Research of the process of formation of emotional intelligence of learners

В статье освящается исследование процесса формирования эмоционального интеллекта, а именно когнитивного, аффективного и поведенческого компонентов у учащихся 8-х классов. Современные реалии предопределяют необходимость сформированного у учащихся понимания, осознания, управления своими эмоциями и эмоциями других людей для полноценного развития эмоциональной сферы и снижения трудностей в общение с окружающими. Автором раскрывается сущность эмоционального интеллекта, и его развития у подростков. Аргументируется целесообразность создания программы, направленной на формирование эмоционального интеллекта у учащихся подросткового возраста. Доказывается эффективность реализуемой авторской программы «ЭмоИнт» у учащихся 8-х классов, у которых сформировались в большей степени показатели когнитивного и аффективного компонентов, в меньшей степени показатели поведенческого компонента эмоционального интеллекта. Полученные результаты формирования эмоционального интеллекта у восьмиклассников могут быть применены в работе педагога-психолога и учителей в психолого-педагогическом сопровождении процесса обучения старших подростков. The article deals with the study of the process of formation of emotional intelligence, namely the cognitive, affective and behavioral components among 8th grade students. Modern realities predetermine the need for students' understanding, awareness, control of their emotions and the emotions of other people for the full development of the emotional sphere and reducing difficulties in communicating with others. The author reveals the essence of emotional intelligence and its development in adolescents. The expediency of creating a program aimed at the formation of emotional intelligence in adolescent students is argued. The effectiveness of the implemented author's program "EmoInt" is proved in 8th grade students, who have formed more indicators of cognitive and affective components, to a lesser extent indicators of the behavioral component of emotional intelligence. The obtained results of the formation of emotional intelligence among eighth-graders can be applied in the work of a teacher-psychologist and teachers in psychological and pedagogical support of the learning process of older adolescents.

Fundamental Movement Skill Proficiency Among British Primary School Children: Analysis at a Behavioral Component Level

Fundamental Movement Skill (FMS) proficiency is an important antecedent of physical activity for children and adolescents. Many studies report children’s overall FMS proficiency to be low. However, in order to develop effective intervention strategies, it is critical to understand FMS proficiency at a behavioral component level. This study investigated British primary school children’s FMS proficiency across all three FMS domains, reporting proficiency at both an individual skill level and at a behavioral component level. Participants were 219 primary school children, aged 7–10 years (Boys 111, girls 108) from central England. We assessed (a) eight FMS (run, jump, hop, skip, catch, overarm throw, underarm throw, stability) using the second and third revisions of the Test of Gross Motor Development, and (b) stability, using the rock skill from the Rudd stability assessment tool. We calculated descriptive statistics and frequencies for each FMS and their behavioral components. We explored gender differences using the Mann- Whitney U-test, and differences between school years using the Kruskal- Wallis test. There was a similar pattern in the prevalence of failure for behavioral components across skills, with children failing on components requiring (a) the simultaneous use of both upper and lower limbs and (b) contralateral actions. Detailed descriptive analysis of low proficiency levels highlighted co ordination and the process for power/force production. These data can be used to guide development and plan targeted interventions for the weakest skills and behavioral components of 7-10 year old British primary school children to increase their FMS levels.

