scholarly journals The environmental friendliness of teachers’ communicative behavior in the context of education digitalization

2021 ◽  
Vol 53 (5) ◽  
pp. 463-480
Author(s):  
Rano I. Sunnatova ◽  
Keyword(s):  
General Education ◽  
Psychological Support ◽  
Self Control ◽  
Professional Activity ◽  
Environmental Friendliness ◽  
Communicative Behavior ◽  
Emotional Component ◽  
The Creation ◽  
The Impact ◽  
11Th Grade

Introduction. The digitalization of the school educational environment predetermined new factors leading to special requirements for all subjects of the educational space. However, this situation did not create a new problem in the “teacher – students” system; it only strengthened the relevance of studying the interaction between teachers and students, taking into account new forms of interaction. The research purpose is to define the environmental friendliness of teachers’ communicative behavior as a condition determining: the achievement of respect for the student’s personality, the teacher’s self-respect, and the creation of a subject-joint and/or subject-generative types of interaction with students. Materials and methods. The study involved 72 teachers and 402 7th-11th grade students of the Moscow general education school. The teachers were offered three methods aimed at studying the characteristics of self-attitude, communicative qualities and the formation of their subjectivity. Students were offered two methods: “Personal resource for subjectivity formation” and “Laziness or reasons for unwillingness to learn”. Research results. The links between the characteristics of self-attitude and the emotional component of communicative characteristics were revealed through the use of the Spearman coefficient: acceptance of the student’s personality with “self-respect” – 0.399*; “self-belief” – 0.344**; “self-control” – 0.382**. The creation of trust relationships, respectively: 0.364**; 0.473**; 0.292**. All values are at * p <0.05; ** p <0.001. Also, connections with universal educational actions (UEAs) and communicative characteristics were identified: communicative UEAs and “the formation of belief in one’s own capabilities in a student” – -0.328; “the ability to refrain from pressure on the student’s personality” – -0.319. Regulatory UEAs were identified in a similar way – -0.412** and -0.304* at p <0.05. Using Fisher’s angular transformation, the authors revealed the links between self-belief and satisfaction with teachers’ attitude among 8th-9th grade students φ*=3.101; respectively, among 10th-11th grade students φ*=3.132 at p <0.01. Discussion and conclusion. The obtained results on the impact of characteristics of the teacher’s self-attitude on the emotional component of interaction with students prove the need to introduce psychological support for teachers’ activities into practice. The teacher’s professional activity as one of the key subjects in education yet remains without the necessary psychological support.

Integration of general education and vocational training on the example of phenomenon-based learning

2021 ◽  
pp. 115-122
Author(s):  
Maria Mikhailovna Parshina
Keyword(s):  
College Students ◽  
Information Technology ◽  
General Education ◽  
Vocational Education ◽  
Vocational Training ◽  
Integrated Approach ◽  
Educational Process ◽  
Professional Activity ◽  
The Impact ◽  
Development Of Students

This article discusses the possibilities of using phenomenon-oriented learning in institutions of secondary vocational education, the impact of learning based on phenomena on the integration of general education and vocational training, as well as the importance of the phenomenon-based approach for the development of students’ personality. The author prepared a brief overview of the existing experience in the implementation of phenomenon-based learning in education, including making a comparison with the integrated approach in education widely used in the 20s of the last century in our country, identified the differences between the integrated approach and phenomenon-based learning, and also conducted an experiment on the introduction of elements of phenomenon-based learning in the process of studying the discipline “Information technology in professional activity” for college students. The results of the study showed that the introduction of phenomenon-based learning into the educational process contributes to the development of a harmonious personality of the student, the development of creativity skills and the ability to independently work with information, and increases the motivation of students to study.

