scholarly journals Individual psychological peculiarities of the inconsistency between cognitive and socio-psychological development of students

2021 ◽  
pp. 44-57
Author(s):  
Marina Nikolaevna Iurtaeva ◽  
Natalya Stepanovna Glukhanyuk
Keyword(s):  
Cognitive Skills ◽  
Personal Development ◽  
Rank Correlation ◽  
Personal Characteristics ◽  
Dark Triad ◽  
Educational Process ◽  
Psychological Development ◽  
Short Version ◽  
Spearman’S Rank Correlation ◽  
Development Of Students

The subject of this article is the search for individual psychological peculiarities of the inconsistency between cognitive and socio-psychological development of students. The relevance of this topic is substantiated by the theoretical diversity of research on the inconsistency in psychology and the need for the development of socio-cultural and cognitive skills in the educational process. A hypothesis is advanced that the inconsistency between the processes of cognitive and socio-personal development would be variable, determining the individual psychological methods of its resolution. The goal of this research lies in conjoint analysis of cognitive and personal characteristics for assessing the inconsistency of students’ development. The author applies the correlational research design, which is defined by the goal of research and specificity of the sampling. The survey involved 34 students (18 boys and 16 girls) of the Institute of Mathematics and Computer Science of the Ural Federal University aged 18-22 (M=18.3 3 SD=0.79). The article employs the psychodiagnostic questionnaires: Aizenka EPI test; short version of the “Dark Triad of Personality” scale adapted by M. S. Egorova and others; characterological questionnaire by G. Schmishek, “Rational-experiential” questionnaire by S. Epstein adapted by T. V. Kornilova, A. Y. Razvalyaeva; Mann-Whitney U-test, Spearman's rank correlation coefficient. The following gender differences are revealed: for the female students, cognitive and personal characteristics are generally more interrelated, while the pronounced affective personality traits testify to the possible tension in social communication; male students demonstrated greater proneness to rational processing of information and formation of engineering skills, while weakness of integration of the inner and outer Self, which may increase narcissistic traits, reduce self-criticism, and cause difficulties in establishment and maintenance of social contacts. The acquired results empirically  prove the importance of socio-psychological competence, and allow differentiating the technologies of its formation in the educational process.

scholarly journals PEDAGOGICAL FEASIBILITY OF THE USE OF A REFLECTIVE DIARY IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 31 (4) ◽  
pp. 463-468
Author(s):  
A.S. Zelko ◽  
V.S. Sirenko ◽  
A.A. Strelnikova
Keyword(s):  
Primary School ◽  
School Children ◽  
School Child ◽  
Personal Development ◽  
Personal Characteristics ◽  
Feedback System ◽  
Primary School Child ◽  
Educational Process ◽  
Primary School Children ◽  
Diagnostic Tools

In the context of the problem of development of the personality of a primary school child, a reflective diary is considered as a pedagogical tool for personal development of a primary school child and the feasibility of its use in primary school is revealed. The purpose of creating a reflective diary is defined; the effectiveness of using the developed reflective diary is evaluated from the point of view of developing skills of independent work, reflexive skills of a primary school child, in accordance with the indicators of quantitative and qualitative changes in the level of development of the personality of a primary school child. A feedback system has been developed from primary school children in the form of a questionnaire. A number of pedagogical conditions for the effectiveness of the use of a reflective diary are listed: adherence to the frequency of keeping a diary, the use of diagnostic tools in the diary, the stages in filling out the diary, the completeness of the tasks of the diary and recording achievements in the corresponding section, conducting a secondary diagnosis of indicators of the personal characteristics of a younger student, recognizing improvements in the personality of the child by parents, teachers and the child himself. A scale for assessing the effectiveness of a reflective diary is provided. A conclusion is made about the degree of development of the system for assessing the effectiveness of the use of a reflective diary in the educational process of a primary school child.

scholarly journals Gamification as a New Format of Projects Method in Blended Learning Conditions Studying Disciplines of the Pedagogical Cycle