THE MODEL OF PERSONAL PSYCHOLOGICAL SECURITY AS A COMPLEX PHENOMENON

Increasing number and frequency of threatening factors that occur in the world raises the issue of the necessity to study psychological security as a complex phenomenon that combines a number of components, determines human behavior in uncertain and threatening situations. The article analyzes the main approaches to the study of personality`s psychological security as a separate psychological phenomenon: 1) the study of the behavior of the safe type of personality; 2) the analysis of security as a characteristic of the environment where an individual grows and interacts; 3) axiological approach broadcasting of the safe living values; 4) a comprehensive psychological approach. The authors propose to consider the personality`s psychological security as a complex personal formation that combines motivational, cognitive, emotional and behavioral components that ensure the resilience of an individual to environmental factors, the optimal level of their functioning and the integrated type of interaction with the world, other individuals, themselves. The purpose of the study is to develop a model of personality`s psychological security, to analyze its internal structure. The methodological basis of the study is a systematic approach. The following diagnostic methods were used in the study: the method "Diagnosis of the degree of basis needs satisfaction" (V. Skvorczov, modification by I. Akindinova), "Scale of basic beliefs" (R. Janoff-Bulman, adaptation by O. Kravczova), test-questionnaire "Sensitivity to threats" (V. Maralov, E. Maly`sheva, O. Nifontova, E. Perchenko, I. Tabunov), test-questionnaire "Identifying of the ways of responding to situations of danger" (V. Maralov, E. Maly`sheva, O. Smirnova, E. Perchenko, I. Tabunov). The study has been conducted on the sample of 43 university students in Kyiv (Ukraine). A proposed conceptual model of personality`s psychological security combines 4 components: 1) the need for security (motivational component); 2) beliefs about the security of the world and one's own ability to interact constructively with others (cognitive component); 3) experiencing one's own security (emotional component); 4) readiness to activate self-defense tactics in the threatening situation (behavioral component). The use of factor analysis (Principal components method, Varimax normalized rotation procedure) has allowed to identify 3 independent factors that explain 68.6% of the total variance. The following components have been identified: motivational-cognitive, emotional-behavioral (constructive), destructive behavioral component that confirms the importance of behavioral aspects of psychological security, which reflect the means of human interaction with the world and other people in situations of real or imagined threat. The results of the application of correlation analysis have revealed the independence of the three components of personality`s psychological security. A general indicator that reflects the development level of psychological security as a complex phenomenon has been introduced. Students who demonstrate a high level of psychological security have the following characteristics: adequate satisfaction of the need for security, positive beliefs about the goodness of the world and the reliability of others, high sensitivity to threats, they often use adequate or uncertain means of responding to threats, try to avoid the anxious and ignoring behavioral strategies in threatening situations.

PROGRAM FOR ADOLESCENCE CORRECTION OF ADOLESCENTS WITH ADDICTIVE BEHAVIOR AND THE RESULT OF ITS IMPLEMENTATION

The article analyzes the results of the formative stage of the experiment on the implementation of a program to correct the aggression of adolescents with addictive behavior. The essence of aggression of adolescents with additive behavior, which is understood as an integrated set of personality traits of adolescence, which is manifested in destructive actions under the influence of any substances that change the mental state. Scientific approaches to the interpretation of aggression as a phenomenon (activity, axiological, motivational, behavioral, ethological, sociological, personal) are characterized. Based on the selected approaches, the content and structure of aggressiveness of adolescents with addictive behavior, which contains cognitive, motivational, affective, behavioral component, is determined. The main task of the article is to highlight the results and effectiveness of the program to correct the aggression of adolescents with addictive behavior. Diagnostic means of studying the levels of aggression of adolescents with additive behavior and its components are presented (test "Psychotropic substances", scale of search of impressions (M. Zuckerman), method "Diagnosis of hostility", method "Self-assessment of personality", method "Scale of emotional stability - instability G. Eisenko"; questionnaire" Are you prone to drug use?", A questionnaire to identify students with deviant behavior in the classroom). The content of the program of correction of aggression of adolescents with addictive behavior, consisting of three modules: "Knowledge of yourself and others", "Factors of addiction and manifestations of aggression of adolescents", "Strategies for overcoming aggression of adolescents with addictive behavior". The structure of training sessions of the program for correction of aggressiveness of adolescents with addictive behavior is described. The strategy of the formative stage of the experiment, in which 56 adolescents took part, is substantiated. The results of approbation of the program of correction of aggression of teenagers with addictive behavior, which proved its effectiveness, are presented. The proposed program was found to reduce the level of aggression in adolescents with addictive behavior.

Stock Market Vulnerability to the COVID-19 Pandemic: Evidence from Emerging Asian Stock Market

This paper studies empirically the emerging Asian stock market vulnerability to pandemics. Taking the Covid-19 virus as a case study, we used the ARDL panel data approach to investigate the impact of the daily Covid-19 confirmed cases along with a behavioral component based on a triggering fear event related to news about Covid-19 deaths. The results indicate that both the reported daily growth of Covid-19 confirmed cases along with the triggering fear event related to news about death, affected the Asian stock markets performance negatively, other variables such as oil price, gold price, exchange rates, and the US stock market were also found to be determinants of the Asian stock markets during the studied period.

