scholarly journals COMPONENT STRUCTURE IN THE ORGANIZATION ОF MORAL BEHAVIOR EXPERIENCE FOR SENIOR ADOLESCENTS

2021 ◽  
Vol 1 (194) ◽  
pp. 195-199
Author(s):  
Nataliia Huzenko ◽  
Keyword(s):  
Self Regulation ◽  
Self Esteem ◽  
Component Composition ◽  
Moral Behavior ◽  
Moral Norms ◽  
Component Structure ◽  
Moral Beliefs ◽  
Cognitive Component ◽  
Older Adolescents ◽  
Moral Qualities

The problem of moral behavior experience for adolescents is quite sharp. The difficulty of moral behavior experience for older adolescents involves the separation in the pedagogical reality the phenomenon ‘moral behavior experience’ and its component clarification. Some issues of adolescents’ moral behavior allowed us to define our own concept ‘moral behavior experience’ as a system of conscious actions and deeds, formed in the process of acquiring knowledge about morality, moral norms, acquiring skills for their practice usage and skills of moral actions by emotional and volitional efforts. The article clarifies the component structure in the organization of moral behavior experience for older adolescents. Its clarification is necessary for understanding the process of moral behavior experience development. The paper identifies the components of moral behavior experience for older adolescents: motivational and valuable, cognitive and interesting, practical and active, personal and reflexive ones. The article describes each component separately in details. In the work the structure of moral behavior experience for older adolescents are characterized with the following components. The motivational and valuable component is represented by motivation, interest, values, moral feelings and attitudes, moral beliefs. The cognitive and interesting component is represented by knowledge of moral norms and behavior rules. The practical and active component is represented by personal ability to communicate, leadership, behavioral self-regulation. The personal and reflexive component is represented by personal traits, reflection, personal moral qualities, self-esteem and self-analysis in moral behavior. In the article the prospects of determining pedagogical conditions for moral behavior experience for older adolescents are clarified to prevent and avoid bullying. Undoubtedly, the elucidation of the component composition in the structure of the experience of moral behavior is necessary to understand the process of its formation. In the work in the structure of the experience of moral behavior of older adolescents, the following components were identified: motivational-value component (motivation, interest, values, moral feelings, relationships, moral beliefs); cognitive component (knowledge of moral norms and rules of conduct); practical-activity component (personality's ability to communicate, leadership, self-regulation of behavior), personality-reflexive component (personality traits, reflection, moral qualities of personality, self-esteem and self-analysis of moral behavior).

scholarly journals Subjective-personal readiness of correctional teachers to education of ASD children

2017 ◽  
Vol 8 (1) ◽  
pp. 125-137
Author(s):  
Kateryna Ostrovska
Keyword(s):  
Professional Competence ◽  
Self Regulation ◽  
Boarding School ◽  
Self Control ◽  
Career Anchors ◽  
Professional Activities ◽  
Cognitive Component ◽  
Theoretical Approaches ◽  
School Trust ◽  
Moral Qualities

ASD teachers require skills that go beyond the realm of most educators including professional competences and high moral qualities. In the work theoretical approaches and experimental research on the problem of subjective personality readiness of correctional teachers in the education of ASD children are carried out. The psychological investigation has been conducted including measurement of psychological indices of 40 teachers of ASD children from the boarding school "Trust" and 40 teachers from mainstream schools of Lviv city aged from 28 to 59 years. The following methods are used: "Questionnaire for the measurement of tolerance" (Magun, Zhamkochyan, Magura, 2000); "Shein’s Career Anchors" method aimed at studying the career orientations of the teachers (Shein, 2010); “Diagnostics of empathy level” (Viktor Boiko, 2001); method of study “Motivation professional activities” by Catelin Zamfir in a modification of Artur Rean (Bordovskaya, & Rean, 2001). Based on the provided studies a program for development of subject-personality readiness of the correctional teacher to work with ASD children is proposed. The program consists of the following components: motivational component (professional competence, self-development, self-determination, self-control); cognitive component (intellectual personality autonomy, self-identification, stability, challenge, integration of lifestyles); emotionally-volitional component (empathy, positive attitude toward a child, intellectual analysis of emotions, self-regulation). 

scholarly journals КОНСТРУКТ «МОРАЛЬНІ СУДЖЕННЯ» У СТАНОВЛЕННІ САМОСВІДОМОСТІ ДОШКІЛЬНИКІВ: АНАЛІЗ ПЕРВИННИХ РЕЗУЛЬТАТІВ

2020 ◽  
Vol 15 ◽  
pp. 176-179
Author(s):  
Liubov Lokhvytska
Keyword(s):  
Preschool Age ◽  
Moral Judgments ◽  
Moral Norms ◽  
Moral Consciousness ◽  
Moral Concepts ◽  
Verbal Form ◽  
Cognitive Component ◽  
Evaluative Judgments ◽  
Preschool Age Children ◽  
Moral Qualities

