Digest

Ryzhov B. N. The system of motivational oppositions as the basis of psychological individuality


Preuss F., Perevozkina Yu. M. Interconnection and types of social relations of role socialization system formation: metasystem approach


Ryzhov B. N. The actual-self, ideal-self and hidden-self (with Translation into English by L. A. Mashkova)


Ryzhov B. N., Tarasova А. А. Emotional Perception of Architectural Objects of 1920–1930s by Moscow Students (with Translation into English by L. A. Mashkova)


Kondratyev V. M. The Problem of Balance between Morality and Law in Human Education (with a Translation into English)


Ryzhov B. N. Psychological Age of Civilization (translated into English by L. A. Mashkova)


Aleksander T. A Review about Old Age and Disability (translated into English by A. Diniejko and into Russian by О. Leszczak)



A. A. Zych Silver University as an alternative for the polish solutions


B. N. Ryzhov THE PSYCHOLOGICAL AGE OF CIVILIZATION: the XV century, the North Renaissance


Yu. M. Perevozkina, V. G. Fedosov, F. Prusse Functional organization of impasa-role socialization of youth: metasystemic approach


T. Macho, I. V. Lebedeva, M. M. Bicharova. Migration in Europe as systemic phenomenon of the contemporary society


G. Gross, J. S. Frolova From London to Moscow coronations: perceptions of monarchy


Simons G. Tangible threats through intangible means: aspects of BRICS information and communication security


Ryzhov B. N., Mashkova L. A., Stolyarova G. I. Dynamics of motivational indicators in high school

B.N. Ryzhov - Sistem psychology
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Журнал » Journal_eng » Journal 34 : B. N. Ryzhov, REAL-SELF, IDEAL-SELF AND HIDDEN-SELF

  Просмотров: 191

UDC 159.9

DOI 10.25688/2223-6872.2020.34.2.01

 

REAL-SELF, IDEAL-SELF AND HIDDEN-SELF

 

B. N. Ryzhov,

MCU, Moscow,

RyzhovBN@mgpu.ru

 

The article is devoted to the description of the new scheme of systems diagnostics of motivational and va­lues personality sphere. The methodological basis for the elaboration of the proposed scheme was the systems typology of motivation which allows to outline eight key types of motivation including four types of motivation of the development and preservation of the species and society, and four types of motivation of the development and preservation of the individual and personality.

This work contains the description of the methodology of self-evaluation of the motivational personality profile providing — in combination with the test of the systems profile of motivation (SPM) — a number of mutually reinforcing, substantive characteristics of the motivational core of personality. These features in­clude "real self, or the systems profile of motivation (SPM) defined on the basis of the SPM test data; "ideal self, or the systems profile of self-evaluation of motivational tendencies based on the described methodology and reflecting the pressure of the accepted social norms and regulations on the motivational core of personality; and "hidden self, or the profile of motivational dispositions built on the basis of the superposition of "real self and "ideal self reflecting the compensating pressure on the motivational core of personality of individualistic impulses aimed at the development and preservation of the individual and personality.

To verify the suggested psycho-diagnostic scheme, population research of the relative characteristics of "real self and "ideal self was conducted. The research took place in 2019-2020, with 187 participants, both male and female, aged 18-48. The results obtained demonstrated the presence of a sustainable, long-term impact of social pressure on self-evaluation of motivational tendencies postulating the appropriateness of self-evaluation data interpretation as "ideal self.

The work also notes the possibility of using the identified structures of the motivational core of personality for systems interpretation of personality instances accepted in the psychoanalytical tradition. The suggested diagnostic scheme allows to obtain the quantitative evaluation of the influence of various system factors on the structure of motivational dispositions of personality; the scheme can be recommended for use in consul­tative and psychotherapeutic practice.

 

Keywords: systems psychology; motivation; motivational core of personality; real-self; ideal-self; hidden-self; ego; super-ego; it (Lat. "id", German "Es"); profile of motivation; value ranking.

For citation: Ryzhov B. N. Real-self, ideal-self and hidden-self // Systems Psychology and Sociology. 2020. № 2 (34). P. 5-20. DOI: 10.25688/2223-6872.2020.34.2.01

 

Ryzhov Boris Nikolayevich, Doctor of Psychological Sciences, Professor, Head of the Department of Peda­gogical, Developmental and Social Psychology at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia.

