scholarly journals The Peculiarities of Professionally Important Qualities of the Members of Locomotive Brigades of Railway Transport

2019 ◽  
Vol 19 (3) ◽  
pp. 320-336
Author(s):  
Natalia V. Andronova ◽  
Zhanna G. Garanina ◽  
Maria S. Ionova ◽  
Natalia V. Rezepova
Keyword(s):  
Correlation Analysis ◽  
Stress Resistance ◽  
Empirical Data ◽  
Self Regulation ◽  
Rank Correlation ◽  
Risk Tolerance ◽  
Self Control ◽  
Rank Correlation Method ◽  
Regulation Development ◽  
High Level

Introduction. The article covers the issue of professional selection and determination of the set of qualities that should be possessed by the specialists of “person – machines” field, in particular, workers of locomotive brigades. The issue of assessing the professional suitability of operators of locomotives in Russia was raised in the late XIX century by railway engineers-administrators. However, the study of professionally important qualities of the members of the locomotive crews proves to be relevant today. The practical importance of corresponding research is related to ensuring the safety of trains movement. Materials and Methods. The study incorporated a combination of methods: literature analysis, testing (methods for diagnostics of level of personal risk readiness “PSK” R. Schubert, test “A study of volitional self-regulation” A. V. Zverkova, E. V. Eydman, methodology for perceptual assessment of stress), the survey (questionnaire). Spearman rank correlation method was used for statistical analysis of empirical data. Results. The article describes the results of empirical research of peculiarities of professionally important qualities of locomotive brigade workers. In particular, the authors introduce the data of diagnostics of volitional self-regulation and stress resistance of locomotive drivers and assistant drivers, and also results of measuring their risk tolerance, considered as an anti-PVK. It was revealed that the majority of the tested workers of locomotive brigades demonstrate low and medium levels of personal readiness to take risks, they are not inclined to act rashly and randomly. The majority of drivers and their assistants have a high level of volitional self-regulation development, i.e., they are emotionally mature, active, independent and self-reliant. Three quarters of the surveyed workers from the locomotive crews demonstrated a high level of perseverance and an overwhelming majority showed highly developed self-control. More than a half of the sample turned out to be representatives of the B type stress, i. e., stress-resistant people. However, more than a third of the members of locomotive crews tend to exhibit A type stress. They showed manifestations of aggressiveness, impatience, and intolerance to stress. The article contains the analysis of the survey of the locomotive staff members concerning the qualities required for the representatives of their profession. Most frequent feedback among the responses was about volitional traits expressing attitude to work and to other people. The survey revealed the particular importance of fostering some psychological qualities of the locomotive drivers and their assistants: patience, attentiveness, responsibility, determination, self-confidence, vigilance, diligence. Correlation analysis of empirical data using Spearman’s rank correlation determined the presence of statistically significant connection of volitional self-regulation and self-control with the types of stress resistance. There is an average force feedback between the indicated qualities of workers of locomotive brigades. The data of correlation analysis and test logic, used to measure stress resistance, suggest that higher level of volitional self-regulation development and self-control as its component inevitably boost better stress resistance of locomotive crew members. Discussion and Conclusion. Efficiency of professional activities of locomotive brigade members of a depot can be bettered by means of training exercises, carried out by a specialist of psychological profile, involving locomotive drivers and their assistants. The exercises should be targeted at the development of volitional self-regulation, and its element self-control, thus contributing to stress resistance improvement.

scholarly journals PSYCHOLOGICAL MECHANISMS OF THE CONNECTION BETWEEN EMOTIONAL AND VOLITIONAL SELF-REGULATION AND ROLE COMPETENCE OF STUDENTS

2021 ◽  
pp. 77-90
Author(s):  
Lysechko M.V.
Keyword(s):  
Emotional Intelligence ◽  
Self Regulation ◽  
Rank Correlation ◽  
Correlation Method ◽  
Emotional Awareness ◽  
Self Control ◽  
General Level ◽  
Low Level ◽  
Psychological Mechanisms ◽  
Rank Correlation Method

