychological conditions of the development of the hardiness of adolescent with the structural components of adolescent hardiness is presented. The results of the research can be used in the practical activities of specialists in educational organizations.
版权所有 © Vinogradova K.A., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Background. Over the past decades, critical thinking has become one of the key competencies in education, science, and society. However, despite its recognized significance, the concept remains theoretically vague and conceptually fragmented: the lack of definition is known as both research-related and practical challenge. The diversity of interpretations leads to a situation in which multiple, sometimes incompatible, approaches coexist under the same term. This article proposes an alternative approach by conceptualizing critical thinking as a form of tacit knowledge. Purpose. To identify implicit interpretations of critical thinking in educational practice based on classroom observation in a university setting. Materials and methods. The study was conducted through observation of university classes. The object of observation was a set of courses that explicitly stated the goal of developing the universal competency “The ability to critically analyze problematic situations […]” The analysis focused on specific forms of pedagogical activity that reflect instructors’ assumptions about critical thinking, such as the design of tasks, responses to student errors, and the moderation of classroom discussions. Results. The main finding of the study is the identification of two fundamentally different approaches to critical thinking: the classical approach, focused on the universal norms of reasoning, and the non-classical approach, emphasizing the ability to engage with alternative perspectives. It was found that participants in the educational process do not strictly adhere to one approach or the other, but rather shift between them depending on the context. Thus, the study demonstrates that the conceptual ambiguity of critical thinking should not be viewed as a weakness or a shortcoming of scientific knowledge, but as a reflection of its complex and context-dependent nature.
版权所有 © Golubinskaya A.V., Viakhireva V.V., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
The unconscious: before, after, and independent of Freud
Background. The study of the unconscious concept extends beyond Freud's psychoanalytic approach, which long dominated scientific discourse. Despite psychoanalysis's significant contributions, modern psychology requires a re-evaluation of the unconscious through the lens of cognitive science, neuroscience, and philosophy of mind. The relevance of this work stems from the need to overcome terminological confusion between psychoanalytic and cognitive understandings of the unconscious. Purpose. Reveal the historical and philosophical premises of the idea of the unconscious. Materials and methods. The article primarily employs theoretical-analytical methods, along with historical-scientific and philosophical analysis. Results. Historical analysis has revealed that the concept of the unconscious existed long before Freud (for example, in the works of Alhazen, Leibniz, Helmholtz), but was marginalised due to the dominance of the Cartesian paradigm. Criticism of psychoanalysis has shown that its terminological expansion overshadowed other scientific approaches, slowing the study of cognitive aspects of the unconscious. The cognitive unconscious has proven its empirical validity but requires further theoretical development, particularly regarding the 'intelligence' of the unconscious. Domestic science pays little attention to the cognitive unconscious, despite the potential for research in this field (for example, D.N. Uznadze's set theory).
版权所有 © Banshchikov A.V., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Comparative analysis of resilience indicators depending on the type of locus of control in medical students
Background. Modern medical education is associated with a high level of stress, which requires medical students to have well-developed adaptive resources. Resilience, as an integral characteristic of personality, contributes to the successful overcoming of difficulties and the preservation of psychological health. An important factor influencing the formation of resilience is the locus of control, which determines a person's tendency to attribute responsibility for events to internal or external factors. Purpose. To study the relationship between the level of resilience and the type of locus of control in medical students. Materials and methods. The study involved 102 medical university students aged 18 to 25 years (mean age – 21.3±1.8 years). To identify traumatic events, a Semi-Structured Questionnaire for Traumatic Events (N.L. Bundalo) was used, allowing for an objective assessment of the presence and characteristics of traumatic events in the respondents' history. The Brief Resilience Scale (E.N. Osin, E.I. Rasskazova) was used to assess resilience. The locus of control was determined using the "Locus of Control" methodology (E.G. Ksenofontova). Results. A comparative analysis of resilience indicators among respondents in groups with internal and external loci of control using the Mann-Whitney U test revealed statistically significant differences. Respondents with an internal locus of control exhibited higher resilience than those with an external locus. It was found that students with an internal locus of control demonstrate a more conscious attitude towards life compared to externals. They also show a higher level of all components of resilience – engagement, control, and risk acceptance. Correlation analysis revealed a positive statistically significant relationship between resilience and the internal and negative with the external type of locus of control. The identified patterns indicate the important role of the locus of control in adaptation processes. A promising direction seems to be the creation of differentiated programs aimed at developing an internal position as a basis for professional resilience in students of medical specialties.