Emotional burnout health workers during the COVID-19 pandemic

2020 ◽  
Vol 44 (3) ◽  
pp. 153-159
Author(s):  
R. Kerimbayeva ◽  
◽  
U. Zhamirova ◽  
A. Abdrakhmanova ◽  
◽  
...  
Keyword(s):  
Health Workers ◽  
Emergency Situation ◽  
Self Control ◽  
Burnout Syndrome ◽  
Psychological State ◽  
Professional Activity ◽  
Coronavirus Infection ◽  
Psychological Assistance ◽  
Emotional Burnout ◽  
The Impact

Article about the state of experiencing the syndrome of «emotional burnout» in the non-standard mode of work of medical workers in the COVID-19 pandemic. The issue of the impact of many negative factors on the professional activity of doctors, in connection with the Declaration of an emergency situation in Kazakhstan, an outbreak of coronavirus infection, is being considered. In the treatment of coronavirus infection, external and internal psychological causes of burnout syndrome in medical workers were identified. It is characterized by manifestations of emotional burnout, which are manifested in professional communication with feelings of fatigue, emotions, weakness, indifference, and anxiety. The issues of reducing the psychological state of medical workers in the conditions of coronavirus, their stress resistance, high anxiety, emotional will, features of self-control and management were considered. In the context of a pandemic, it is proposed to provide psychological assistance to medical workers, and state support for their work is recommended.

scholarly journals Constructive activities of actors: strategy of intensification of added value of higher education

2021 ◽  
Vol 27 (3) ◽  
pp. 77-83
Author(s):  
V. M. Nesterenko ◽  
N. M. Melnik
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
New Product ◽  
Added Value ◽  
Professional Activity ◽  
Distributed Network ◽  
Area Of Interest ◽  
Conscious Choice ◽  
The Creation ◽  
The Impact

Digitalization of the economy is fundamentally changing the professional environment. Artificial intelligence is becoming a full-fledged participant in professional activity along with humans. The creation of a product with in-demand properties is ensured by the interaction of a changing environment, natural and artificial intelligence. It is important to train a specialist-actor who is able to create technical systems with artificial intelligence and build productive relationships with such systems in real time. The new reality has exacerbated the problem of the intensification of the increase in the value of higher education. The article argues that the added value of higher education is realized in the transition of a university graduate from a passive and reactive acquirer of knowledge to an active specialist-actor, creator of a qualitatively new product in almost any area of interest due to holistically presentation of productive activity and a conscious choice of the type of relationship with participants in professional activity including artificial intelligence. The necessity and possibility of transition to the strategy of organizing the structure and content of higher education based on the transfer of the ontological status of both subjects and the environment on the relations between them, providing the effect of interaction of heterogeneous participants in a distributed network of relations and mediating the interobjectivity (integrity of activity) of the impact on the object of all participants in the creation is proved.

scholarly journals Personal and Communicative Qualities of Teachers, Defining the Subject-Subject Interaction with Students

2020 ◽  
Vol 9 (3) ◽  
pp. 215-224
Author(s):  
Rano I. Sunnatova ◽  
Keyword(s):  
General Education ◽  
Psychological Support ◽  
School Level ◽  
High School Level ◽  
Psychological Service ◽  
Education School ◽  
Teachers And Students ◽  
Emotional Component ◽  
The Subject ◽  
Supporting Teachers

