scholarly journals Arderea emoțională la studenții cu diferite niveluri de autoreglare a comportamentului

2021 ◽  
Vol 49 (3) ◽  
pp. 25-34
Author(s):  
Maria Pleșca
Keyword(s):  
Student Behavior ◽  
Professional Training ◽  
Self Regulation ◽  
Specialized Training ◽  
Distinctive Features ◽  
Professional Activities ◽  
Self Employment ◽  
Characteristic Features ◽  
The University ◽  
Different Levels

The article reveals that self-regulation of student behavior has a high impact on the effectiveness of educational activities, labor productivity, and the success of self-employment. The study made it possible to confirm the supposition that students with different levels of self-regulation of behavior have distinctive features in the manifestation of emotional burning. The study period in the last courses of the university is associated with the active internship of students, more in-depth knowledge of professional activities, intense communication, and student interaction. Although, in the period of professional training, students acquire the characteristic features of people who work with the requirements of specialized training. All of these are a source of high psycho-emotional stress. Thus, the emotional exhaustion syndrome begins to develop from the student period.

The development of subjectivity as a basic construct of personal identity formation at student age

2020 ◽  
Author(s):  
I. V. Boyazitova ◽  
Keyword(s):  
Identity Formation ◽  
Personal Identity ◽  
Professional Training ◽  
Self Regulation ◽  
Psychological Services ◽  
Social Changes ◽  
The Status ◽  
Student Age ◽  
The University ◽  
Relationship Of

The article presents the results of the study of factors, patterns and conditions for the formation of personal identity in student age. The conceptual provisions of the theory of integral individuality of V. S. Merlin, the integrative psychology of development of V. V. Belous and I. V. Boyazitova, the conceptual model of the personal potential of D. A. Leontiev served as the methodological basis for the study of subjectivity as the basic construct of the formation of personal identity among students. The article reveals the features of the development of subjectivity with different status of personal identity, the specifics of the relationship of personal identity with the properties of personal and socio-psychological levels of subjectivity at the student age. It is experimentally proved that the status of personal identity at the student age is determined by the development of multi-level properties of subjectivity, but to a greater extent is due to the development of properties that characterize psychological stability and self-regulation of a person. For the first time, the results are presented that reveal the patterns of achieving personal identity. The article describes the technology of implementing psychological support for the development of subjectivity as a basic condition for achieving a stable personal identity, aimed at forming the ability to understand and build a life perspective, to make independent conscious choices, developing moral stability and moral and ethical responsibility, teaching skills of confident behavior and active response to social changes in the student age. The results of the research can be used in the practice of psychological services of the University in the development of programs for the formation of a stable personal identity, the development of subjective activity, in the process of providing individual and group counseling during the period of adaptation to training and professional training crises.

Toward a Critical Theological Education

1987 ◽  
Vol 80 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Ronald F. Thiemann
Keyword(s):  
Nineteenth Century ◽  
Undergraduate Education ◽  
Liberal Education ◽  
Theological Education ◽  
Professional Training ◽  
Harvard University ◽  
Specialized Training ◽  
Theological Seminary ◽  
Harvard College ◽  
The University

One hundred and seventy years ago, on 17 July 1816, the Society for the Promotion of Theological Education in Harvard University was established, thus beginning a process that led to the founding of a “faculty of theology” or Theological Seminary at the University. Undergraduate education at Harvard College had by this time moved quite far from the founders' original concern to provide a literate ministry to the churches. By the beginning of the nineteenth century Harvard men were educated in a broad curriculum oriented more toward liberal education than professional training. So the theological faculty was created in order to provide specialized training for those preparing to enter the Christian ministry

scholarly journals Innovative Approaches to Teaching Foreign Languages at the University

2021 ◽  
Vol 9 (SPE2) ◽  
Author(s):  
Natalia Germanovna Shchebunyaeva ◽  
Natalia Valentinovna Guseva ◽  
Galina Ivanovna Polyanskaya ◽  
Elena Yurievna Fedorova ◽  
Olga Pavlovna Burlakova
Keyword(s):  
Professional Training ◽  
Independent Learning ◽  
Foreign Languages ◽  
Approaches To Teaching ◽  
Professional Activities ◽  
Training Materials ◽  
Humanistic Approach ◽  
Approach To Teaching ◽  
The University ◽  
Innovative Approaches