2021 ◽  
Vol 13 (4) ◽  
pp. 17-30
Author(s):  
Oleksii Nalyvaiko ◽  
Оksana Zhukova ◽  
Liudmyla Ivanenko ◽  
Yaroslava Shvedova ◽  
Tetiana Nekrashevych
Keyword(s):  
Blended Learning ◽  
Personal Development ◽  
Positive Impact ◽  
Educational Process ◽  
Social Emotional ◽  
Project Method ◽  
Digital Product ◽  
Teacher Skills ◽  
Learning Conditions ◽  
Development Of Students

The paper discusses the main issues of organizing the learning process based on the gamification. The publication analyzes the main provisions of the application of elements of gamification in the process of teaching students. The study proposes to consider gamification as a new format of the project method in the context of blended learning in the study of disciplines of the pedagogical cycle by students of humanitarian and natural specialties. We analyzed the main didactic Classcraft platform capabilities. Developed by students within the framework of the “Pedagogy” discipline a brief structure of the “Adventurers” quest was present. The algorithm of the students' work included following steps: choosing a project theme (name of the game); composition of the game (stages); development of the game as a digital product (elements); analysis of the implementation of the game as a digital product (difficulties and prospects); analysis of the results of joint digital project activities of students, indicating positive and negative aspects. We considered the positive aspects of using digital applications and platforms to improve teacher skills. The conclusions provide consolidated proposals for the use of gamification, such as: its implementation in the educational process is aimed at the development of intellectual, social, emotional, technological segments of the personal development of students; the use of gamification has a positive impact on the development of students and teachers soft skills and helps to improve their professional skills.

scholarly journals Improving educational process quality in the lessons of natural and mathematical cycle by means of stem-training

2018 ◽  
Vol 13 (4) ◽  
pp. 501-510 ◽  
Author(s):  
Svetlana D. Chernyavskikh ◽  
Maxim A. Velichko ◽  
Irina B. Kostina ◽  
Yulia P. Gladkikh ◽  
Lyudmila V. Krasovskaya ◽  
...  
Keyword(s):  
Stem Education ◽  
Personal Development ◽  
Personal Characteristics ◽  
Educational Process ◽  
Educational Institutions ◽  
Russian Society ◽  
Self Presentation ◽  
Education Innovation ◽  
Educated Person ◽  
Economic Globalisation

Currently, significant changes that actively take place in modern Russian society affect all spheres of its development. Today, due to economic globalisation and high rates of innovative technologies development, special attention is paid to the education system, where profound changes occur. Today, the educational process is focused on the development of personal characteristics that meet the requirements of a modern educated person. In this regard, the task of educational institutions is to adopt the educational process to today’s realities. To achieve this goal, STEM education is implemented. It helps children to delve into the logic of the events, understand their relationships, systematically explore the world and thereby generate curiosity, engineering style of thinking, the ability to get out of critical situations, to develop teamwork skills and learn the basics of management and self-presentation, which, in turn, provides a fundamentally new level of personal development. Keywords: Science education, STEM education, innovation, technology, robotics, microcontrollers, sensors, programming

scholarly journals Reflection of meanings and peculiarities of subjectivity of employees of internal affairs bodies in the environment of continuous education

2021 ◽  
Vol 6 (2) ◽  
pp. 70-89
Author(s):  
Dmitriy Litvin
Keyword(s):  
Personal Development ◽  
Rank Correlation ◽  
Research Problem ◽  
Professional Activity ◽  
Lifelong Education ◽  
Life Meaning ◽  
Legal Norms ◽  
Spearman’S Rank Correlation ◽  
Spearman’S Rank Correlation Coefficient ◽  
Internal Affairs