The aim of the study is to determine the psychological mechanisms of the connection between emotional and volitional self-regulation and role competence of students.Methods. Analysis of average data and correlation (by Spearman’s rank correlation method) between scales of 5 methods of research: 1) study of features and levels of development of role competence of students was carried out with use of “Questionnaire of role competence” by P. Gornostay; 2) to clarify the features of emotional-volitional regulation of role behavior, the level of emotional intelligence and its parameters such as: awareness of emotions, the ability to recognize emotions, self-motivation, empathy and emotion control were used: “Methods of diagnosing emotional intelligence” N. Hall, adapted by E. Ilyin and test-questionnaire “Study of volitional self-regulation” (A. Zverkov and E. Eidman); 3) “Methods of diagnosing the level of reflexivity” by A. Karpov was used by us to determine the level of development of the mechanism of reflection.Results. The study found that students in higher education have developed role competence at the secondary level. They have a low level of development of the integrative indicator of emotional intelligence; low level of development of ability to control one’s emotions and self-motivation, average level of development of emotional awareness and empathy, ability to recognize emotions of other people. The average general level of volitional regulation and such volitional qualities as persistence and self-control were revealed; medium and high levels of development of reflection.It is determined that the higher the level of emotional and volitional self-regulation, the higher the level of role competence. It is established that the positive factors in the formation of role competence of students of psychological and pedagogical specialties are: emotional intelligence (emotional awareness, self-motivation, emotional identification, empathy) and reflection.Conclusions. The results of the research determine the goals and objectives aimed at developing emotional and volitional components of the structure of role competence of students, which will consist in the formation of emotional and volitional characteristics connect with role competence (ability to emotional and volitional regulation, empathy, reflectivity, volitional qualities).Key words: role competence, psychological mechanisms, emotional-volitional self-regulation, empathy, reflection, student. Мета статті полягає у вивченні психологічних механізмів взаємозв’язку емоційно-вольової саморе-гуляції та рольової компетентності студентів.Методи. Аналіз середніх даних і кореляція (методом рангової кореляції Спірмена) між шкалами 5 методик дослідження: 1) вивчення особливостей і рівнів розвитку рольової компетентності студентів здійснювалося із використанням «Опитувальника рольової компетентності» П. Горностая; 2) задля з’ясування особливостей емоційно-вольової регуляції рольової поведінки, рівня емоційного інтелекту та таких його параметрів, як обізнаність в емоціях, здатність до розпізнавання емоцій, самомотивація, емпатія й управління емоціями були застосовані: «Методика діагностики емоційного інтелекту» Н. Холла в адаптації Є. Ільїна та тест-опитувальник «Дослідження вольової саморегуляції» (А. Звєрькова та Є. Ейдмана); 3) «Методика діагностики рефлексивності» А. Карпова була використана нами з метою визначення рівня розвитку механізму рефлексії.Результати. З’ясовано, що у студентів закладу вищої освіти рольова компетентність розвинена на середньому рівні; вони мають низький рівень розвитку інтегративного показника емоційного інтелекту; низький рівень розвитку здатності до управління своїми емоціями та самомотивації, середній рівень розвитку емоційної обізнаності й емпатії, здатності до розпізнавання емоцій інших людей. Було виявлено середній загальний рівень вольової регуляції та таких вольових якостей, як наполегливість і самовладання; середній і високий рівні розвитку рефлексії.Визначено, що чим вищий рівень емоційно-вольової саморегуляції, тим вищий рівень рольової ком-петентності. Встановлено, що позитивними чинниками формування рольової компетентності студентів психолого-педагогічних спеціальностей є: емоційний інтелект (емоційна обізнаність, самомотивація, емоційна ідентифікація, емпатія) та рефлексія.Висновки. Pезультати дослідження дозволяють визначити цілі та завдання, спрямовані на розвиток емоційно-вольових компонентів структури рольової компетентності студентів, які полягатимуть у формуванні емоційно-вольових характеристик, пов’язаних із рольовою компетентністю (здатності до емоційно-вольової регуляції, емпатії, рефлективності; вольових якостей та ін.), що дозволить сту-дентам розвинути власну рольову компетентність і здатність здійснювати емоційно-вольовий контроль і саморегуляцію власної поведінки та діяльності.Ключові слова: рольова компетентність, психологічні механізми, емоційно-вольова саморегуляція, емпатія, рефлексія, студент.