The article is concerned with the substantiation of innovative approaches to teaching foreign languages at the university. It is established that during the professional training of specialists at the university, the special emphasis should be given to the application of innovative forms and methods of training aimed at qualitative mastering of knowledge, abilities, and skills, developing students’ mental activities, identifying skills of critical addressing the problems, gaining experience of independent learning of training materials, conducting exploration work, and gaining qualities that will be useful in professional activities and later in life. It is proved that the effectiveness of teaching foreign languages at the university will depend on the desire and ability of teachers to take advantage of successful practices in the humanistic approach to teaching, understanding the need to abandon authoritarian and scholastic teaching methods.

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.

Assessment of the Communicative Competence of the Students of Pedagogical University

2021 ◽  
pp. 90-98
Author(s):  
Inna Mihailovna Shepshinskaya ◽  
Keyword(s):  
Professional Training ◽  
Communicative Competence ◽  
Quality Criteria ◽  
Oral Communication ◽  
Assessment Method ◽  
Educational Process ◽  
Foreign Languages ◽  
Professional Activity ◽  
Professional Activities ◽  
The University

The organization of professional training of students of a pedagogical university is realized on a competence-based approach, which requires a implementation of new methods, tools and procedures aimed at assessment educational results. The complexity of the formation and assessment of competencies is explained by their multicomponent structure and the ability to manifest themselves during students’ performance. Modern methods and tools of assessing competencies should be based on modeling situations that enable students to perform quasi-professional activity and the description of key elements of each competence domain. The purpose of the article is to develop a methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of foreign languages. Methodology and methods of research. The methodological basis of the study was made up of: the competence-based approach and its views on new results of the educational process at the university, methods of assessing competencies (N. F. Efremova, Ibragimov G.I., Baartman L.K., Kanik M.); a contextual approach that explains the need to create educational situations that model the conditions of professional activities for the formation and assessment of modern educational results (A. A. Verbitskiy). Research methods: analysis of scientific literature, pedagogical modeling. Research results. A methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of Foreign Languages has been developed and presented. The quality criteria for modern assessment methods and instruments are formulated (authenticity, transparency, the significance of the content of assessment materials for students, effectiveness). The author of the article develops and presents a model of an assessment method based on the analysis of video fragments of communicative situations. The procedure for modeling communicative situations that can be used to compile assessment materials is described in detail. The foreign experience of designing pragmatic tests of oral communication (Discourse Completion Task) is analyzed, ways of improving these tasks are proposed.

scholarly journals FORMATION OF SUBJECTIVITY OF THE STUDENT IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY AS A STAGE OF PROFESSIONALIZATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
T.A SHCHUCHKA ◽  
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Special Role ◽  
Professional Activities ◽  
Mechanisms Of Formation ◽  
The Individual ◽  
The University ◽  
University Training

In psychological and pedagogical science, professionalization is considered as a process associated with the development of the subjectivity of the individual, motivation to perform professional activities, determination of the potential of the individual in the profession, awareness of his role in the life space, setting requirements for a specialist in the chosen professional activity. The problem is stated, an attempt to solve which is made in this article: what are the directions of the formation of subjectivity of the student in the educational process of the university as a stage of professionalization? The analysis of psychological and pedagogical studies revealed their insufficiency in the perspective of consideration and analysis of the stages of formation of subjectivity of the student in the educational process of the university, which determined the purpose of the study, which consists in solving the stated problem. In the process of research, theoretical methods are used: analysis, comparison, comparison, discourse, systematization of the results of scientific research. The directions of formation of subjectivity of the student in the educational space of the university are revealed. Adaptation is followed by identification with the socio-cultural environment of educational institution, where the realization of values of the environment, the social meaning of vocational education, assimilation of traditions, norms of coexistence, communication experience (socio-professional aspects). Development of the system of Self, self-development of the student as mechanisms of formation of subjectivity in the profession, ensuring the formation of content, effectiveness, positive dynamics in training (personal-value aspect). Ensuring effective communication between the teacher and the student in pedagogical interaction with the use of modern educational technologies and the use of professionally directed situational tasks (technological aspect). A special role in optimizing the process of professionalization for the successful formation of the student's subjectivity is assigned to professional training, where, using pedagogical technologies, the necessary professional competencies are formed. The process of professionalization at the stage of university training is aimed at the formation of subjective characteristics of the teacher's personality, defined as independence and regulation of their actions in the performance of professional activities, responsibility, mobility, creativity, deep sociability, lack of conflict when working in a team.

