scholarly journals PECULIARITIES OF THE ORGANIZATION OF REFLECTION AMONG PSYCHOLOGISTS OF GENERAL SECONDARY EDUCATION INSTITUTIONS

2020 ◽  
pp. 70-78
Author(s):  
Nemash L.I.
Keyword(s):  
General Education ◽  
School Psychologists ◽  
Average Level ◽  
High Tendency ◽  
Average Data ◽  
Self Reflection ◽  
Reflexive Attention ◽  
Retrospective Assessment ◽  
Differential Type ◽  
High Level

Мета статті полягає у висвітленні особливостей організації рефлексії в психологів закладів загальної середньої освіти. Методи. Аналіз середніх даних і кореляція між шкалами 3 методик дослідження рефлексії: 1) тест Д.О. Леонтьєва «Диференційний тип рефлексії»; 2) методика діагностики рівня рефлексив-ності А.В. Карпова, В.В. Пономарьової; 3) методика вивчення вираженості та спрямованості рефлексії Е.М. Гранта. У результаті дослідження з’ясовано, що в психологів закладів загальної освіти рефлексія розвинена на середньому й вище за середній рівні. Але аналіз середніх даних за шкалами методик показав, що продуктивні форми рефлексії в шкільних психологів потребують додаткового розвитку. Виявлено, що системна рефлексія як найбільш адаптивна форма самодетермінації проявлена на середньому рівні в 74% досліджуваних. Тобто більшість фахівців мають середньостатистичний рівень розвитку ознаки, а не високий, як того потребує професіограма практичного психолога. 76% середніх даних за шкалою інтроспекції говорять про доволі високу схильність фахівців до «самокопання». Шкала «квазірефлексії» показала, що 58% респондентів фокусують рефлексивну увагу за межами акту-альної ситуації.Виявлено перевагу схильності шкільних психологів спрямовувати рефлексивну увагу на спілкування та взаємодію, перспективну й ретроспективну оцінку, а не на актуальну діяльність. Ауторефлексія як здатність до самосприйняття й аналізу змісту власної психіки розвинена на високому рівні, а соціорефлексія як здатність розуміти психіку інших людей має середньостатистичний рівень. Більшість шкал використаних методик мають кореляційний взаємозв’язок.Висновки. Розвиток рефлексії в шкільних психологів знаходиться на середньостатистичному рівні та потребує психокорекційної роботи для покращення цієї професійно важливої якості. Ключові слова: професіогенез психолога, системна рефлексія, інтроспекція, квазірефлексія, ретро-спективна рефлексія, проспективна рефлексія, соціорефлексія, ауторефлексія. The purpose of the article is to highlight the features of the organization of reflection among the psychologists of general secondary education.Methods. Analysis of average data and correlation between scales of 3 methods of reflection research: 1) D. Leontiev's test “Differential type of reflection”; 2) “Methods of diagnosing the level of reflexivity” Karpova-Ponomareva; 3) “Methods of studying the severity and direction of reflection” A.Grant.Results. The study found that psychologists in general education have developed reflection at the secondary and above average levels. But the analysis of average data on the scales of methods showed that productive forms of reflection in school psychologists need further development. Systemic reflection as the most adaptive form of self-determination is manifested at an average level in 74% of subjects. That is, most professionals have an average level of development of the trait, rather than high, as required by the professional psychologist. 76% of the average data on the introspection scale indicates a fairly high tendency of experts to “dig”. The “quasi-reflection” scale showed that 58% of respondents focus their reflexive attention outside the current situation. The advantage of directing reflexive attention to communication and interaction, perspective and retrospective assessment, and not to actual activity is revealed.Autoreflection, as the ability to self-perception and analysis of the content of one's own psyche is developed at a high level, and socioreflection, as the ability to understand the psyche of others has an average level. Most scales of the techniques used are correlated.Conclusions. The development of reflection in school psychologists is at the average level and requires psycho-correctional work to improve this professionally important quality.Key words: professional genesis of a psychologist, systemic reflection, introspection, quasi-reflection, retrospective reflection, prospective reflection, socioreflection, self-reflection.

scholarly journals Online Short Spatial Ability Battery (OSSAB): Psychometric Norms for Older Students