版权所有 © Vishnyakova N.N., Loginova I.O., Malutkina E.P., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
The relationship between self-actualization and resilience among psychology students
Background. Student years are a key period for developing the ability to overcome difficulties and effectively realize their potential. The essence of the process of self-actualization in the educational process is to transfer from the teacher to the students the ways and means by which a person can become who he can become. The resilience formed during this period helps students maintain good physical and mental health, adapt more easily to difficult circumstances, successfully realize their potential and feel like full-fledged individuals. Research on the relationship between self-actualization and resilience is important for society, as it shows the social and cultural changes taking place in the student social group. Purpose. Based on theoretical and empirical analysis, to investigate the relationship between indicators of self-actualization and the resilience of the personality of psychology students in the process of studying at the university. Materials and methods. A set of general scientific methods was used to solve research problems: theoretical methods with the analysis of psychological and pedagogical literature, empirical methods for diagnosing self-actualization and resilience. The parametric Student's t-test was used to identify differences between groups of students; correlation analysis using the parametric Pearson coefficient was performed to study the relationship between self-actualization and resilience. Results. Empirical data on differences in self-actualization and resilience of first- and fourth-year students have been obtained. There were no statistically significant differences in the relationship between indicators of self-actualization and resilience between the first and fourth years, correlation differences in the relationship between indicators of self-actualization and personality resilience among first and fourth year students were revealed.
版权所有 © Farkhutdinova Y.N., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
A typological approach to analyzing psychological compatibility in romantic relationships
Background. Analyses of compatibility in romantic relationships are still largely grounded in individual traits and subjective measures of relationship satisfaction. Yet relationships are, by nature, a dyadic phenomenon. The widespread use of typological models (particularly socionics) in applied settings such as matchmaking and couple counseling reflects a strong practical interest in structural compatibility despite the weak empirical grounding of these models. Purpose. To present and test a dimensional (scale-based) approach to analyzing the stability and comfort of romantic relationships through the lens of partner typological dispositions. Materials and methods. The study draws on statistical data collected through the authors’ applied consultation and typological diagnostics work between 2015 and 2023. The sample included 95 married or long-term partnered couples, with available data on both personality types and relationship duration. Indicators of intertype compatibility were computed, along with correlations between typological traits in stable partnerships. Results. The findings support the replicability of certain structural patterns of compatibility described in socionics literature (notably in the work of Bukalov and Filatova). At the same time, the analysis shows that differences in some traits (e.g., static vs. dynamic temperament) and similarities in others (e.g., irrationality vs. rationality, subjectivism vs. objectivism) are significantly associated with greater relationship stability. The limitations of the classical intertype model are discussed, and an alternative path is proposed: developing a trait-based model of compatibility grounded in actual partner dispositions and empirical verification. The article outlines a conceptual transition from categorical typologies to a differential-psychological, scale-based framework for understanding compatibility.
版权所有 © Kovalenko R.K., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Narrative approach as a tool for forming professional motivation of young teachers: A theoretical and empirical analysis
Background. This article is devoted to the urgent problem of formation and maintenance of professional motivation of young teachers in the context of dynamically changing educational paradigm and increasing demands on pedagogical activity. Introduction to the profession is often associated with the phenomena of professional burnout, adaptation stress and dissonance between idealized ideas and realities of the educational process, which determines the urgent need to develop innovative approaches to support professional development. The narrative approach is considered as a promising tool, allowing for deep reflexive understanding of individual professional experience, construction of personal meanings and formation of a stable professional identity. Purpose. The goal is a theoretical and empirical substantiation of the potential of the narrative approach in optimizing the professional motivation of young teachers. Materials and methods. The work used the methods of narrative interviewing, autobiographical analysis and thematic coding, which made it possible to identify key patterns of meaning-making in professional activity. Results. The obtained results demonstrate that the use of narrative practices contributes not only to an increase in the level of professional motivation, but also to the development of self-efficacy, resilience and the ability to constructively overcome professional difficulties. The research materials are of practical value for the systems of professional education and advanced training of teaching staff, as well as for the development of mentoring programs for young specialists.