scholarly journals STYLE CHARACTERISTICS OF BEHAVIOR SELF-REGULATION IN STUDENTS WITH VARIOUS VICTIMITY

2019 ◽  
Vol 12 (3) ◽  
pp. 5-16
Author(s):  
Rimma Igorevna Frolova ◽  
Olga Vadimovna Baiguzhina
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Risk Group ◽  
Self Regulation ◽  
Behavioral Responses ◽  
Future Teacher ◽  
Social Adaptation ◽  
Potential Victim ◽  
Destructive Behavior ◽  
The University

Aim. In the present work, victimity is considered as a psychological deviation manifestingin specific behavioral responses that characterize the type of potential victim. The emphasis ismade on the necessity of taking into account a realized victimity of a person, the formation of itsadequate forms and its correction at the stage of professional training. The article is aimed at establishingthe style characteristics of behavior self-regulation in students with various victimity.Materials and methods. Based on the analysis of the results obtained according to the “Realizedvictimity” scale (the “Tendency to victim behavior” questionnaire) all subjects were divided intotwo groups: an average (n = 36) and below-average (n = 53) victimity. The data on victimity, behaviorself-regulation and emotional intelligence in students of the pedagogical university wereobtained using the corresponding questionnaires: “Tendency to victim behavior”, “Style of behaviorself-regulation”, “Emotional intelligence”. Results. In the structure of students’ victimity,high values are observed on scales that assess the tendency to addictive and helpless behavior, toaggressive victim behavior, to self-damaging and self-destructive behavior, and to non-criticalbehavior. When comparing groups of students with various victimity, the following features wereregistered expressed in the differences in the style characteristics of behavior self-regulation (inthe implementation of modeling, assessment and flexible interaction); in the absence of differencesin the parameters of emotional intelligence. Conclusion. Features of behavior selfregulationin students are determined by their victimity. Subjects with low victimity are twice aslikely to show high behavior self-regulation compared to respondents with average victimity. Theidentified risk group of students who are prone to addictive and helpless behavior requires specialmeasures to accompany their social adaptation at the university. When it comes to the formationof professional competencies of the future teacher, it is advisable to include in the program ofelective courses the analysis of the results of studies of victimity in students, pedagogical workers,as well as ways to correct victim identity deformation.

scholarly journals The place of the discipline “Fundamentals of Stage Movement: Historical Etiquette” in the professional training of a modern actor and its connection with the subjects of professional and practical cycle

2021 ◽  
pp. 41-46
Author(s):  
K. Bortnyk
Keyword(s):  
Professional Training ◽  
Practical Significance ◽  
Professional Activity ◽  
Practical Training ◽  
Creative Potential ◽  
Scientific Review ◽  
Professional Activities ◽  
The Future ◽  
Theatrical Performances ◽  
Characteristic Features