2021 ◽  
pp. 117-129
Author(s):  
M.V. Likhanov ◽  
◽  
E.S. Tsigeman ◽  
Y. Kovas ◽  
◽  
...  
Keyword(s):  
General Education ◽  
School Psychologists ◽  
Spatial Ability ◽  
Computer Games ◽  
High Performance ◽  
Gifted Children ◽  
Educational Systems ◽  
Number Of Children ◽  
Popula Tions ◽  
High Level

The need for STEM specialists is growing in current technologically-oriented economy. This calls for new approaches in evaluation and development of relevant abilities and skills. However, the current educational systems might miss some students who have high potential for this field or who can develop such potential. For example, according to the results of one Russian study, gifted children may be missed by existing methods of talent search, partially due to the lack of standardised psychometric tests, especially of abilities beyond verbal and numerical abilities. One important predictor of STEM, often neglected in education, is spatial ability. Recently an online short spatial ability battery (OSSAB) for use in adolescent popula-tions was developed. However, no published norms are available. The aim of this study was to develop normalised thresholds for spatial ability testing using OSSAB battery with Russian 13-17 year old schoolchildren. Schoolchildren from the Sirius Educational Centre, demonstrating high achievement in 3 different areas: science (N = 640; 238 females), sports (N = 436; 67 females) and art (N = 260; 204 females), and schoolchildren (N = 752; 350 females) from general education schools of the Russian Federation participated in the study. Age of participants: 13-17 (M = 15.01; SD = 1.18). The study identified thresholds for 8 spatial ability levels: from Very low ability to Extraordinary giftedness. These thresholds can be used by teachers and school psychologists to determine the level of spatial ability in schoolchildren of 13-17 years of age. Based on individual students’ current levels of spatial ability, teachers can provide individual support and recommendations. For high performance recommendations may include additional clas-ses in STEM or natural sciences, for example, electronics, robotics, programming, physics or chemistry. For lower performance recommendations may include computer games containing spatial components; sports; playing musical instruments; origami classes; and studying the Chinese language. More broadly, school curricula in different subjects should include more spatial elements, such as: inclusion of stereometric tasks in learning materials; computer pro-grams for modelling in teaching geometry and other subjects; adding visualizations (graphs and tables) when explaining material. Overall, the results of this study suggest that a significant number of children have very low or very high level of spatial ability in both mainstream schools and in educational centres for high-preforming students. The norms developed in this study can be used for identification and individualized support in all educational settings.

scholarly journals THE DEVELOPMENT OF PUPILS’ OLYMPIC VALUES: KNOWLEDGE, SKILLS, ATTITUDES

2020 ◽  
Vol 6 ◽  
pp. 401
Author(s):  
Asta Šarkauskienė
Keyword(s):  
Qualitative Study ◽  
General Education ◽  
Fifth Grade ◽  
Average Level ◽  
Survey Method ◽  
Fair Play ◽  
Final Version ◽  
Level Of Knowledge ◽  
High Level ◽  
5Th Grade

Objective: The aim of this study was to investigate the knowledge, skills, and attitudes of 5th grade pupils regarding Olympic values. Methods: A qualitative study using the survey method was conducted from January until March, 2019. The participants of this study were 416 fifth grade pupils (49.0 % girls), ranging from 11 to 12 years old, from seven randomly selected general education schools in Klaipeda County (Lithuania). The questionnaire design was considered suitable for discovering the range of knowledge, skills and attitudes about Olympic values. The survey was created and pilot tested internally. The final version contained 35 questions, including five demographic questions and 30 questions related to the Olympic values. Results: The Olympic value, which was found to be the most developed, is Friendship: which is at a high level. The Olympic values of Excellence and Respect both were at an average level. The worst results were with the Olympic value of Fair Play. Conclusion: Pupils have a high level of knowledge of Olympic values (Excellence, Respect, Friendship, Joy of Effort, and Fair Play), but have poorer results regarding their skills and attitudes. The level of attitudes towards the Olympic value of Fair play is low.  

scholarly journals Features of Professional Reflection of Social Workers with Professional Deformations