ПСИХОЛОГІЧНА СТРУКТУРА ПРОФЕСІЙНОЇ «Я-КОНЦЕПЦІЇ» ВІЙСЬКОВОСЛУЖБОВЦІВ ІЗ РІЗНИМ ТИПОМ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ

The aim of the study. Identify the features of the structure of professional «I-concepti» of military personnel in accordance with the type of their professional identity (TPI).Research methods. Conversation method, testing.Sample description. The study involved 100 military personnel with different TPI.Conclusions. Summarizing, we can state both similar trends and differences in the characteristics of the structural elements of the professional «I-concept», the nature of the relationship between these components.Cognitive component (professional orientation). Among all possible career orientations, military personnel emphasize that work and place of residence must be stable and important for them, a sense of personal safety, both in professional activity and in personal space.Behavioral component (self-efficacy). The components of the cognitive and behavioral components of the professional self-concept are in feedback. But it should be borne in mind that according to the TPI of military personnel are different professional orientations.There is no correlation between the metrics of all three components of the professional self-concept. There is only a link between the components of its cognitive and emotional components.TPI identifies certain differences in all structural elements of the professional self-concept.Cognitive component (professional orientations). There are no «diffuse» and «pseudo-identity» military personnel from the TPI who are seeking a career. Autonomy at work and in its actions dominates among the military personnel with a «pseudo-identity» TPI compared to their counterparts with a premature TPI. The desire to be a leader is a motivating factor for military personnel with a TPI «moratorium» compared to their counterparts with a TPI «pseudo-identity». For military personnel with diffuse TPI, the most important is the desire for stability and safety at work, than for military personnel with TPI «pseudo-identity».Behavioral component (self-efficacy). Only military personnel with a TPI «moratorium» have an adequate assessment of their self-efficacy. All other TPIs have a clear tendency to diminish their capacity for self-efficacy. There is a feedback of professional orientation (cognitive component) and self-efficacy (behavioral component of professional self-concept). However, it should be borne in mind that according to the TPI of military personnel are different professional orientations.Emotional component (self-esteem). Adequacy of understanding and emotional perception of the value of one’s personality is more often manifested in military personnel with premature and diffuse TPI than their counterparts with TPI «pseudo-identity». Military personnel with diffuse TPI are more aware of and emotionally perceived the value of their personality than their counterparts with the TPI «moratorium».The presence of the relationship between the components of the cognitive and emotional component of the professional "I-concept", depending on the military personnel’s TPI is determined both by the different nature and heterogeneity of these components.

The structure of the patriotic consciousness of youth: the pedagogical aspect

In the framework of the younger generation patriotic education, a pedagogical task of young peoples patriotic consciousness development is being actualized. It is substantiated that the solution of this task requires clarification of the content of the notion young peoples patriotic consciousness, the meaning of which is understood when its structure and structural components content are revealed. Interpretations of patriotic consciousness are offered. They are proposed by modern Russian scientists who present it as a systemic development with its own structure. Structural components of the patriotic consciousness of youth are determined: a worldview component (knowledge, ideas, and views), an axiological component (values), a behavioral component (value relations). The possibility and necessity of the separation of these components is proved. The choice of specific concepts, values, and value relationships that form the content of the worldview, axiological, and behavioral components of the patriotic consciousness of youth is substantiated. The content of the ideological component of the patriotic consciousness of young people is revealed; it is formed by the knowledge, ideas, views on the concepts of patriotism, love for the Motherland, Motherland, small Motherland, Fatherland, patriot. In the context of understanding patriotism as a complex value represented through a set of values, it is proved that the content of the axiological component of youth patriotic consciousness is developed by the values of loyalty, heroism, pride in the Fatherland, duty, dignity, interest in the history of the Fatherland, culture, love of the country, courage, responsibility, family, tolerance, work, respect, honor. Valuable attitudes to the family, work, the Fatherland, culture are singled out as developing the content of the behavioral component of young peoples patriotic consciousness.