scholarly journals Psychophysiological predictors of mental adaptability among specialists of extreme profile (servicemen)

2017 ◽  
Vol 7 (4) ◽  
pp. 137-150 ◽  
Author(s):  
M.E. Kovaleva ◽  
V.G. Bulygina
Keyword(s):  
Dynamic Properties ◽  
Self Regulation ◽  
Self Control ◽  
Psychomotor Activity ◽  
Psychophysiological Study ◽  
Situational Anxiety ◽  
Single Factor Analysis ◽  
High Level ◽  
Psychological Features ◽  
Personal Questionnaire

The results of a comprehensive psychological and psychophysiological study of the characteristics of mental self-regulation in the simulation of various stressful situations in the specialists of extreme profile on the example of servicemen were described in the article. The integrated protocol of the study by the method of biofeedback with consideration of various indices of the central and autonomic nervous system under conditions of stress stimulation was developed. The set of psychological questionnaires was used to diagnose psychological features of self-regulation: questionnaire of self-control H. Grasmik, questionnaire "Style of self-regulation of behavior" by V. I. Morosanova, the questionnaire BIS/BAS, the questionnaire formal - dynamic properties of individuality by V. M. Rusalov, personal questionnaire of the G. and S. Eysenck EPQ, the scale of anxiety Charles D. Spielberger. Statistical method of clustering by the k-means method, single-factor analysis of variance, multiple regression analysis were applied. Psychological and psychophysiological differences between mentally disadaptive and adaptive groups are described, as well as predictors of mental disadaptation for military personnel are identified. It was found that mental disadaptation among servicemen is characterized by a preference for simple tasks in the structure of self-control and a high level of reactive situational anxiety, reduced programming and evaluation indicators, psychomotor erbiness, intellectual speed, indices of psychomotor activity and general adaptivity. The psychophysiological profile of maladaptation differs from the normative indices with elevated indices of subcortical alpha and theta rhythms in the initial background, as well as an increased index of vegetative balance and a reduced index of activation of subcortical centers in the stress sample. Psychophysiological predicators of disadaptation were established.

scholarly journals Evaluation of the development level of several professionally significant psychological qualities of future specialists in extreme professions

2020 ◽  
Vol 4 (4) ◽  
pp. 433-441
Author(s):  
Екатерина Игоревна Гермацкая
Keyword(s):  
Self Regulation ◽  
Self Control ◽  
Motivational Orientation ◽  
Professional Activity ◽  
Professional Activities ◽  
Emergency Situations ◽  
Development Level ◽  
High Level ◽  
Almost All ◽  
The University