2020 ◽  
Vol 6 (2) ◽  
pp. 112-118
Author(s):  
O.B. Polyakova ◽  
◽  
Keyword(s):  
Social Workers ◽  
Emotional Exhaustion ◽  
Average Level ◽  
Real Activity ◽  
Self Reflection ◽  
Reduction Processes ◽  
High Level

social workers with professional deformations (high level of emotional exhaustion; higher than the average level of general professional deformations, reduction processes in the field of personal achievements and professional motivation, personal distancing, psycho-emotional exhaustion, depersonalization changes) revealed the following features of professional reflection: below average level of active and reflective types, reflection as a consideration of future activities, reflection of real activity, reflection, communication and interaction with others, self-reflection, reflection system, socio reflection; the average level of introspection, quasi-reflection, general reflection, pragmatism, retrospective reflection of activity, reflexivity, theoretical type

The trajectories of child’s internalizing and externalizing problems, social competence and adolescent self-reported problems in a Finnish normal population sample

2014 ◽  
Vol 35 (6) ◽  
pp. 561-579 ◽  
Author(s):  
Marie Korhonen ◽  
Ilona Luoma ◽  
Raili K. Salmelin ◽  
Mika Helminen ◽  
Riittakerttu Kaltiala-Heino ◽  
...  
Keyword(s):  
Social Competence ◽  
School Psychologists ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Normal Population ◽  
Population Sample ◽  
Self Report ◽  
Internalizing And Externalizing Problems ◽  
High Level ◽  
Internalizing And Externalizing

Group-based modeling techniques are increasingly used in developmental studies to explore the patterns and co-occurrence of internalizing and externalizing problems. Social competence has been found to reciprocally influence internalizing and externalizing problems, but studies on its associations with different patterns of these problems are scarce. Using data from a Finnish longitudinal normal population sample, trajectories of internalizing and externalizing problems were formed using the Child Behavior Checklist completed by the mother at the child’s age of 4- to 5-years-old, 8- to 9-years-old, and 16- to 17-years-old ( N = 261). The results indicate that adolescent’s self-reported internalizing and externalizing problems based on the Youth Self Report were associated with the trajectories of internalizing and externalizing problems. Social competence both in early childhood and in adolescence was poorer among children with chronic internalizing problems and among those with adolescent-onset externalizing problems. One-third of the children who had a chronically high level of internalizing problems had an initially high but decreasing level of externalizing problems, while 33% of the adolescents with adolescent-onset externalizing problems had a chronically high level of internalizing problems. School psychologists are encouraged to screen for internalizing problems from children with behavioral, academic or social problems.

TO THE DYNAMICS OF THE NEED FOR STUDENTS' COMMUNICATION ACTIVITY COMPONENT AT THE PHARMACEUTICAL FACULTY OF VSMU

2021 ◽  
Vol 92 (2) ◽  
pp. 101-105
Author(s):  
A. L. Tserkovskiy ◽  
◽  
O. I. Gapova ◽  
E. A. Skorikova ◽  
S. A. Petrovich ◽  
...  
Keyword(s):  
Personal Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Average Level ◽  
Psychological Service ◽  
Activity Component ◽  
The Social ◽  
Communication Activity ◽  
The One ◽  
High Level

The purpose of this research is to study the need for the students' communication activity component at the Pharmaceutical faculty of VSMU. Dual feature of the levels indicators dynamics in the need for communication is revealed. On the one hand, there is a tendency to reduce the average level in the need for communication and to increase its high level at the expense of girls. On the other hand, there is a fairly significant increase in the average level in the need for communication among young men against the background of an obvious predominance of the average level in the need for communication among the students of the entire sampling. The study allows us to state obvious influence of the informational educational environment at VSMU on the personal growth of students at the Pharmaceutical faculty, on the formation of their communicative competence as the most important component of the professional competence of future pharmacists. The results of the study can be used in the educational process of VSMU, in the activities of the social and pedagogical and psychological service, in the work of educators in academic groups and for tutors.

scholarly journals Pengaruh Tingkat Imitasi Dan Kosmopolitan Wanita Tani Terhadap Keputusan Pengelolaan Usahatani

