Problems and Resources of Comprehensive Prevention of Aggressive Behavior in an Educational Organization

The results of monitoring activities to prevent aggressive behavior of students in state schools of various regions of the Russian Federation are presented. The purpose of the monitoring was to gather information on topical issues related to aggressive behavior and the system of preventive measures. The study was attended by heads of 81 schools from 40 Russian regions. The research tool was a questionnaire developed by the authors, consisting of 137 questions. The survey was conducted in 2021. The results of the study showed that the problem of aggression among students, manifested in various forms – verbal, physical, social, cyber aggression, including conflicts and bullying, as well as autoaggressive behavior, is of high relevance. In addition, the data show that there is a lack of systematics in the preventive activities implemented in schools, both in the field of the forms of work used, and in the choice of the target audience, the number of specialists involved. Based on the results, a research and application approach is proposed to support and develop systemic prevention work in schools.

The Influence of Didactic VR Programs on Educational Motivation, Mental States and Creativity in Students

The use of modern didactic programs in mathematics in virtual reality (VR) requires approbation, proof of efficiency and environmental friendliness. VR properties: the ability to animate (perform actions with objects), interactivity and immersion in the information space are especially important for the training of future engineers, mathematicians and programmers. However, such programs today are still a poorly understood innovation, causing scientific controversy. The purpose of the presented study is to substantiate the effectiveness of didactic VR programs in teaching university students in technical areas, through determining the level of knowledge gained, the impact on the formation of educational motivation and the level of creativity among students in the study of higher mathematics. The methodological basis of the research was made up of the main provisions of the psychology of virtual reality, virtual ontology (V.A. Barabanshchikov, V.V. Selivanov). The assessment of changes in educational motivation was carried out using the methodology of A.A. Rean and V.A. Yakunin (modified by N.Ts. Badmaeva). Diagnostics of the level of creativity was carried out using the Johnson questionnaire, adapted by E.E. Tunic. As a result, it was shown that the students involved in the work with VR programs, at the level of reliable statistical significance, increase the indicators for the parameters of educational motivation, activity and creativity.

Axiological and Methodological Analysis of Folk Games

Play is defined as a special form of free activity according to the rules, that, unlike work, does not produce an alienable product. The socio-psychological mechanism of the influence of the conditions of the game on the participants is considered. Conceptual analysis of the game from the point of view of the key, meaning-forming experience in the game – happiness-joy, shows that this experience is due to the peculiarities of the relations of the participants: internal self-restraint (conscience) and conflict-free communication (the presence of sympathy, empathy, sympathy, assistance). These factors explain the corrective and preventive resources of play practice in the work of specialists with deviant behavior in children and adolescents (irresponsibility, aggression, violation of social norms...). Game practice simulates favorable social conditions for development. The semantic definition of the experience of happiness-joy is made based on a meaningful understanding of children's happiness by specialists in working with children as their professional target setting. The phases of the formation of the game are defined and shown using examples of folk games: formal adoption of the rules, individual self-realization within the framework of the rules, individual self-realization within the framework of the rules and the value of the gaming community.

The Interaction of Secondary School and University as a Condition for Self-Determination among High School Students

The interaction of secondary school and university is most often focused not on the development of the personality of students, but on their choice of directions for further education. We assume that the level of development of the personality of adolescents does not correspond to the age-related task of professional self-determination. To test this hypothesis, we used a set of projective and survey methods aimed at studying the level of development of self-awareness, conceptual thinking and motivational sphere, including in relation to the choice of a profession. In addition, we studied the current interests of adolescents and their relationship to school. The study was conducted on a sample of 153 Moscow school students aged 14-17 years. The results obtained show that worries about the imminent graduation from school and the choice of a profession leaves an imprint on the state of schoolchildren, and success in this matter seems to them overvalued. The personal interests and plans of the children are suppressed by the fear of final exams and admission to a university. Based on the data obtained, we concluded that it is necessary to bridge the gap between the real interests and needs of schoolchildren and the educational environment. As a means for this, a special subdivision of the school and the university is proposed – "School Campus". The work of the "School Campus" can provide a change in the social situation of the development of schoolchildren, removing this contradiction.