Purpose. Studying the level of development of certain professionally significant psychological qualities of future specialists in extreme professions, such as volitional self-regulation, propensity to take risks, motivation to achieve success or overcome failure. Methods. Carrying out an ascertaining experiment: psychological testing using the techniques: «Motivation of success and fear of failure» (questionnaire by A.A. Rean), «Research of the propensity to take risks» (questionnaire of A.G. Shmelev), «Level of volitional self-regulation» (questionnaire A.V. Zverkov and E.V. Eydman). Findings. The results of studying the level of development of volitional self-regulation, self-control and perseverance, motivational orientation and propensity to risk of the 1st and 3rd year students of the University of Civil Protection of the Ministry of Emergency Situations of Belarus are presented. The conditions of professional activity of specialists in extreme professions are briefly considered. Strong-willed efforts for workers in extreme activities are necessary to overcome such external obstacles as difficulties in professional activities, various hindrances, confronting with other people or life circumstances. It can be concluded that the majority of respondents are characterized by a high level of volitional self-regulation, perseverance and self-control. The overwhelming majority of the first and third year students were diagnosed with pronounced motivation to achieve success. It has been found that almost all respondents participating in the study had an average level of propensity to take risks. Application field of research. The presented results can be used to work out a program for the development of professionally important psychological qualities, skills and abilities of extreme profile specialists aimed at forecasting the main conditions and regularities of their formation.

scholarly journals Features of the impact of digital technologies on young people

2021 ◽  
Vol 273 ◽  
pp. 10017
Author(s):  
Vlad Dmitriev ◽  
Galina Zvezdina
Keyword(s):  
Self Regulation ◽  
Subjective Assessment ◽  
Self Control ◽  
High Rate ◽  
Computer Gaming ◽  
Dependent Behavior ◽  
Rapid Spread ◽  
Gaming Activity ◽  
High Level ◽  
The Impact

The study of the psychological characteristics of gamers is an actual task for scientists associated with the rapid spread of gadgets, an increase in the number of gamers and the number of people with problems with addictive behavior from video games. The aim of this work is to study personality traits in people with different levels of computer gaming activity. The study involved 162 people aged 18 to 30, of whom 36 were women. The respondents were offered an electronic questionnaire, which included the Leonhard-Smishek Characterological Questionnaire, the adapted Chen Internet addiction scale, the Big Five questionnaire, Osgood's semantic differential, and the Behavioral self-regulation questionnaire. Data analysis was carried out using the Pearson linear correlation coefficient and the Mann-Whitney test. Calculations were performed in IBM SPSS Statistics. The results of people with a high level of dependent behavior are characterized by ambivalence: a low level of self-control and responsibility is combined with the presence of pedantry; a subjective assessment of oneself as a kinder, unselfish and honest person is adjacent to the characterization of oneself as more hostile and callous. The results obtained allowed us to make an assumption about the possibility of dividing the group of addicts into two subgroups: open, extroverted, hyperthymic, talkative people with a high rate of withdrawal syndrome and tolerance; people are introverted, closed, silent, with intrapersonal problems and health problems.

scholarly journals Self-esteem and Self-control of Teenage Students of Boarding Schools

2016 ◽  
Vol 5 (2) ◽  
pp. 77-96
Author(s):  
O. Timur
Keyword(s):  
Comparative Analysis ◽  
Self Regulation ◽  
Boarding Schools ◽  
Self Esteem ◽  
Self Control ◽  
Express Method ◽  
Self Confidence ◽  
High Level ◽  
Almost All ◽  
Very High

We investigate the cognitive and behavioral sub-consciousness of teenagers from the boarding schools. We used the method of Dembo-Rubinstein (the modification of A.M. Prihozhan), the express method Style of self-regulation of behavior in children SSBC1-M icons of V.I. Morosanova. It was discovered that almost all self-esteem indexes in adolescent orphans in regard to “I-Real” as the indicator of the cognitive development of self-consciousness is within the average level. An exception is the scale “Self-Confidence” where indexes in the majority of respondents are recorded as “very high”. In the perception of “I-perfect” indicators of all scales were also at a very high level. The total level of self-esteem of adolescent orphans is characterized as “medium”, while the total self-control is “low”. The comparative analysis of this sample of respondents from the respondents belonging to the deviant group of adolescents from families and young people from families with no deviations.

scholarly journals Volitional component of the personality’s psychological safety of physicians and their professional success