The analysis of primary results of realization by preschool age children of the moral norms presented in the verbal form – moral judgments is offered. Notion “moral judgments” is defined in the context of considering the cognitive component of moral consciousness. On the basis of the conducted methods «History», «Conversation» (modified by G. Uruntayeva and Y. Afonkina) the average indicators on the sample on all scales regarding children’s understanding of the essence of the following 12 moral qualities: «kindness», «anger», «lying», «honesty», «generosity», «greed», «rudeness», «politeness», «sensitivity», «cruelty», «boastfulness» and «modesty» are determined. The obtained results demonstrated that the majority of senior preschoolers, expressing moral and evaluative judgments, have a vocabulary that nominates moral concepts. According to the method «Story drawings» (modified by the same authors) the levels of children’s awareness of moral qualities and the ability to determine morality in specific life situations based on verbalization of the essence of moral events are determined.

scholarly journals PECULIARITIES OF MORAL DISENGAGEMENT MECHANISMS REALIZATION IN ADOLESCENCE

2020 ◽  
pp. 147-165
Author(s):  
Sergey V. Molchanov ◽  
Olga V. Almazova
Keyword(s):  
Gender Differences ◽  
Moral Disengagement ◽  
Self Regulation ◽  
Self Esteem ◽  
Russian Language ◽  
Moral Norms ◽  
Moral Self ◽  
Age Dynamics ◽  
Immoral Behavior ◽  
Moral Standards

Relevance. The spread of deviant behavior and violations of moral norms by adolescents increases in the transitive informational society with high variability of socialization forms and moral standards. These violations are declaratively accepted by teenagers while they maintain a positive moral self-esteem. The implementation of behavior that goes beyond the boundaries of accepted moral standards indicates a violation of moral self-regulation associated with a special attitude to one’s act according to the type of moral alienation. A. Bandura proposed a model to justify immoral behavior where moral disengagement mechanisms are highlighted, providing support for positive self-esteem and self-respect. The selected moral disengagement mechanisms are actively used in adolescents to explain their own and other people’s immoral behavior. Objective: to determine the characteristics of the preferences of moral disengagement mechanisms in adolescence and youth. Research goals: analysis of preferences of the moral disengagement mechanisms, age dynamics analysis of moral disengagement mechanisms, gender differences analysis of preferences of the moral disengagement mechanisms, analysis of the psychometric parameters of the questionnaire of moral disengagement mechanisms. The following methods were used in the study: the method of moral disengagement mechanisms by S. Moore in the Russian-language adaptation by Ledova Ya.A. and colleagues, the methodology “Justice and care” (author S.V. Molchanov). Participants. The study involved 551 adolescents aged 14 to 17 where 346 (62.8%) were boys and 205 (37.2%) were girls. It also surveyed 230 senior students of universities. The following results were obtained: the characteristics of preferences were analyzed and a hierarchy of mechanisms of moral disengagement mechanisms was identified; various groups were distinguished by the nature of preferences of moral disengagement mechanisms; age dynamics of preferences of moral disengagement mechanisms were determined ;gender differences in the preferences of moral disengagement mechanisms are highlighted; the psychometric parameters of the used methodology were analyzed; the possibilities of its use was demonstrated.

Effects of Compassion on Employees' Self-regulation

2016 ◽  
Vol 44 (7) ◽  
pp. 1173-1190 ◽  
Author(s):  
Hyung Jin Choi ◽  
Sangmin Lee ◽  
Se-Ri No ◽  
Eung Il Kim
Keyword(s):  
Theoretical Model ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Self Regulation ◽  
Self Esteem ◽  
Workplace Deviance ◽  
Intention To Quit ◽  
Mediating Effects ◽  
Positive Effects ◽  
Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

Physiological evidence of a deficit to enhance the empathic response in schizophrenia

2014 ◽  
Vol 29 (8) ◽  
pp. 463-472 ◽  
Author(s):  
S. Corbera ◽  
S. Ikezawa ◽  
M.D. Bell ◽  
B.E. Wexler
Keyword(s):  
Temporal Dynamics ◽  
Self Regulation ◽  
Event Related Potentials ◽  
Cognitive Empathy ◽  
Task Demands ◽  
Emotional Engagement ◽  
Personal Distress ◽  
Empathic Response ◽  
Cognitive Component ◽  
Related Potentials

AbstractEmpathy is crucial for maintaining effective social interactions. Research has identified both an early-emotional sharing and a late-cognitive component of empathy. Although considered a functionally vital social cognition process, empathy has scarcely been studied in schizophrenia (SZ). We used event-related potentials (ERPs) to study the temporal dynamics of empathic response in 19 patients with SZ and 18 matched healthy controls (HC) using an empathy for physical pain paradigm. Participants responded to pictures of hands in neutral and painful situations in an active empathic condition and one manipulated by task demands. Additionally, subjective ratings of the stimuli and empathic self-reports were collected. People with SZ had (1) decreased early-emotional ERP responses to pictures of others in pain; (2) decreased modulation by attention of late-cognitive ERP responses; (3) lower ratings of perspective taking and higher ratings of personal distress which were both related to decreased modulation of late-cognitive empathic responses; (4) a significant relationship between high affective overlap between somebody else's pain and their own pain and decreased modulation of late-cognitive empathic responses; (5) a distinct relationship between regulatory deficits in late-cognitive empathy and functioning. Patients had present but reduced early and late empathy-related ERPs. Patients also reported increased personal distress when faced with distress in others. The late ERP responses are thought to be associated with self-regulation and response modulation. The magnitude of these late responses was inversely associated with reported levels of personal distress in both patients and controls. Additionally, regulatory deficits in cognitive empathy were highly related with deficits in functioning. Decreased ability to regulate one's own emotional engagement and response to emotions of others may be an important source of distress and dysfunction in social situations for patients with schizophrenia.