The actor’s flexibility and stretching expressiveness is one of the most important skills in acquiring professional knowledge, which is taken into account in the structure of the pedagogical process of theatrical performances, where a significant role is given to the disciplines of the flexibility and stretching cycle, in particular the basics of stage movement, one of the components of which is historical etiquette, which develops the psychophysical apparatus of the actor in the way necessary for stage activities, trains a sense of beauty and elegance of movement, form and style. However, for today the specific character of mastering stylistic behaviour requires careful scientific review in order to create a modern study of the role of historical etiquette in the flexibility and stretching culture of the actor and the place of discipline in the cycle of professional and practical training, which determines the relevance of this article. The purpose of the paper is to substantiate the importance of mastering stylistic behaviour by a future professional actor in the context of the discipline “Fundamentals of Stage Movement” and general professional training. The methodology. In this article we applied the methods of abstraction and structuring, analytical and comparative methods within the pedagogical approach. The results. The subject “Fundamentals of Stage Movement: Historical Etiquette” is an important component of the system of modern professional training of the future actor, which meets the requirements of modern theatrical art that tends to flexibility and stretching means of expression and nonverbal language. By mastering the specific features of stylistic behaviour and flexibility and stretching of different historical epochs, the future actor acquires appropriate professional competencies and is able not only to accurately embody any historical image, but also to improve the unity of interior and exterior technology, increase the overall level of flexibility and stretching culture, expand the range techniques, to acquire skills of creating flexibility and stretching characteristic features of contemporary images, to reveal creative potential and to realize it more widely while mastering related disciplines (“Actor’s Skill”, “Dance”, “Stage Fight”, “Fencing”, “Stage Language”, “Vocal”) , which will make it in demand in further professional activities in both theatre and film industries. The scientific novelty. The paper is the first attempt for substantiating the necessity of studying the stylistic behaviour and historical etiquette by future actors in the context of further realization of their creative potential in professional activity. The practical significance. The materials of the article can be used in the practical activities of teachers of stage movement and in creating further research in this area.

Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile

2020 ◽  
Author(s):  
I. N. Valgasova ◽  
◽  
M. O. Zotova ◽  
Zh. R. Tegetaeva
Keyword(s):  
Nervous System ◽  
Professional Training ◽  
Self Regulation ◽  
Educational Practice ◽  
Personal Characteristics ◽  
Future Teachers ◽  
Professional Activities ◽  
Regulation Of Activity ◽  
The Individual ◽  
The Relationship

The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differentiated approach into educational practice, but for its implementation an in-depth study of the individual typological and behavioral characteristics of students in pedagogical training areas is necessary. Since the modern high demands on the personal qualities and professional activities of teachers on the part of students and their parents, colleagues and heads of educational institutions are serious external incentives in the teacher’s work on himself. It is obvious that the success of pedagogical activity, in many respects depends on the ability of the future teacher to regulate his professional activities and personal characteristics. The aim of the study was to identify the types of temperament in future teachers, the formation of self-regulation and the relationship between them. The results obtained allow us to more effectively implement a personality-oriented approach in accordance with the specifics of the educational and professional orientation of students. To solve the tasks and verify the consistency of the hypothesis, the study used a combination of informative, reliable, complementary research methods. The data obtained during testing were subjected to mathematical processing in the SPSS program, Pearson’s correlation analysis was used, which allowed us to identify the relationship between the type of nervous system and the level of self-regulation.

Impact of Emotional-Volitional Sphere of Future Specialists of Risky Professions on Professional Training Performance

2021 ◽  
Vol 9 (5) ◽  
pp. 459-467
Author(s):  
Nataliia S. Kucherenko ◽  
◽  
Yuliia О. Bilotserkivska ◽  
Andriy L. Zlotnikov ◽  
Dmytro P. Prykhodko
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Practical Significance ◽  
Developmental Level ◽  
Professional Burnout ◽  
Training Method ◽  
Psychosomatic Disorders ◽  
Training Performance ◽  
Professional Activities ◽  
Psychological Analysis

Objective: The professional activities of specialists of risky professions are carried out in extreme conditions, characterized by a significant number of stressful factors, which, if the professional qualities of specialists are not sufficiently developed, leads to a decrease in the efficiency of performance of official duties, professional burnout, and psychosomatic disorders. Background: The success of the performance of service tasks is primarily influenced by the developmental level of the emotional-volitional sphere, in particular self-regulation, emotional-volitional stability, ensuring the ability to make autonomous decisions, form and determine tasks following the requirements of complex, changing situations, and therefore, achieve their goals. The article aims to analyze the emotional and volitional state of future specialists of risky professions during training. Method: The leading research method was observation. The emotional-volitional sphere is an integral part of the system of regulating activity as a professional. During the research, the main areas of the formation of the emotional-volitional sphere were identified. With the help of psychological analysis, the important properties of future specialists in the development of the emotional-volitional sphere have been determined. Results: The analysis results show that future specialists have an average and low level of stylistic possibilities for self-regulation (modeling, programming, autonomy). The reasons for the low progress of future specialists have been determined. Conclusion: The practical significance of the research lies in the development of recommendations for training and the formation of the emotional-volitional sphere during educational activities.

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