2020 ◽  
Vol 210 ◽  
pp. 20019
Author(s):  
Anna Koteneva ◽  
Anna Litvinova ◽  
Aleksej Kokurin
Keyword(s):  
Self Efficacy ◽  
Interpersonal Relations ◽  
Self Regulation ◽  
Psychological Safety ◽  
Self Control ◽  
Professional Skills ◽  
Professional Success ◽  
Expert Assessments ◽  
High Level ◽  
High Degree

The article is devoted to the study of the features of the volitional component of the personality’s psychological security and its impact on the professional success of extreme physicians. The results of the study of resuscitators and ambulance physicians (70 people, average age 47.9 years) show that a high level of volitional self-regulation is combined with such strong-willed qualities as perseverance, self-control, self-government, as well as self-control in various spheres of life. Professional success of physicians at the stage of “middle maturity” is characterized not only by a high level of development of personal, psychological and professional qualities, formed skills, effectiveness of medical manipulations, but also by high degree of self-efficacy in the fields of activity and interpersonal. The higher the level of volitional self-regulation of physicians, the higher the effectiveness of their activities according to expert assessments and self-efficacy in the field of activity. All physicians, regardless of the level of volitional self-regulation, have a high level of self-control in the emotional sphere and self-efficacy in the field of interpersonal relations, as well as well-formed professional skills and abilities.

scholarly journals Peculiarities of self-regulation of extreme profile specialists

2017 ◽  
Vol 7 (1) ◽  
pp. 89-105 ◽  
Author(s):  
T.N. Kabanova ◽  
E.A. Pleshakova ◽  
A.A. Dubinsky ◽  
A.S. Vasilchenko
Keyword(s):  
Physical Activity ◽  
Trait Anxiety ◽  
Dynamic Properties ◽  
Self Regulation ◽  
Self Control ◽  
Professional Activity ◽  
Self Monitoring ◽  
Affective Component ◽  
Reactive Anxiety ◽  
High Level

Individually-psychological characteristics were studied and profiles of the styles of self-regulation of the employees engaged in hazardous were determined. The mainly group consisted of 30 men aged 21 to 60 years, who are specialists of dangerous professions. The comparison group included 30 men from 22 to 60 years, whose professional activity was not associated with risk. The following methods were used: questionnaire "Style of self-regulation of behavior" by V. I. Morosanova; questionnaire of self-control (H. Grasmik, 1993, adaptation Bulygina V. G., Abdrazakova A. M., 2009); the questionnaire BIS/BAS, used to study the sensitivity to punishment and reward; the questionnaire formal-dynamic properties of individuality by V. M. Rusalov; the aggression questionnaire by A. Buss and M. Perry (adaptation Enikolopov S. N., Cybulski N. P., 2007); the scale of anxiety Charles D. Spielberger (State-Trait Anxiety Inventory – STAI); personal questionnaire of the G. and S. Eysenck – EPQ. It was found that specialists hazardous professions are distinguished by: a higher level of development of the regulatory flexibility and individual system of conscious self-regulation activity; higher levels of extroversion, communication activity, the total adaptability; a lower level of reactive anxiety, trait anxiety and general emotional. Moreover, impulsiveness, egocentrism, lack of restraint and physical activity in the structure of self-monitoring specialists of dangerous professions associated with high levels of affective component of aggression and incoherence of parts of the process of self-regulation. There were allocated a 3 profile of self-regulation in specialists of dangerous professions: a) a high level of self-regulation – coupled with a high intellectual and physical development, the highest level of adaptability and general activity; b) medium – rapid response to emerging changes in the situation, the successful production alternatives, greater flexibility in the process of communicating with less intellectual and physical activity; c) low – the most developed stage of self-regulation is assessment of results with low rates of formal-dynamic properties of individuality and adaptability at the same time.

scholarly journals Psychological structure of personal resources of coping behavior of high school students