Education of the Digital Generation: Relying on Traditions and Taking into Account Modern Trends (on the Example of Russia and Kazakhstan)

2021 ◽  
Vol 10 (1) ◽  
pp. 3-8
Author(s):  
A. Abylkasymova ◽  
Sergey Shishov ◽  
V. Kal'ney
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Moral Norms ◽  
Moral Consciousness ◽  
Previous Period ◽  
Digital Society ◽  
Current Trends ◽  
Older Adolescents ◽  
Modern System ◽  
Ethical Norms

The article presents the results of the analysis of the formation of moral norms in older adolescents in Russia and Kazakhstan. The authors posed the following questions: do the modern system of education in the digital society of Russia and Kazakhstan have prerequisites based on the historical traditions of our countries? What are the current trends in the modernization of the system of education in vocational education, characteristic of the digital society? Are there any justifications for the feasibility of forming a system of education of modern professional personnel for the digital economy based on the traditional principles of the system of education of professional personnel in Russia and Kazakhstan? It is shown that in adolescence it is a moral act that characterizes the formation of moral consciousness. The actions of a teenager are determined during this period by the recognition of responsibility, and not by the expectation of approval, which was typical for an earlier age period. Many adolescents have a high situational variability, adherence to diametrically opposite positions. Here is the violation of principles, and intolerance to the opinions of other people, and the demonstration of passivity in the violation of the rights of others, and the justification of immoral actions by profit. The authors proceed from the understanding that now teachers are educating those young people who have a completely different perception of reality, their thinking, moral norms, a new culture, and ways of communication. At the same time, no one removes from the modern teacher the task of transmitting to the young the existing moral and ethical norms that originate in the previous period of education.

A STUDY OF SELF-ESTEEM, VITALITY AND LIFE SATISFACTION OF ELDERLY PEOPLE

2021 ◽  
Vol 66 (1) ◽  
pp. 110-120
Author(s):  
N. Auyelbekova ◽  
◽  
N. Akhtaeva ◽  
D. Klepikov ◽  
◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Elderly People ◽  
Social Services ◽  
Satisfaction With Life ◽  
Self Regulation ◽  
Self Esteem ◽  
Work Status ◽  
Female Age ◽  
Factors Affecting

The aim of the research was to study self-esteem as a component of self-regulation, determine the factors affecting the vitality and life satisfaction of elderly people. The study involved 80 respondents aged 60 to 89 years, a 3-day training was held in the center of social services. The influence of life position on self-esteem, vitality and life satisfaction has been proven. The level of vitality affects self-esteem and life satisfaction. Vitality and satisfaction with life are influenced by touchiness, sociability and how much a person understands his feelings. Life satisfaction among elderly people depends on how they express their emotions, beliefs, gender (male> female), age (60<75), income, and work status.

Tapas Acupressure Technique (TAT) for Reducing Stress and Increasing Self-Esteem: A Self-Study

2016 ◽  
Vol 8 (1) ◽  
pp. 67-74
Author(s):  
Josette Marie Steel ◽  
Keyword(s):  
Treatment Period ◽  
Subjective Experience ◽  
Self Regulation ◽  
Free Association ◽  
Self Esteem ◽  
Stressful Events ◽  
Emotional States ◽  
Energy Psychology ◽  
Self Study ◽  
Self Worth

Abstract: While there is a great deal of research into various Energy Psychology (EP) methods, the subjective experience of the client has not yet been investigated. In this self-study, the Tapas Acupressure Technique (TAT) Protocol for Stressful Events was used for 10 sessions over a period of 3 weeks to explore whether TAT would be an effective tool for managing stress and increasing feelings of self-worth. The Sorensen Self-Esteem Test was used as a baseline self-esteem pre and post test to measure self-worth and positive and negative emotional states. A list of 10 free association words was collected before and after each treatment session and at the end of the treatment period. Quantitative analysis showed an increase in overall sense of self-worth and an increase in positive states. Negative and positive states varied throughout the treatment period while self-worth increased, suggesting that TAT enabled increased emotional self-regulation when dealing with stressful situations. Scores on the Sorensen Self-Esteem Test improved by 28% on follow-up. A qualitative analysis of the free association words suggests an increase in feelings of balance and calm and a decrease in negative self-image. Keywords: TAT, Tapas Acupressure Technique, energy psychology, protocol for stressful events, self-esteem, Sorensen Self-Esteem Test, stress management, stress reduction

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