The relevance of the topic under study is conditioned by the dissatisfaction of both teachers and students with their relations with each other, which primarily blocks the formation of subjectness, student activity, including that in educational activities. The purpose of the study presented in the article is to study the possibility of predetermining constructiveness of interaction between teachers and students through personal and communicative qualities of teachers. Presumably, the constructive characteristics of teachers’ self-attitude can predetermine formation of professionally significant communicative characteristics: accepting personality of others as they are (lack of personality evaluation); building trust with students; creation the feeling of confidence in one’s capabilities in another person; teacher’s ability to stop him/herself from putting pressure on another person and rejection of manipulation, which, in turn, acts as a condition that predetermines the subject-subject interaction with students. The study was carried out on a sample of teachers (n = 72) of the middle and high school level of a Moscow general education school and students in grades 7–11 (n = 402) of the same school using the author’s methodology called “Features of self-attitude”, which includes the following scales: “faith in oneself” – allowing to study the constructiveness/destructiveness of self-attitude; mindfulness; autosympathy; self-esteem; self-management, and the technique called “Communicative qualities of teachers.” The results of correlation analysis using the Spearman’s coefficient confirmed the hypotheses. The obtained empirical data on the influence of the emotional component of the teacher’s self-attitude on the type of interaction with students allows us to state that there is a need for introduction of psychological support into the practice of supporting teachers’ activities. Traditionally, psychological service has been more focused on students and their parents, while personality of a teacher, who is definitely one of the most important subjects in education, does not get any proper psychological support.

scholarly journals Mental Health Screening of Healthcare Professionals Who Are Candidates for Psychological Assistance during the COVID-19 Pandemic

2021 ◽  
Vol 18 (21) ◽  
pp. 11167
Author(s):  
Bernat-Carles Serdà ◽  
Maria Aymerich ◽  
Josefina Patiño-Masó ◽  
Mònica Cunill
Keyword(s):  
Emotional Regulation ◽  
Healthcare Professionals ◽  
Psychological Support ◽  
Anxiety And Depression ◽  
Professional Activity ◽  
Presenting Symptoms ◽  
Regulation Mechanisms ◽  
Psychological Assistance ◽  
The Impact ◽  
To Receive

Healthcare professionals (HCPs) are among those most affected by the COVID-19 health emergency, with many presenting symptoms of anxiety and depression. Research shows that one of the factors involved in mitigating the impact of stressful situations is the use of cognitive emotional regulation mechanisms. The aims of this study were (a) to describe the functional and dysfunctional cognitive emotional regulation mechanisms (FRMs and DRMs) by gender, (b) to screen the main group of healthcare professionals who are candidates to receive psychological assistance based on FRMs and DRMs, and (c) to determine the HCP profile of candidates for psychological assistance. A cross-sectional descriptive study was conducted. Data were obtained from an adhoc questionnaire—the Cognitive Emotional Regulation Questionnaire (CERQ-18), the Generalized Anxiety Disorder scale (GAD-7), and the nine-item Patient Health Questionnaire (PHQ-9). The representative sample comprised 1452 HCPs. The results revealed significant differences between men and women in the use of DRMs. Women showed a higher use of catastrophizing (≤0.001) and rumination (0.008). The screening procedure detected that 7.5% (109 cases) of the HCPs were candidates to receive psychological support. According to the results of this study, age group (30–39 years old), professional activity (being a nurse or nursing assistant), and having psychological symptoms of anxiety and depression are variables that independently increase the probability of requiring psychological assistance. The gender variable was not found to be an independent factor when it comes to receiving psychological support. In conclusion, it is necessary to consider the influence of cognitive emotional regulation strategies employed by HCPs in the screening of candidates for psychological assistance and design effective interventions to reverse the emotional distress caused by COVID-19.

scholarly journals Socio-psychological Training for Readiness for Interaction in Professional Activity of Employers and Specialists with Blindness

Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 224-236
Author(s):  
Yevhenii Klopota ◽  
Olha Klopota ◽  
Vytautas Gudonis
Keyword(s):  
Visual Impairment ◽  
Experimental Analysis ◽  
Self Control ◽  
The Other ◽  
Professional Activity ◽  
Self Identity ◽  
Professional Career ◽  
Professional Activities ◽  
Psychological Training ◽  
Emotional Component

The article contains the results of an experimental analysis of the peculiarities and prospects of the interaction of specialists with blindness with their potential employers. Young people with blindness and chiefs of different organizations and institutions (potential employers) took part in the experimental analysis of the readiness for interaction in professional activities. We have received positive dynamics in influencing the emotional component of self-identity of people with profound visual impairment; tendency on a behavior, focused on solving the problem; increasing the level of self-control and independence of other people‘s estimation. On the other hand, the most of potential employers have proven themselves in full capability of people with visual impairment, who can provide a productive professional career.