Abstract. The research problem lies in the need to study the contradiction between the high values of life-meaning orientations and the reflexivity of employees of the internal affairs bodies. Purpose of the article: to investigate the indicated contradiction and reveal the peculiarities of the subjectivity of the personality of employees. The analysis and interpretation of the characteristics of the personal development of employees in lifelong education was carried out by the method of clustering the sample using the values of the tests "Life-meaning orientations" D. Krambo, L. Makholik, adaptation - D.А. Leontiev, reflexivity (A.V. Karpov), as well as the subjectivity of a professional's personality and focus on the personal development of an employee, including in lifelong education based on the author's methodology. The work used the correlation analysis of the studied features by means of nonparametric statistical criteria (Spearman's rank correlation coefficient), cluster analysis. As a result of the study, it was revealed that reflexivity, orientation towards development in professional activity and focus on continuing education in clusters are expressed unevenly. The hypothesis of a strict inverse relationship between manifestations of reflexivity and life-meaning orientations was not confirmed. At the same time, a feature of the subject-personal orientation of employees is an insufficient connection between reflexivity and high values of meaningful orientations, subordination of the personal principle to the "professional role and position" (according to the terms of V.A. Lefebvre) due to the subordination and discipline in the profession, as well as the substitution of the moral imperative with legal norms. Strategies with extremely high values of life-meaning orientations of adult employees of internal affairs bodies, which have a negative correlation with reflexivity, regardless of subjectivity or the severity of orientation towards development in the profession, are assessed by us as unfavorable for personal development.

scholarly journals Motivational and personal differences of students with dissimilar degrees of self-realization in higher school education

2020 ◽  
Vol 48 (6) ◽  
pp. 345-357
Author(s):  
Andrey I. Shutenko ◽  
◽  
Elena N. Shutenko ◽  
Julia P. Derevyanko ◽  
Marina A. Kanishcheva ◽  
...  
Keyword(s):  
Research University ◽  
Rank Correlation ◽  
Personal Characteristics ◽  
University Education ◽  
Self Management ◽  
Learning Activity ◽  
Diagnostic Tools ◽  
Spearman’S Rank Correlation ◽  
Spearman’S Rank Correlation Coefficient ◽  
Student’S T

Effective training of competent specialists in a contemporary university requires the disclosure of personal abilities and internal potential of students who realize themselves as subjects of learning activity. The problem of studying the psychological factors of enhancing learning and self-realization of students in the educational space is of particular relevance. The hypothesis of the study was the assumption about the influence of motivational, personal-orientation and life-sense factors on the level of students' self-realization in university education. The study involved 224 students of the 4-5th courses from Belgorod National Research University and Belgorod State Technological University named after V.G. Shukhov. The author’s questionnaire for identifying the degree of students' self-realization in learning, as well as questionnaires and tests known in psychology for identification of motivational, personal and sense-purpose characteristics, served as diagnostic tools. The results were processed using cluster analysis, Student's t-test and Spearman's rank correlation coefficient. As a result it turned out that students with varying degrees of self-realization in education had differences in personal characteristics. Students with stable self-realization had higher scores for such motivational parameters as: attitude to learning (t = 7.056, p ≤ 0.001), self-expression need (t = 3.08, p = 0.003), satisfaction of achievements (t = 5.33, p ≤ 0.001). Meanwhile, students with low self-realization had an increased safety need (t = 2.26, p = 0.016). According to personal orientations and self-attitude, students with articulated self-realization were characterized by higher scores in terms of self-regard (t = 2.77, p = 0.007), self-management (t = 4.34, p ≤ 0.001), reflected self-attitude (t = 3.18, p = 0.002) and self-esteem (t = 3.02, p = 0.005). With regard to life-sense orientations, students with stable self-realization were distinguished by higher values of internal locus of control t = 4.50, p ≤ 0.001), life management (t = 4.07, p ≤ 0,001), life productivity (t = 3.84, p ≤ 0.001) and interesting eventful life (t = 3.80, p ≤ 0.001). Based on the correlation analysis, a number of positive relationships of self-realization markers in according to the questionnaire with personal characteristics of students were revealed. A positive connection was remarked between attitude to learning and following markers: the intention to work intensively in the classes (r = 0.52, p ≤ 0.01), recognizing of the usefulness of learning for oneself (r = 0.50, p ≤ 0.01), minimal learning frustration (r = 0.49, p ≤ 0.01). Satisfaction of knowledge correlated with markers of achieving a better self-knowledge (r = 0.49, p ≤ 0.01) and developing of personal abilities (r = 0.48, p ≤ 0.01). Self-management correlates with marker of achieving a deeper self-understanding (r = 0.47, p ≤ 0.01). Thus, the study made it possible to present the differentiated personal characteristics of students with different levels of self-realization in learning. The results can be useful for improving university practice in creating psychological and pedagogical conditions for a more complete students’ self-realization in the training process.