E-mail: RyzhovBN@mgpu.ru; ORCID: https://orcid.org/0000-0001-8848-3622


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Журнал » Journal_eng » Journal 33 : CONTENTS #33

  Просмотров: 124

C O N T E N T S

 

Psychological Researches

 

Romanova E. S. Fedor Mihajlovich Dostoyevsky as a Master of Writing about Mental States

Ryzhov B. N., Tarasova АА. Emotional Perception of Architectural Objects of 1920–1930s by Moscow Students (with Translation into English by L. A. Mashkova)

Semenova L. E., Semenova V. E. Features of the General Learning Ability in 6–7 year Old Children as Active Users of Electronic Gadgets

Perevozkina Yu. M., Veterok E. V., Ganpantsurova O. B. System Determinations of Individual-Oriented Skills of Interpersonal Communication in Students of Psychological and Pedagogical Fields of Study

Sinbukhova Е. V., Zankovsky А. N., Protsenko D. N., Sinbukhova N. I. Vigilance in Medical Decision Making and Burnout in Doctors

Nikiforov I. S. Intelligent Support for Specialization

Sheinov V. P., Karpievich V. A. Emotional Intelligence and Victimization of Students of the University of Emergency Situations

Abushkin B. M., Kontsevenko Ya. N., Kozikov D. D. On the Issue of Social Development in School Students Today

Koghan B. M., Mukhina A. A., Khazieva T. I. Game Method for the Correction of Psychomotor Development Disorders in Children with Different Variants of Dysontogenesis

 

 

History of psychology and Psychology of History

 

Ivanov D. V. Psychological Ideas in the Works of V. G. Belinsky and N. I. Pirogov

 

 

Anniversary

 

Anniversary of Vyatkin Bratislav Aleksandrovich!

 

 

Information

 

Authors of the Journal «Systems Psychology and Sociology», 2020, № 1 (33)

Author Guidelines

 


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Журнал » Journal_eng » Journal 33 : D.V. Ivanov, PSYCHOLOGICAL IDEAS IN THE WORKS OF V. G. BELINSKY AND N. I. PIROGOV

  Просмотров: 132

UDC 159.9

DOI 10.25688/2223-6872.2020.33.1.10

 

PSYCHOLOGICAL IDEAS IN THE WORKS OF V. G. BELINSKY AND N. I. PIROGOV

 

D.V. Ivanov,

NSPU, Novosibirsk,

ivanovdirkutsk@yandex.ru

 

The article considers the views and ideas focused in the theories of development and education of V. G. Be-linsky and N. I. Pirogov, which are significant for the national history of psychological thought of the XIX centu­ry. The names of these thinkers and their theories were included in the Golden Fund of Russian age (children's) psychology, pedagogical psychology, and personality psychology.

However, they shared the problems of spiritual and moral psychology of the emerging and developing per­son. According to these thinkers, the fundamental phenomenon in describing a person, his essence, and the rich­ness of his inner world (psyche) was the struggle, which allowed them to represent the image of a struggling person of the modern era. The reasons for the struggle were defined as personally valuable, socially useful, and army-military. Psychological theories of outstanding Russian thinkers, their constituent principles, deve­loped on the basis of long-term observations, life experience and conclusions, allowed to describe the nature of the phenomenon of struggle in everyday life, to identify a number of laws associated with it. More important was the fact that psychological theories of development and education made it possible to anticipate the result of the influence on a person, to construct an ideal significant for the society. The presented theories remain va­luable in modern psychology. They contain psychological mechanisms and ideal models suitable for identifying those attributes of a person allowing it to become successful and valuable in the society.

 

Keywords: the psychology of the heart; struggling person; struggle; causes of struggle; psychological mechanisms; reflection; poetry; friendship; love; inspiration; empathy; metavolya.

For citation: Ivanov D. V Psychological Ideas in the Works of V G. Belinsky and N. I. Pirogov // Systems Psychology and Sociology. 2020. № 1 (33). P. 120-134. DOI: 10.25688/2223-6872.2020.33.1.10

 

Ivanov Denis Vasilievich, PhD in Pedagogics. Docent at the Department of General Psychology and History of Psychology of the Novosibirsk State Pedagogical University, Novosibirsk, Russia. E-mail: ivanovdirkutsk@yandex.ru


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Журнал » Journal_eng » Journal 33 : B. M. Kogan, А. А. Mukhina, Т. I. Khazieva, GAME METHOD FOR THE CORRECTION OF PSYCHOMOTOR DEVELOPMENT DISORDERS IN CHILDREN WITH DIFFERENT VARIANTS OF DYSONTOGENESIS