版权所有 © Velieva S.V., Solovieva S.A., Antonov P.I., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Features of psychological well-being and success among young mothers
Background. Understanding the internal resources of women during the transition to motherhood is essential for developing effective psychological support programs and preventing emotional disturbances. The early stages of motherhood are characterized by significant life changes and intense emotional stress, making it particularly important to explore the factors that determine a woman's psychological well-being. However, aspects such as life meaning and personal fulfillment among young mothers remain insufficiently studied in the scientific literature. Purpose. To identify the personal and existential foundations of subjective well-being in women during early motherhood. Materials and methods. The study involved 120 women aged 25–35 who were legally married and raising one child under the age of one. Validated questionnaires developed by C. Ryff and D.A. Leontiev were used. Statistical data analysis was carried out using Spearman’s correlation analysis. Results. A high level of life goals was revealed, giving young mothers a sense of perspective and direction. A reduced perception of freedom of choice and relative dissatisfaction with their current life situation were also identified. The main predictors of subjective well-being were found to be self-acceptance, autonomy, and purposefulness, with self-acceptance having the strongest impact on the overall level of well-being. A significant correlation was established between environmental mastery and all major components of personal potential. The level of autonomy was determined by the ability for self-regulation and independence. Positive relations with others were not directly associated with autonomy but were mediated by life goals and self-acceptance. The psychological well-being of young mothers is thus seen as the result of the complex realization of personal resources.
版权所有 © Batyrova E.B., Ryzhova A.M., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Consideration of personal determinants that determine semantic formation
Background. Semantic set, semantic disposition, semantic construct, motive, needs, values and meaning of life form the subject's biased attitude to the objects and phenomena of the objective reality surrounding him and, thus, become personal determinants that determine the process of semantic formation. At the moment, a significant amount of analytical research has accumulated on the personal determinants of meaning formation, which requires theoretical and methodological understanding. The analytical approach greatly facilitates research, in some cases, allowing us to inductively summarize a significant array of research results on the problem of meaning formation conducted in domestic psychology. At the same time, the analytical approach leads to the fact that the subject is studied "in parts", outside the context of a broader system, as a result of which the ideas about it are disjointed and unsystematic. An isolated study of the determinants of meaning formation leads to the loss of a holistic picture of the formation of a subject's personal and biased attitude to the objects and phenomena of reality. Purpose – is to examine the current state of personal determinants that determine personal attitudes towards objects and phenomena of objective reality, and to substantiate the need to move from an analytical to a more mature epistemological, systemic phase of their study. Materials and methods. The work uses comparative historical and bibliographic methods to study the problem of personal determinants of semantic formation. The comparative historical research method allowed us to trace the main stages of studying the determinants that determine the personal attitude of the subject to the objects and phenomena of the objective reality surrounding him. The main objective of the bibliographic method in this work is to analyze existing scientific approaches to personal determinants that determine the transformation of objective reality into subjective reality. The research version of the bibliographic method was used to consider the available approaches in order to substantiate the advantages of the structural-level approach in the study of personal determinants that determine the specifics of subjective attitudes to objects and phenomena of objective reality. The work is based on a set of sources presented by articles, monographs and textbooks on the problem of meaning formation. Results. The main scientific results of this work: the paper substantiates the need to move from the analytical to the systemic phase of the study of personal determinants of meaning formation: semantic set, semantic disposition, semantic construct, motive, needs, values and meaning of life; it is indicated that based on the concept of a dynamic semantic system (DSS), it is possible to combine the personal determinants of semantic formation into a connected and unified epistemological system; a methodological basis is proposed – a systematic approach that will allow us to consider the personal determinants of meaning formation as interrelated parts of the DSS. An integrative study of the personal determinants of meaning formation as the content of different levels of DSS will make it possible to better understand the process of forming personal and subjective attitudes towards objects and phenomena of reality and advance in a theoretically and methodologically sound understanding of the process of meaning formation in psychology as a whole.