2021 ◽  
Vol 258 ◽  
pp. 07090
Author(s):  
Elena Suroedova ◽  
Galina Uvarova ◽  
Nogala Shevkieva
Keyword(s):  
High School ◽  
High School Students ◽  
School Psychologists ◽  
Stress Resistance ◽  
Self Regulation ◽  
Coping Behavior ◽  
Self Control ◽  
Personal Resources ◽  
Psychological Resources ◽  
School Students

The article is devoted to the study of the structure of personal resources of coping behavior in high school students with low and medium levels of stress resistance. The study involved 70 high school students aged 16-17 years (М = 17,1 SD = 1,1 (44,2% men)). The study was carried out on the basis of the Kalmyk ethnocultural gymnasium named after I. Zaya-Pandita and Trinity Gymnasium named after B. B. Gorodovikov. The study used the following methods: «Test of self-assessment of stress tolerance» (S. Cowhen, G. Willianson), «Test for optimism» (C. Scheyer, M. Carver, adaptation of O.A. Sychev), methodology «Scale of general self-efficacy» (R. Schwarzer, M. Erusalema, adaptation of V. Romek), the method «Brief scale of self-control» (J. Tangney, R. Baumeister, A. L. Boone, adaptation of T.O. Gordeeva, E.N. Osina, D.D. Suchkova, T.Yu. Ivanova, O.A. Sycheva, V.V. Bobrova), «Questionnaire of self-organization of activity» (E.Yu. Mandrikova), «Methods for diagnosing reflexivity» (A.V. Karpov, V.V. Ponomareva). The methods of mathematical and statistical processing of empirical data were: correlation analysis (r-Spearman), structural - psychological analysis according to generalized indicators of the index of organization, integrativity and differentiation of the structure (A.V. Karpov), the express-x2 method for comparing matrices and structuralograms for their «homogeneity-heterogeneity» (A.V. Karpov). It was found that the basic components that ensure the structural integration of the system of personal resources of coping behavior in the subgroup of high school students with an average level of stress resistance are: optimism; purposefulness; situational reflection; self-control. Research prospects are aimed at further studying the factors and predictors of the personal psychological resources of schoolchildren in overcoming difficult life situations and making recommendations to school psychologists on the development of programs aimed at developing the skills of reflection, self-regulation and self-control in stressful situations in students.

The Reciprocal Effects of Both Responsibility and Motivation in Foreign Language Learning Process: a Comparative Study

2016 ◽  
Vol 4 (1) ◽  
pp. 138
Author(s):  
Lokman Coşkun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Personal Responsibility ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Secondary Data ◽  
Self Control ◽  
Reciprocal Relations ◽  
High Level

This study aims to analyze the significance of personal responsibility and its positive benefits and also its relations with motivation in foreign language learning environment. Particularly, responsibility enhances motivation and benefits from values and capabilities, since they are considered as central to what it means to learn in the life. In accordance with it, each individual has freedom how to consider his/her choices, behaviors, and actions in the life as well. The study on personal responsibilities and motivation were taken into account to demonstrate how these two features of foreign language learning process can help students take control of their own learning in order to become self-regulated learners. In this regard, self-regulated learning/learner (SRL) model based on social cognitive, cyclical, triadic, and multi-level models by Zimmerman (2001, 2002, 2008, 2011 - 2013) shed lights to explain the details of this article in terms of foreign language learning and the benefits of those models were added in the conclusion. The features of personal responsibility, motivation, cognition, and individual differences (capabilities) were presented in details in order to find out their reciprocal relations, which cause positive outcomes in learning process. Instructional approach was used to compare both responsibility - motivation also their reciprocal relations. As limitation, the study does not include any questionnaire and interview, only the first data, secondary data and the researcher’s individual views were used to explain the study. The study reveals that responsibility not only makes the ways for high level motivation also creates a positive atmosphere for both instructors and students in terms of fruitful outcomes. Actually, responsibilities cause the particular person to benefit from his/her available abilities through self-control and self-regulation.

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