  Просмотров: 129

UDC 159.9

DOI 10.25688/2223-6872.2020.33.1.09

 

GAME METHOD FOR THE CORRECTION OF PSYCHOMOTOR DEVELOPMENT DISORDERS IN CHILDREN WITH DIFFERENT VARIANTS OF DYSONTOGENESIS

 

B. M. Kogan,

MCU, Moscow, KoganBM@mgpu.ru

АА. Mukhina, 

School № 1799, Moscow, dadeko@inbox.ru

Т. I. Khazieva, 

MCU, Moscow, tanya.hazieva@gmail.com

 

Currently there is a significant increase in the number of preschoolers and younger school children with de­velopmental disabilities, resulting in their unwillingness to attend school. Parents of this category of children are increasingly turning to professionals for help regarding the maladjustment of their child. The article presents the results of the remedial programs using folk games in children with different degrees of underdevelopment, aimed at comprehensive development of motor and cognitive processes required for effective adaptation in society.

The goal of the study was to research the effectiveness of the game method of correction of impaired psychomotor development in children with mental retardation of mild and moderate severity by different types of disturbed development.

Had the study included children with various pathologies: 32 children with autism spectrum disorder, 33 — with mental retardation and 22 with mental retardation have mild or medium degree, and 44 children with down syndrome, which took the analysis of the main indicators of memory and attention.

It is shown that remedial work using folk games, aiming at the normalization of psychomotor development of children with different dysontogenetic development leads to significant changes in their cognitive sphere, in the spatial orientation and scope of arbitrary regulation of activity.

Children in all variants of dysontogenesis, especially down's syndrome, have a completely different initial condition indicators of higher cognitive functions, ranging from levels close to age norm, to a large extent the de­lay of intellectual development, moreover, the development of attention and memory in children with down's syndrome takes place dynamically and does not depend on age, as each age group was attended by children showing high, medium and low results.

 

Keywords: dysontogenesis; preschoolers; junior school students; psychomotor development; cognitive development; memory; attention.

For citation: Kogan B. M., Mukhina A. A., Khazieva T. I. Game Method for the Correction of Psycho­motor Development Disorders in Children with Different Variants of Dysontogenesis // Systems Psychology and Sociology. 2020. № 1 (33). P. 112-119. DOI 10.25688/2223-6872.2020.33.1.09

 

Kogan Boris Mikhaylovich, Doctor of Biological Sciences, Professor, Head of the Department of Clinical and Special Psychology at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia.

Mukhina Anastasiya Aleksandrovna, Educational Psychologist at School № 1799, Moscow, Russia. E-mail: dadeko@inbox.ru.

 

Khazieva Tatiana Ivanovna, a Post-Graduate Student at the Department of Clinical and Special Psychology at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia. Email: tanya.hazieva@gmail.com


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Журнал » Journal_eng » Journal 33 : B. M. Abushkin, Ya. N. Kontsevenko, D. D. Kozikov, ON THE ISSUE OF SOCIAL DEVELOPMENT IN SCHOOL STUDENTS TODAY

  Просмотров: 136

UDC 159.9

DOI 10.25688/2223-6872.2020.33.1.08

 

ON THE ISSUE OF SOCIAL DEVELOPMENT IN SCHOOL STUDENTS TODAY

 

B. M. Abushkin,

MCU, Moscow, AbushkinBA@mgpu.ru

Ya. N. Kontsevenko,

JS «MAKS»,

janina25@mail.ru 

D. D. Kozikov,

MCU, Moscow, daniil.kozikov@mail.ru

 

The representation of students' basic social attitudes is analyzed in this article. These basic social attitudes determine students' preferences in modern social practice. The study involved 62 students aged 14-15 years 9 classes of secondary school. The paper examined the content of interpersonal relationships, indicators of self-actualization of the individual, characterological features of adolescents and features of psychological protection in communication.

Processing of the results was focused on selecting high indicators, linked with the values judgement and corresponded with the purpose of the social attitudes. The content (or orientation) of these settings was based on a factor analysis of primary indicators using the selected methods. These social attitudes determine the behavior of adolescents in the social aspects (according to the direction of the research methods) and can have an impact on such important social factors as self-development and relationships of a person while surroun­ded by others.