版权所有 © Mikheev I.V., Chernov D.N., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
The phenomenon of engineering thinking in the modern world: Psychological content, structure, components
Background. In the context of rapid technological progress and digitalization of various fields of activity, the importance of engineering thinking is increasing not only in technical, but also in humanitarian professions. Modern specialists, including educators and psychologists, face the need to solve complex, non-standard tasks that require a systematic, algorithmic approach, which brings their activities closer to the principles of engineering thinking. Despite the active study of engineering thinking in the technical sciences, its psychological structure and content remain insufficiently explored, especially in the context of "helping" professions. There is a lack of empirical data on how representatives of pedagogy and psychology perceive and interpret this phenomenon, which components they consider key, and how this correlates with classical ideas about engineering thinking. The conducted research is aimed at filling this gap through theoretical analysis and empirical study of ideas about engineering thinking among teachers and psychologists. The results of the work can be useful for developing programs for the development of professional thinking in the humanities, as well as for clarifying the psychological model of engineering thinking in modern science. Purpose. To identify the psychological content, structure, and key components of engineering thinking based on theoretical analysis and empirical study of the concepts of this phenomenon among practicing psychologists and educators. Materials and methods. This research includes both a theoretical analysis and generalization of scientific definitions and structural characteristics of the term "engineering thinking", as well as an empirical study of the concepts of the components and specifics of engineering thinking of modern specialists in "helping" professions (teachers and psychologists). The empirical study involved 72 people: 37 psychologists (practicing psychologists and psychology teachers) and 33 school teachers aged 23 to 67 years from different cities of the Russian Federation. The author's questionnaire "The study of ideas about the concept of "engineering thinking" and its structural characteristics" was used. For statistical data processing, the Student and Fisher criteria were used to compare groups. Results. According to the survey results, the majority of respondents (88.9%) identify systems thinking (understanding relationships) and logical thinking as the foundation of engineering thinking. 75% of the sample consider analytical thinking to be an important component of engineering thinking. Psychologists more frequently than educators see 'creativity and inventiveness' (φ*emp= 1.843, p ≤0.05), 'systems thinking (understanding relationships), logical thinking' (φ*emp= 3.757, p ≤0.01), 'ability to work in a team' (φ*emp=2.088, p ≤0.05), 'flexibility of thinking' (φ*emp= 6.566**, p ≤0.01), 'speed of problem solving' (φ*emp= 1.724*, p ≤0.05), and 'synthesis of scientific and practical thinking' (φ*emp= 2.16, p ≤0.01) as the basis of engineering thinking. Additionally, significant differences according to Fisher's criterion were identified regarding perceptions of which qualities help develop engineering thinking: psychologists place greater emphasis on the ability to analyze and question information, corresponding to their focus on. In cognitive processes, psychologists often emphasize the importance of social skills, possibly due to their understanding of the role of teamwork in engineering activities. Perseverance in achieving the perfect result is more significant for psychologists, which may be related to their focus on personality traits and motivation. When analyzing which professions require developed engineering thinking, the most frequently mentioned in the entire sample are the professions of engineer, designer, robotics specialist, physicist (nuclear physicist), architect, IT specialist, mathematician, and technologist. Furthermore, when considering the responses of psychologists and educators separately, we identified a number of interesting trends.
版权所有 © Nikitinа A.A., Mannanova E.A., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Scientific justification of the method «Neurographics»: The phenomenon of «Smart Hands»
Background. The relevance of the fundamental justification of psychological methods is due to the stressful states of society. The "Neurographics" method, based on graphic drawing, interacts with conscious and unconscious structures of the psyche, developing fine motor skills and stimulating the neuronal system, helps to relieve tension and transform destructive situations. The effectiveness of the method is confirmed by research in the field of psychophysiology and neuroscience, as well as the work of scientists who distinguish the role of mirror neurons and dopaminergic systems of the brain in the creative process. Purpose. A study of scientific papers on neurobiological processes in the brain during stress and when using psychotechnics related to drawing, including the "Neurographics" method as a way to restore neural connections Materials and methods. Studies by Russian and foreign scientists confirm that the creative process activates the sensory and emotional regions of the brain, integrating cognitive and physical processes through drawing. Neurography, by interacting between the left and right hemispheres of the brain, promotes structuring and clarity of thought. In the process of creating a neuro-picture, emotional tension decreases, the parasympathetic nervous system is activated. Results. The scientific studies of penetration into the psychophysiology of creativity described in this article have shown that activities of any creativity have a positive effect on stabilizing the emotional state, reducing anxiety during stress, increasing self-esteem, developing communication and cognitive skills. The Neurographics method is a complex thinking process. Diving into the depths of the subconscious, practitioners unconsciously activate the left hemisphere, which creates graphic lines, then consciously turn to the right hemisphere, which makes up the overall picture. This helps to adjust the attitude to life, smoothing out sharp corners - after all, in nature itself there are no sharp corners, they should not be in life either. Releasing positive energy, a person gains new strength and begins to create.