2018 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Anita Suharyani ◽  
Shenny Oktoriana
Keyword(s):  
Significant Influence ◽  
Women Farmers ◽  
Average Level ◽  
West Kalimantan ◽  
High Level

The aims of this study are to analyze cosmopolitan and imitation levels of women farmers, and the influence of cosmopolitan and imitation levels of women farmers towards decision of farming management. This study was conducted in Limbung Village, Kubu Raya District, West Kalimantan. Respondent in this study consist of 26 womens who joint in women farmers group and 38 womens who do not joint in women farmers group. The method that used in this study are descriptive analyze and corelation analyze. The results showed that imitation level of women farmers group women farmers group is in average level. Beside that, the cosmopolitan level of women farmers group women farmers group is in high level. The result also showed that there is corelation between imitation and cosmopolitan levels has significant influence in decision of management farming

scholarly journals Incorporation of liberal education into the engineering curriculum at a polytechnic

2016 ◽  
Author(s):  
Devin R. Berg ◽  
Tina Lee
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
General Education ◽  
Liberal Education ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Cultural Engagement ◽  
Ethical Frameworks ◽  
Professional Careers ◽  
High Level

Traditional engineering education often falls short when it comes to the inclusion of issues related to social justice, ethics, and globalization. While engineering programs are required to include ethics content for accreditation, most seem to rely primarily on general education electives, providing only a high-level overview and including the bare minimum in the program core. This can lead to an inconsistent student experience and minimal exposure to topics which are critically important for achieving worldwide equity and operating responsibly in the engineering workplace. Given the role that engineers play in economic development, this is unacceptable. It is therefore the responsibility of engineering educators to find a better way to shape the future of the engineering profession. This paper outlines the early efforts at integrating the topics of ethics, social justice, and social responsibility more directly into the engineering curriculum. This is approached from the perspectives of pedagogy, curriculum development, and service learning opportunities. It is within this context that the authors hope to influence students' awareness of and connection to social and environmental issues as well as the ethical frameworks they develop and carry with them into their professional careers. This paper centers around the creation and delivery of a new introductory engineering course combining liberal education topics and introductory engineering topics. This course also includes a substantial design project which incorporates a cultural engagement component through collaboration with international partners. The first offering of this new course revealed that, while some reservations persist, students found value in exploring what it means to be an engineer in a broader global context.

scholarly journals Effect of Interventional Programme on Enhancing Empowerment Status through Decision Making Skills of Tribal Working Women in Utnoor Mandal Adilabad District, India

2021 ◽  
pp. 41-45
Author(s):  
N. Sandhya Rani ◽  
M. Sarada Devi
Keyword(s):  
Decision Making ◽  
Working Women ◽  
Total Sample ◽  
Average Level ◽  
Sample Population ◽  
Test Results ◽  
Low Level ◽  
Tribal Women ◽  
High Level ◽  
The Impact

Empowerment of tribal women is one of the central issues in the process of development all over the world. Empowerment is the process that allows one to gain the knowledge and attitude needed to cope with the changing world and the circumstances in which one lives [1]. Women empowerment is a process in which women gain greater share of control over material, human and intellectual resources as well as control over decision-making in their home, community, society and nation. Given the need to analyze the empowerment status of tribal women, the present study aimed to enhance the empowerment status through enhancing decision-making skills of tribal working women in India. The specific objective is to study the impact of intervention on enhancing status of empowerment through decision-making skills of tribal working women in Utnoor Mandal Adilabad district. The total sample population for the study was 50 tribal working women, and data was analyzed using a paired t test. Results revealed that at pretest, majority of the women were at average level of decision-making skills (78%), 12% were at low level and only 10% were at high level. After the intervention, post test results revealed that 74% of the women were high in decision making skills and remaining 26% were at average level. Interestingly, none of the respondents had low level of life skills. Thus, intervention found to be effective among women respondents to develop and enhance their empowerment status through decision-making skills.