The authors consider adolescents' social attitudes as the most significant for them in their social self-de­termination. Social attitudes can be considered as reliable diagnostic indicators of social preferences in school students and can reveal the content of the values in their motivational sphere.

 

Keywords: social attitudes; self-actualization; interpersonal relationships; features of personality; factor analysis; social practice; self-determination.

For citation: Abushkin B. M., Kontsevenko Ya. N., Kozikov D. D. On the Issue of Social Deve­lopment in School Students Today // Systems Psychology and Sociology. 2020. № 1 (33). P. 100-111. DOI: 10.25688/2223-6872.2020.33.1.08

 

Abushkin Boris Mikhailovich, PhD in Psychology, Associate Professor. Deputy Director for Science at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia. E-mail: AbushkinBM@mgpu.ru

 

Kontsevenko Yanina Nikolaevna, Head of the Department for Support and Prolongation of Treaties of the Voluntary Health Insurance JS «MAKS», Moscow, Russia. E-mail: janina25@mail.ru

 

Kozikov Daniil Dmitrievich, a Post-Graduate Student at the Department of General and Practical Psycho­logy at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia.

E-mail: daniil.kozikov@mail.ru


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Журнал » Journal_eng » Journal 33 : V. P. Sheinov, V. А. Karpievich, EMOTIONAL INTELLIGENCE AND VICTIMIZATION OF STUDENTS OF THE UNIVERSITY OF EMERGENCY SITUATIONS

  Просмотров: 139

UDC 159.9

DOI 10.25688/2223-6872.2020.33.1.07

 

EMOTIONAL INTELLIGENCE AND VICTIMIZATION OF STUDENTS OF THE UNIVERSITY OF EMERGENCY SITUATIONS

 

V. P. Sheinov,

NIHE,

Minsk, The Republic of Belarus, sheinov1@mail.ru

V. А. Karpievich,

UCP MES of Belarus,

Minsk, The Republic of Belarus,

karpievich68@yandex.by

 

Victimization is an event of violence or the experience of experiencing violence, the process of tur­ning an individual into a victim of criminal assault, bullying, aggression, as well as the result of this process. The study of victimization is relevant in view of its wide prevalence in modern society and the many negative consequences for victims of bullying. The goal was to explore the possible relationships between the victimi­zation of Emergencies Ministry cadets and their emotional intelligence, academic performance and craving for smoking, and compare them with the results of foreign studies. It was established that four types of victimi­zation are negatively related to the components of emotional intelligence, namely: aggressiveness is negatively related to controlling one's emotions, self-motivation, empathy, recognition of other people's emotion con­ditions and emotional intelligence together with uncritical behavior is negatively associated with the ability to manage emotions, self-motivation and emotional intelligence. Victimization is negatively associated with the ability to manage emotions and emotional intelligence. The craving for smoking turned out to be positively associated with aggressiveness, uncritical behavior and general victimization. Insecurity from manipulation is negatively correlated with emotional awareness. A comparison of the results with the results of foreign studies (mainly children) shows that the nature and orientation of the relationships identified for cadets as a whole does not differ from those found in foreign studies. In this study, these relationships are fleshed out by discovering the relationships between types of victimization and the components of emotional intelligence. Unlike the results of foreign studies on the negative relationship of victimization of students with academic performance, cadets do not have such a connection in Russian-speaking society. Conducted classes with cadets allowed to increase the level of their emotional intelligence in all its components.

 

Keywords: victimization; bullying; emotional intelligence; insecurity from manipulation; Emergencies Ministry cadets.

For citation: Sheinov V. P., Karpievich V. А. Emotional Intelligence and Victimization of Students of the University of Emergency Situations // Systems Psychology and Sociology. 2020. № 1 (33). P. 85-99. DOI: 10.25688/2223-6872.2020.33.1.07

 

Sheinov Viktor Pavlovich, Professor, Doctor of Sociology, PhD in Physical and Mathematical Sciences, Academician of the International Academy of Information Technologies, Professor of the Department of Psy­chology and Pedagogical Mastery of the National Institute for Higher Education, Minsk, The Republic of Belarus.

E-mail: sheinov1@mail.ru

 

Karpievich Viktor Alexandrovich, Associate Professor, PhD in Historical Sciences, Associate Professor of the Department of Humanities of the Civil Protection University of the Ministry of Emergency Situations of Belarus, Minsk, The Republic of Belarus.