scholarly journals PERSONALITY STRUCTURE IN THE FOREIGN READINESS FORMATION

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 191-194
Author(s):  
Victoria Kolisnyk ◽  
Victor Lytvynenko
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Real Life ◽  
Personal Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Personality Structure ◽  
Component Structure ◽  
Teachers And Students ◽  
Grammar Knowledge

The article is fixed on various views on the personality structure, which is basically directed at students’ personal and professional features. The author refers here dynamic functional structure of K. Platonov, personality structure static model of А. Petrovskyj, three component structure of І. Мalafiyik. L. Pavlova named procedural moments, emotional-voluntary sphere and psychological peculiarities as the factors of personality characteristics. Aspect of the mental working capacity is directly connected with organization of the teaching process at the lesson. The author gives ESP examples which illustrate practical application of the grammar knowledge in the real life situations. Taking such personal characteristics like character and temper into account allows to organize teaching activity according to the students’ abilities. In general interaction between teachers and students contributes to rational building a lesson to form the future IT-engineers’ foreign language readiness to use a foreign language in their professional activity. Educational process is based on communication, where both teaching and psychological aspects are shown. Besides, social influence on formation of personality is very essential for everybody. Thus, correctly considering separate components of the students’ personality structure in the educational process, teachers directly influence their personality formation. This activity is aimed both at their further personal development and professional advance.

ОСОБЛИВОСТІ СТАНОВЛЕННЯ ДУХОВНОСТІ У НАВЧАЛЬНО-ВИХОВНОМУ ПРОЦЕСІ

1970 ◽  
Vol 6 (1) ◽  
pp. 277-285
Author(s):  
Світлана Заболоцька
Keyword(s):  
Spiritual Development ◽  
Personal Characteristics ◽  
Educational Process ◽  
Spiritual Values ◽  
Self Identity ◽  
Self Development ◽  
The Future ◽  
The Individual ◽  
Further Development ◽  
Development Of Students

Аналізується вплив дорослого на розвиток духовності учнів в навчально-виховному процесі. Охарактеризовано розвиток духовності учнів та різні різні її прояви. Акцентовано увагу на духовній позиції самих вихователів та визначеність їхніх ідеалів, розвиток духовних цінностей, релігійної свідомості та самосвідомості особистості. У статті здійснено ґрунтовний теоретичний аналіз дослідження проблеми особливостей духовного розвитку особистості у сучасній психолого-педагогічній науці. Автором проаналізовано основні аспекти поняття духовності, розглянута його структура та види. Наводиться перелік особистісних характеристик рис людини, які засвідчують міру наявності у неї духовності. Зазначається, що становлення духовності нерозривно пов’язане з саморозвитком, а одиницею аналізу духовності є ціннісні орієнтації особистості. Обґрунтовано значення цієї тематики (проблематики) для духовного розвитку особистості майбутнього педагога. Визначено проблеми та перспективи подальших досліджень розвитку духовності особистості майбутніх педагогів. Influence on adult spiritual development of students in the educational process. The characteristic spiritual development of students and different its various manifestations. The attention to position themselves spiritual teachers and certainty of their ideals, the development of spiritual values, religious consciousness and self-identity. The article presents a detailed analysis of the theoretical study of the problem characteristics of spiritual development of the individual in contemporary psychological and educational science. The author analyzes the main aspects of the concept of spirituality, the structure and types. A list of personal characteristics of the human qualities that show as available in her spirituality. It is noted that the formation of spirituality is inextricably linked to self-development, spirituality and the unit of analysis is the value orientation of the individual. It is proved the importance of this theme (issues) for the spiritual development of the person of the future teacher. Identify the problems and prospects of further development of the research of spirituality of the person of the future teachers.

scholarly journals Pedagogical conditions for students’ personal and professional development at higher education institutions

2007 ◽  
Vol 39 (2) ◽  
pp. 259-270
Author(s):  
Aleksandr Vladimirovich-Bfeloshitsky ◽  
Irina Berezhnay-Fedorovna
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Personal Development ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Highly Qualified ◽  
Higher Vocational Education ◽  
Systematic Analysis ◽  
Pedagogical Research ◽  
Development Of Students