TO THE ISSUE OF ADOLESCENT PSYCHOLOGICAL WELL-BEING DURING THE COVID-19 PANDEMIC

2021 ◽  
pp. 40-53
Author(s):  
Elena B. Puchkova ◽  
◽  
Larisa V. Temnova ◽  
Elena A. Sorokoumova ◽  
Elena I. Cherdymova ◽  
...  
Keyword(s):  
Distance Learning ◽  
School Psychologists ◽  
Well Being ◽  
Average Level ◽  
Similar Data ◽  
Subjective Well Being ◽  
Emotional Symptoms ◽  
Psychological Well Being ◽  
Familiar World ◽  
Level Of Understanding

The article shows the results of a comprehensive study of adolescents in the situation of self-isolation during the Covid 19 pandemic. The coronavirus pandemic as a threat to health and the situation of forced self-isolation, the widespread distance learning have changed the familiar world of a teenager. These changes could provoke a decrease in the level of adolescents’ psychological well-being due to the lack of experience in adapting to such unusual conditions. This problem was the subject of our study. The research sample consisted of 126 teenagers aged 12-14 years. The teenagers are the pupils of secondary schools in Moscow. The research methods included a questionnaire based on the questionnaires ("Understanding the situation of self-isolation during the COVID-19 pandemic", "The attitude of adolescents to forced distance learning"), the test "Scale of subjective well-being" (G. Perue-Badu) translated by M. V. Sokolova, which were conducted via the Google form in June 2020. According to the questionnaire "Understanding the situation of self-isolation during the COVID-19 pandemic", adolescents have showed an average level of understanding of the situation of self-isolation: they agree with the need for a self-isolation regime, but have difficulties to comply with it, note difficulties in understanding themselves and interacting with their environment, and have an increased sense of anxiety. The similar data were obtained with respect to the indicator of subjective well-being, and we found out the average level of the signs accompanying the main psycho emotional symptoms, changes in mood and self-assessment of health. The questionnaire "The attitude of adolescents to forced distance learning" showed a contradiction: adolescents are interested in distance learning, but they do not like the increase in the volume of homework. It is worth mentioning that we noted adolescents’ dissatisfaction with the changed process of communication with a teacher and unwillingness to continue school education remotely. According to the results of the study, we can conclude that the level of adolescents’ psychological well-being has changed, since the mentioned factors did not contribute to its improvement. We understand that in the nearest future the psycho prophylactic work with the adolescents should be the priority task of school psychologists.

Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice

2009 ◽  
Vol 111 (8) ◽  
pp. 1997-2020
Author(s):  
Daric Desautel
Keyword(s):  
English Language Learners ◽  
General Education ◽  
Learning Strategies ◽  
Classroom Practice ◽  
Classroom Teacher ◽  
Instructional Program ◽  
Metacognitive Knowledge ◽  
Effective Work ◽  
Self Reflection ◽  
Work Habits

Background/Context Metacognition has been a subject of study for cognitive theorists, behaviorists, educators, and others. The term metacognition has traditionally and simply been defined as “thinking about thinking,” yet it describes a complex process that can result in a nuanced understanding of oneself as a thinker and a learner. Metacognition (as a process) and metacognitive knowledge (as a product) are seen as important components of cognitive development and signs of intellectual maturity. The development of metacognitive knowledge is not, however, reserved for adult learners. Robust metacognitive knowledge can help young students consciously apply learning strategies, develop effective work habits, and assess their own performance. Objective The purpose of this study was to explore what practices lead to successful self-reflection and promote metacognitive development in young learners. The author believes that elementary students who are aware of their tasks and have knowledge of themselves as learners will more effectively apply learning strategies, develop effective work habits, and generally enjoy a richer learning experience. In the interest of best classroom practices, the author has selected activities and routines that complement the existing curriculum and instructional program. Setting This study was conducted in an urban elementary school. Participants This study was conducted by a classroom teacher with his second-grade students. These students include English language learners of a range of ethnicities, students who receive special education services, and general education students. Research Design This action research study was designed as a qualitative case study. After assessing student metacognitive knowledge with a survey of reading strategies, the author began a course of instruction in skills and habits that he believed might promote self-reflection and metacognition. These skills and habits included directed goal-setting, the use of language prompts to articulate mental events, posttask written self-reflections, and posttask oral conversations. Data collected following this instruction consisted of observations of student interactions, written records of students’ conferences along with the academic goals they set on a weekly basis, and the written products of reflective journal writing and posttask self-reflections.

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