E-mail: karpievich68@yandex.by


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Журнал » Journal_eng » Journal 33 : I. S. Nikiforov, INTELLIGENT SUPPORT FOR SPECIALIZATION

  Просмотров: 204

UDC 159.9.

DOI 10.25688/2223-6872.2020.33.1.06

 

INTELLIGENT SUPPORT FOR SPECIALIZATION

 

I. S. Nikiforov,

IT-company BCC, St. Petersburg,

nis772@gmail.com

 

As a result of the analysis conducted in the article, and it was found out that a specialist needs information support at various stages of his/her lifetime. The model of changing individual characteristics in dependence on the cost of a certain resource has been developed to adequately support an individual learning process. A method was suggested, and a model was developed to evaluate self-motivation of a person as applied to the process of his/her enhancement of a certain characteristic, which depends both on the already achieved level, i. e. a result-based approach, and a rate of change of such characteristic at a given moment, i.e. a pro­cess-based approach. Based on the developed model a procedure can be suggested for identifying a correct mo­ment for intervention into the training process through managing motivation by means of a resource or changes in training technology.

A multi-dimensional model was developed for characteristics specified by job requirements, and was represented as a radar chart showing both minimum and maximum requirements. Based on this representation, which is easy for understanding and very illustrative, a set of models was developed on how a certain applicant fits for job requirements, and a classification of applicants (ideal, job-ready, well-qualified, ordinary, under-qualified) was suggested.

An aggregate algorithm was developed to evaluate suitability of a specialist for requirements of a certain job based on the evaluation of applicant's skills to adapt to specific characteristics and resources required. When making such evaluations it is necessary to compare existing and maximum attainable applicant's characteristics to the values of such characteristic necessary to perform specific job both minimum for mastering this job, and maximum necessary to perform successfully.

We have identified issues, which are not supported with generally held scientifically proven approaches and problem solving methods now.

An approach was suggested on how to arrange the information support for decision-making process (related to learning path, applicants, resource intensity) accompanying a specialist throughout his/her entire lifetime.

The results obtained are an important part of methodology of the information support during the specia­lization process.

 

Keywords: models; information support; characteristics; motivation; management; evaluations; professional learning path; problems.

For citation: Nikiforov I. G. Intelligent Support for Specialization // Systems Psychology and Sociology. 2020. № 1 (33). P. 74-84. DOI 10.25688/2223-6872.2020.33.1.06

 

Nikiforov Igor Sergeevich, PhD in Technical Sciences, Associated Executive-coach at the Center of coaching of Moscow school of economics SKOLKOVO, General manager of IT-company BCC, St. Petersburg, Russia. E-mail: nis772@gmail.com


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Журнал » Journal_eng » Journal 33 : E. V. Sinbukhova, A. N. Zankovsky, D. N. Protsenko, N. I. Sinbukhova, VIGILANCE IN MEDICAL DECISION MAKING AND BURNOUT IN DOCTORS

  Просмотров: 176

UDC 159.9.07

DOI 10.25688/2223-6872.2020.33.1.05

 

VIGILANCE IN MEDICAL DECISION MAKING AND BURNOUT IN DOCTORS

 

E. V. Sinbukhova,

N. N. Burdenko NMRCN, Moscow, ESinbukhova@nsi.ru

A. N. Zankovsky,

IP RAS, Moscow,

azankovsky@gmail.com,

D. N. Protsenko,

N. I. Pirogov MU, Moscow, ProtsenkoDN@zdrav. mos.ru

N. I. Sinbukhova,

CP JSC «Russian Railways», Moscow

 

Anesthesiology and intensive care are the most stressful medical disciplines, subjecting physicians to high responsibility daily in stressful situations such as managing life-threatening scenarios. The aim of the study: to study the effect of burnout on vigilance in decision-making among intensive care physicians and anesthe­siologists. This study involves 280 physicians (including 140 anesthesiologists, 140 intensive care physicians). Maslach Burnout Inventor (MBI), Melbourne decision making questionnaire (MDMQ), L. Mann, P. Burnett, M. Radford, S. Ford — is a personality questionnaire aimed at diagnosing individual decision-making style. The questionnaire is the result of an approbation of the earlier questionnaire Flinders' Decision Making Questionnaire (DMQ) (to the Russian language it was validated by T. V. Kornilova).

According to the MBI high burnout scores of all three subscales have anesthesiologists and intensive care physicians. High rates of emotional exhaustion, depersonalization and reduction of professional achievements have anesthesiologists, intensive care physicians respectively.