The development of higher vocational education in Russia today is oriented towards the process of harmonization of personal and professional development of students. The issue is focused on three different perspectives: pedagogical activity of lecturers in higher vocational institutions, psychological/pedagogical research, and the student?s professional and personal development. The goal to train highly-qualified specialists with versatile personalities at the institutions of higher education depends not only on the applied theoretic/methodological basis, but also on the knowledge of the student?s personality. The first step in the process of planning and realization of the above mentioned educational goal is to provide adequate pedagogical conditions, aimed towards establishing methodological and theoretical bases closer to practice, i.e. the study and implementation of pedagogical personality-oriented technology. This can contribute to the creation of innovative projects and programs for training highly-qualified specialists. Theoretical/methodological and practice-oriented pedagogical conditions are selected and described on the basis of a systematic analysis of the educational process. The essential aspects of these conditions lie in defining appropriate methods for the realization of the educational process for each particular situation. Such methods contribute to the actualization of the students? potentials and enable their self-realization. The presented principles for the development of a personality-oriented educational process are essential for enabling professional development of future specialists.

scholarly journals The model of primary education bachelors training for the development of students’ ability to predict

2017 ◽  
Vol 6 (1) ◽  
pp. 226-232
Author(s):  
Tatyana Viktorovna Fedorova ◽  
Natalia Gennadievna Kochetova
Keyword(s):  
Primary Education ◽  
Prospective Teachers ◽  
Personal Characteristics ◽  
Educational Process ◽  
Theoretical Understanding ◽  
Primary School Teachers ◽  
Educational Standard ◽  
Necessary And Sufficient ◽  
Teachers Training ◽  
Development Of Students

Formation of prospective primary education teachers readiness towards the development of universal educational activities, including forecasting, is an urgent problem of modern pedagogical science. Orientation of primary education program on the achievement of metasubject results requires a revision of prospective teachers training. The problem of bachelors training for the ability to predict development in pupils remains open to theoretical understanding and experimental study. This paper presents a developed model of primary education bachelors training for the development of students ability to predict based on competence-based and task-based approaches. Competencies components such as knowledge, abilities, skills and personal characteristics are described in the paper as a result of bachelors education. The authors concretize and clarify professional competencies of prospective teachers from educational standard of higher education, which are necessary and sufficient for bachelors training in the framework of the considered problem. The aim of the model and its organizational unit are described, organizational, pedagogical and methodological terms of bachelors training and the ways of their realization in the learning process are presented (methods and forms of educational process organization, based on practice-oriented learning and professional experience). The paper shows that the developed model represents an integrated process of prospective primary school teachers training for development of students ability to predict.

scholarly journals ПСИХОЛОГІЧНІ УСТАНОВКИ, КОМПЕТЕНЦІЇ ТА ОСОБИСТІ ЯКОСТІ ВИКЛАДАЧА ЯК ФАКТОР РОЗВИТКУ МАТЕМАТИЧНОЇ ОБДАРОВАНОСТІ УЧНЯ

2020 ◽  
pp. 16-24
Author(s):  
Бончук Н. В.
Keyword(s):  
Personal Development ◽  
Professional Competence ◽  
Teacher Education Program ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Gifted Children ◽  
Mathematically Gifted

The article deals with the problem of the role of professional competences, personal characteristics and psychological attitudes of the subject-teacher in the development of mathematical giftedness of students. The substantiation of the competence model of a teacher working with mathematically gifted children is presented. The urgency of the problem of formation of necessary competences for work with mathematically gifted students is substantiated. The three-level model of teacher's professional competence is considered as a set of key professional (reflecting the specificity of a certain professional activity, in our case - pedagogical) and special (reflecting the specificity of working in different conditions of professional activity with talented children) competencies.Within the competency model, the components of the cognitive, behavioral, and value components are examined. The role of the psychological ettitudes of the teacher in the motivational component of the educational process is substantiated. A number of problems of professional and personal development of teachers in the organization of teaching of mathematically gifted students have been identified. Recommendations are given for the construction of a postgraduate teacher education program aimed at the discovery and psychological and pedagogical support of mathematical talent.

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