Self-assessment of Сompetencies as a Tool for Assessing the Effectiveness of Corporate Educational Programs

The existing tools for assessing the effectiveness of educational programs differ in the degree of effectiveness, applicability, and costs. The self-assessment method, which involves the determination of the level of expression of various qualities by students of educational programs before and after graduation. The method of assessing students' own competencies has significant limitations associated with social desirability. Nevertheless, the article analyzes the possibilities of using this method to assess the effectiveness of corporate educational programs. The results of using the self-assessment method to assess the effectiveness of corporate educational programs conducted in large organizations are presented. The possibilities and limitations of using various kinds of criteria for evaluating themselves by listeners are substantiated. The conclusion is made about the possibility of using the self-assessment method in the case of the focus of educational programs on the development of meta-competencies of managers. The article provides data on the assessment of learning outcomes, discusses the potential reasons for the differences obtained in the framework of projects, as well as the possibilities and limitations of using the self-assessment method to assess the educational effect of corporate training programs.

Social Representations about Safety among Students and Teachers

The relevance of the study is due to the role that social ideas play in the regulation of behavior and the formation of a system of relations among subjects of the educational environment in conditions of special attention to the safety of the educational environment of the school, provoked by destructive precedents among young people (school shooting, near-football, bullying, anarchism, neo-Nazism, etc.). J. Abric’s “Central system, peripheral system” concept was the theoretical framework of this study of ZhK. Aprica. The research hypothesis was based on the idea that violations of the psychological safety of the educational environment are caused by the problem of correlating nuclear and peripheral social representations about safety among different participants in educational settings. We use the prototypical analysis of P. Verges to study social representations of safety. The study sample was 137 students of the 7th grade (72 male, 65 female), 416 students of the 8th grade (201 male, 215 female), 490 students of the 9th grade (201 male, 289 female), 154 students of the 10th grade (84 male, 70 female), 117 students of the 11th grade (50 male, 67 female) and 20 teachers (1 male, 19 female). The results of the study demonstrate that 1) according to social representations about safety, students and teachers have diametrically opposed views on the role of the teacher in ensuring a safe educational environment; 2) students, who highly assess the safety of the educational environment, have active external and internal protection social representations about safety; students who rate the safety of the educational environment, have social representations in the context of passive protection; 3) the analysis of three age categories shows a tendency of the social representations about safety from the norm (students in grades 7-8) through external protection (high school students) to the internal individual resources (high school students and teachers). The new research data obtained on the peculiarities of representations about the safety of students and teachers can become the basis for understanding the growing tension in the field of the safety of the educational environment and the frequent incidents of its violation.

Young People’s Emotional Intelligence and Type of Interpersonal Behavior with Different Sociometric Status

The development of emotional intelligence in early adolescence is important and urgent problem, since at this age the need for communication is actively realized, manifesting itself in behavioral patterns as types of interpersonal behavior that poorly understood. The problem of the study is to identify components of emotional intelligence and types of interpersonal behavior of respondents with high and low sociometric status. Research hypothesis: the combination of the level of emotional intelligence components development and the prevailing types of interpersonal behavior are associated with the achievement of high or low sociometric status. The study sample consisted of 956 people: 456 girls (47.7%) and 500 boys (52.3%) aged 16-17. Research methods: a questionnaire of emotional intelligence "Emin" by D.V. Lyusin; test "The Interpersonal Diagnosis of Personality" by T. Leary; sociometry by J. Moreno in the adaptation by M.R. Bityanova. The relationship between emotional intelligence, the prevailing types of interpersonal behavior, and the sociometric status was studied using mathematical statistics methods of SPSS Statistics 20 program (cluster analysis procedure). Six clusters were identified. They describe the combination of components of emotional intelligence and the prevailing type of interpersonal behavior between young men and women with low and high sociometric statuses. Comparison of cluster indicators revealed significant differences at a high level of significance (α<0.01) across all scales. Thus, the hypothesis was confirmed. The research has a high practical significance because it opens up opportunities for the development of emotional intelligence, as well as the harmonization of interpersonal relations.