scholarly journals Cognitive impairment and cognitive reserve, their correlations with behavioral features of patients with human immunodeficiency virus during hospitalization

2021 ◽  
pp. 53-59
Author(s):  
O. V. Koltsova ◽  
G. Sh. Moshkova
Keyword(s):  
Cognitive Impairment ◽  
Hiv Infection ◽  
Coping Strategies ◽  
Cognitive Reserve ◽  
Coping Behavior ◽  
Negative Relationship ◽  
Self Control ◽  
Professional Activity ◽  
Event Scale ◽  
The Impact

The goal is to study the features of the cognitive reserve (CR) in HIV-infected patients admitted to the hospital, the relationship of CR with cognitive disorders, stress and coping strategies, taking into account the drug history.Materials and methods. The study was conducted in the hospital of the Saint Petersburg Center for the prevention and control of AIDS and infectious diseases in 2019. Methods were used: 1) The Cognitive Reserve Index questionnaire (CRIq); 2) Montreal Cognitive Assessment (MoCA); 3) «Methods of coping behavior» by R. Lazarus. 4) Modified Impact of Event Scale (IES-R); 5) The Somatic Symptom Disorder — B Criteria Scale (SSD-12).Results. The study involved 57 HIV-infected patients (43.9% — women). The median age was 39.6 years. The correlation analysis revealed a positive relationship between the KR index and the «non-professional activity» subscale (r = 0.847, p = 0.000), age (r = 0.299, p = 0.024) and MoCA indicators (r = 0.290, p = 0.029). Indicators of the KR subscale «professional activity» have a negative relationship with the indicators of coping strategies «distancing» (r = -0.379, p = 0.004), «self-control» (r = -0.355, p = 0.008), «positive revaluation» (r = -0.293, p = 0.030), «problem solving planning» (r = -0.283, p = 0.035). MoCA indicators in patients with HIV infection are associated with the CR «Education» subscale (r = 0.306, p = 0.021) and the General CR index (r = 0.290, p = 0.029). Obsessive feelings and thoughts related to the impact of HIV infection are more often experienced by patients who have never abused drugs and are involved in professional activities than by patients with experience of drug use.Conclusion. Cognitive impairment and cognitive reserve in HIV-infected patients admitted to the hospital of the AIDS Center are related to coping behavior.

FACTORS INFLUENCING THE CONTENT AND CHARACTER OF PROFESSIONAL ACTIVITY OF A MODERN TEACHER IN THE INFORMATION EDUCATIONAL ENVIRONMENT

2018 ◽  
pp. 42-51 ◽  
Author(s):  
M. M. Abdurazakov ◽  
D. D Gadjiev ◽  
O. N. Tsvetkova ◽  
G. V. Tokmazov
Keyword(s):  
Educational Institution ◽  
Educational Environment ◽  
Innovation Activity ◽  
Professional Activity ◽  
Federal State ◽  
Teaching Staff ◽  
Educational Standards ◽  
The Creation ◽  
State Educational ◽  
The Impact