版权所有 © Piskarev P.M., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Features of professional self-determination among students of different specializations: Socio-psychological aspec
Background. The article addresses the issue of professional self-determination among university students. The theoretical section substantiates the relevance of this problem in the context of current socio-economic realities. The necessity of studying these phenomena through an interdisciplinary approach, particularly from the perspective of pedagogical and social psychology, is emphasized. The article highlights the need to develop a modern model for career guidance diagnostics within the educational environment, one that incorporates the socio-psychological dimension of the problem. Purpose. To examine the features of professional self-determination among students of different specializations under contemporary conditions. Materials and methods. The empirical research was conducted among students at Saratov National Research State University named after N.G. Chernyshevsky. The sample consisted of 106 second- and third-year students aged 19–20, enrolled in two fields of study: psychological and pedagogical education; pedagogical education. Psychodiagnostic testing was conducted using the following methods: differential diagnostic questionnaire (E.A. Klimov), Yovaisi's professional aptitude test, and A.E. Golomshchok's “Interest Map” questionnaire (modified by O.G. Filimonova). Results. The article presents a profile of the professional preferences of students in psychological and pedagogical training tracks. At the empirical level, it examines the specific features of professional inclinations and interests among students from the two groups. Quantitative and qualitative data analysis was performed using both parametric statistical criteria. A comparative analysis of the research results shows that the majority of students in both fields (over 80%) consciously preferred the previously chosen professions in the areas of “psychology” or “physical education.” Thus, the professional self-determination of psychology students and student-athletes rests on a positive foundation. At the same time, special attention should be paid to the lack of clarity regarding the choice of “person-to-person” activity among a significant number of students in the psychological-pedagogical field. This issue is especially relevant for those who plan to work with people of different ages, social status, and professional backgrounds in the future. In this regard, questions arise about the motivational components and sense of vocation among future specialists. Overall, these findings underscore the need to develop corrective programs in the field of career guidance, since the individual and socio-psychological adaptive capabilities of future university graduates are not always taken into account.
版权所有 © Malyshev I.V., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
Analysis of the need-semantic features of managers of different levels
Background. The article examines the results of studying the need-semantic sphere of managers at three levels of management in organizations and enterprises: the first managers (directors), their deputies and middle managers. The personality of a manager, leader, or leader has been studied quite deeply by psychological science, but from the standpoint of a need-based semantic approach, this issue has not been sufficiently studied. Earlier, we proved that the need-semantic sphere of managers, in comparison with ordinary employees, has statistically significant differences in a number of psychological parameters: an active orientation towards dominance as a form of social leadership, a high level of development of cognitive and achievement meanings, which are associated with a pragmatic approach to business and an understanding of time prospects. Purpose. To study the features of the need-semantic sphere in three categories of managers: directors, deputies, and middle managers. Materials and methods. The main research methods include the analysis of scientific literature related to the issue under consideration, a set of diagnostic techniques: motivational-semantic formations, life-meaning orientations, semantic differential, and methods of statistical processing. Results. The study revealed significant links between achievement needs and affiliation with the hierarchical level of a leader: the higher the position, the lower these needs. An analysis of the data showed that middle–level managers demonstrate the highest indicators of the overall meaningfulness of life and the locus of control from the entire sample, while deputies have the lowest. In the group of first managers and managers, these parameters are almost identical and significantly differ from those of the deputies – they demonstrate a more external position. The assessment of subjective representations of concepts about oneself (in time) and the world in the surveyed groups revealed significant differences in the semantic factors "strength" and "activity", while all groups have identical indicators in the semantic factor "assessment". When assessing time coordinates, the world, and themselves, middle-level managers demonstrate significantly lower performance compared to other groups, while in the group of deputies, the highest results were obtained in time coordinates, and directors demonstrate a high self-assessment of activity.
版权所有 © Lebedeva E.A., 2025 https://creativecommons.org/licenses/by-nc-nd/4.0