Orientation to the Future of Gifted Primary Schoolchildren: Near and Far Goals

The article presents research data on the attitude of gifted children aged 9-10 years to different ages, their ideas about the future, setting short-and long-term goals. There is a great creative potential of giftedness, but how much it will be realized when reaching maturity depends not only on cognitive sphere, but also on the characteristics of the personality. The psychological literature contains contradictory information about the personal characteristics of gifted children; there is very little data on such aspect of personal development as orientation to the future, which determines the relevance and novelty of the study. The study involved 96 children with IQ≥115, enrolled in grades 3 and 4 of the gymnasium for gifted children, and 104 children enrolled in grades 3 and 4 of the secondary school under the traditional program (Moscow). We used the modified method of B. Zazzo “Golden age”, the projective method “Unfinished sentences” and the method of M.V. Matyukhina, which allows us to determine educational motivation in primary school age. It is shown that the majority of primary school children prefer youth as the age period of maximum opportunities. Gifted children are less likely than their peers with normative intellectual development to set short-range goals of good and excellent studies, self-improvement in activities that require physical effort, and more goals related to filling the lack of emotional support. The area of long-range goals related to youth is wider for younger students. Gifted children have a more pronounced orientation to high material security and freedom in its various manifestations, to a lesser extent – to the traditional construction of life (work, family, children).

Peculiarities of Ideas of Graduate Students about to Coping Difficult Life Situations in Their Future Professional Activity and about Ways to Overcome Them

The article actualizes the problem of the specifics ideas of University graduate students about coping difficult situations that they may encounter in their future professional activities. The purpose of the article is to present to the professional community the results of the study of the peculiarities of the presentation of students in the humanitarian and technical areas of training about difficult life situations and ways to overcome them. The authors predict the emergence of difficult life situations in the future professional activities of students. The sample consisted of 75 people, 36 people direction of preparation “Technosphere Safety” and 39 people direction of preparation “Teacher Education”. The data were collected using the methods: “Ways of overcoming negative situations” (S. Goncharova), “Ways of Coping Questionnaire” (R. Lazarus), “Life Style Index” (L.I. Vasserman et al.), and incomplete sentences. It has been established that for university graduates the concept of a “difficult life situation” is defined as some state of concern about the result. It is proved that they have the peculiarities of psychological readiness to overcome difficult life situations in their future professional activities. The identified peculiarities can be used in the preparation of a program for ensuring labor safety and protecting the health.

The Influence of the Type of Educational Environment on Preschool Children's Mental Development

The article is devoted to the study of the developing potential of educational environments and their impact on the formation of personality in the modern educational space. Based on the theoretical and methodological analysis of the types of educational environment, it is concluded that in the structural plan the educational environment of preschool childhood is a system of interconnected components, the main components include object-spatial, socio-psychological, cognitive-active, communicative and subjective components. Based on cluster analysis, four distinctive modern types of educational environment with various capabilities are identified and the author's typology of educational environments in the system of preschool education is proposed, depending on the severity of each component. The tendencies to the conjugation of the quality parameters of the educational environment (according to the ECERS-R scales) and the personal characteristics of children, as well as significant differences in the subjective characteristics and initiative of preschoolers in different learning environments have been identified. The efficiency and feasibility of using the cluster analysis method in the study of the qualitative characteristics of the educational environment and their developing potential is shown. Empirical data were obtained on the basis of 16 preschool educational organizations in the Republic of Tatarstan, on a sample of subjects in 876 people (50 teachers, 413 preschool children and 413 parents (mothers) of preschool children).