Under the influence of the general informatization of education, the creation of the information educational environment (IEE) and the issues of preparing teachers for professional and pedagogical activity are taking place and how its functionality changes in IEE remain at the center of attention of research. One of the objectives of this article is the attempt of the authors to reveal the content, features, meaning, role of the concept, the influence of various factors on the functional of the teacher in the conditions of informatization of education.A modern teacher in his work faces a whole layer of problems: from the introduction of the Federal State Educational Standards to the implementation of the main educational programs, the creation of teaching materials like teaching staff of the Federal State Educational Standards, the choice of appropriate methods and means of organizing education, etc. A modern educational institution is required to introduce new approaches to learning, which, along with fundamental training and compliance with the requirements of the Federal State Educational Standard, provide an information-educational environment. Therefore, the readiness of the teacher for professional activity is considered by us as professionally and personally significant qualities of a university graduate, as knowledge and skills in a particular field, and ICT competence as a readiness for innovation activity.The work emphasizes that the role and importance of the content of the course informatics in the formation of everything necessary for a full-fledged professional activity of a modern teacher of informatics in accordance with its information culture and computer literacy, as information and communication technology (ICT) become key elements in improving educational system. However, the impact of ICT on the result of a teacher’s activity will be qualitative only when ICT have a specific impact on the content of the components of his professional and pedagogical activity.The study noted a number of objective and subjective factors that have a significant impact on the ways the teacher works and the organization of training in the information educational environment, on the content of the components of professional and pedagogical activity. Thus, the need to purposely train future teachers to work in such an environment is beyond doubt.

scholarly journals Peculiarities of communicative behavior of the Chechen: emotional component

2020 ◽  
Vol 210 ◽  
pp. 14003
Author(s):  
Isita Muskhanova ◽  
Fatima Bazaeva ◽  
Lalita Djamalkhanova ◽  
Tatyana Yussupkhadjieva
Keyword(s):  
Everyday Life ◽  
Self Control ◽  
Free Expression ◽  
Men And Women ◽  
Communicative Behavior ◽  
The World ◽  
Emotional Component ◽  
End To End ◽  
Expression Of Emotions

The article analyzes the features of Chechen communicative behavior in the context of the emotional component. It is noted that self-control dominates in the traditional communicative behavior of Chechens. Free expression of emotions in Chechen society is perceived as inappropriate, and suppression of emotions is characteristic of both men and women and belongs to one of the advantages of the Chechen mentality. It is concluded that the key idea of the communicative picture of the world of the Chechens is manifested in the model "yakh hilar - yukh lar yar" (honor to have - to keep a face), which determines their worldview and morality. The end-to-end line, expressing the emotional component of the communicative behavior of the Chechens - "sobar" (restraint, self-control)), considered in the following directions: everyday life - family, society - social etiquette, rituals - ritual etiquette).

scholarly journals Criteria, Indexes And Levels of Formed of Readiness of Future Junior Specialists of Physical Culture and Sport to Communicative Cooperation in Professional Activity

2019 ◽  
Vol 7 (13) ◽  
Author(s):  
Kseniia Chapidze
Keyword(s):  
Emotional State ◽  
Self Regulation ◽  
Self Control ◽  
Professional Communication ◽  
Professional Activity ◽  
Physical Culture ◽  
Communicative Interaction ◽  
Communicative Behavior ◽  
Professional Activities ◽  
High Level

In the article certainly and criteria, indexes and levels of formed of readiness of future junior specialists of physical culture and sport, are reasonable to communicative cooperation in professional activity. With the purpose of determination of criteria of formed of the investigated quality correlation of concepts is set "criterion" and "index". A criterion is certain as more stable, and index dynamic. Such criteria of readiness of future junior specialists of physical culture and sport are certain to communicative cooperation: motivational, cognitive, communicative-active and emotionally-evaluation, that is directly correlated with the components of the investigated quality. A motivational criterion includes for itself such indexes: communicative values; communicative interests; communicative necessities . Indicators of the cognitive criterion are: knowledge of the basics of communication; knowledge of the basics of professional communication. The indicators of the communicative criterion are: communicative thinking; communicative behavior. The indicators of the emotional-evaluative criterion are: self-control and self-regulation (establishing emotional contact during the conversation, assessing the interlocutor’s mood, managing their own emotional state during the conversation, assessing the emotional state of the partners during communication, assessing their own communicative competence). A low, satisfactory, sufficient and high level of formation of readiness of junior specialists in physical education and sports for communicative interaction in professional activities is established.

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