Regression analysis confirms in anesthesiologists, emotional exhaustion has a significant relationship with on vigilance in decision-making and procrastination. In intensive care physicians, emotional exhaustion has a significant relationship with on vigilance in decision-making, and the reduction of professional achievements with procrastination. However, it should be noted that vigilance in decision-making and procrastination cannot be explained only by emotional exhaustion and reduction.

Conclusion intensive care physicians and anesthesiologists maintain an adequate level of vigilance in deci­sion-making despite the high prevalence of burnout and depression.

 

Keywords: stress; fatigue; burnout; emotional exhaustion; medical staff; doctors; procrastination; decision making; vigilance.

For citation: Sinbukhova E. V, Zankovsky А. N., Protsenko D. N., Sinbukhova N. I. Vigilance in Medi­cal Decision Making and Burnout in Doctors // Systems Psychology and Sociology. 2020. № 1 (33). P. 64-73. DOI: 10.25688/2223-6872.2020.33.1.05

 

Sinbukhova Elena Vasilyevna, Medical Psychologist, Neuropsychologist at the N. N. Burdenko National Medical Research Center for Neurosurgery, Moscow, Russia. E-mail: ESinbukhova@nsi.ru

 

Zankovsky Anatoly Nikolayevich, Doctor of Psychological Sciences, Professor, Head of the Laboratory of Labour Psychology, Ergonomics, Engineering and Organizational Psychology at the Institute of Psychology of the Russian Academy of Sciences, Moscow, Russia.

E-mail: azankovsky@gmail.com

 

Protsenko Denis Nikolaevich, PhD in Medicine, Chief physician of the City Clinical Hospital № 40 of the Moscow Healthcare Department, Assosiate Professor at the Department of Anaesthesiology and Critical Care Medicine of the N. I. Pirogov Medical University, Moscow, Russia.

E-mail: ProtsenkoDN@zdrav.mos.ru

 

Sinbukhova Nadezhda Ivanovna,, Neurologist at the Central Polyclinic JSC «Russian Railways (RZhD)», Moscow, Russia.


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Журнал » Journal_eng » Journal 33 : Yu. M. Perevozkina, E. V. Veterok, O. B. Ganpantsurova, SYSTEM DETERMINATIONS OF INDIVIDUAL-ORIENTED SKILLS OF INTERPERSONAL COMMUNICATION IN STUDENTS OF PSYCHOLOGICAL AND PEDAGOGICAL FIELDS OF STUDY

  Просмотров: 148

UDC 316.6

DOI 10.25688/2223-6872.2020.33.1.04

 

SYSTEM DETERMINATIONS OF INDIVIDUAL-ORIENTED SKILLS OF INTERPERSONAL COMMUNICATION IN STUDENTS OF PSYCHOLOGICAL AND PEDAGOGICAL FIELDS OF STUDY

 

Yu. M. Perevozkina,

E. V. Veterok,

O. B. Ganpantsurova,

NGPU, Novosibirsk,

per@bk.ruseverus.snegg.1997@gmail.comolgana74@mail.ru

 

The article presents a systematic approach to determinate soft skills for psychology students. The soft skills definition discussed in the article. International studies consider soft skills through interpersonal skills that characterize a person's relationships with other people. In the workplace, soft skills represent abilities, which refer to a person's knowledge and occupational skills. This article proposes the use of a systematic approach to assess soft skills. The methodological basis for understanding individually-oriented interpersonal communi­cation skills was the metasystem approach, which reveals the interaction of the mental system with the external social system. In the framework of the metasystem approach, any systemic education is presented in the form of five hierarchical levels: elemental, component, subsystem, general system and metasystem. Exploratory factor analysis and multiple regression analysis are used to illustrate the approach. The five factors model was obtained. All integral factors correspond to five levels of the system: elemental, component, subsystem, system-wide and metasystem. Five integral factors used as predictors in regression models are also discussed. The empirical study shows that specific substructure components comprehensively determine a superstructure of soft skills. The study supports that the determination of soft skills can be considered as a structure within the systematic approach.

 

Keywords: soft-skills; system; structural determinations; interpersonal communication; psychological and pedagogical education; students.

For citation: Perevozkina Yu. M., Veterok E. V, Ganpantsurova O. B. System Determinations of Individual-Oriented Skills of Interpersonal Communication in Students of Psychological and Pedagogical Fields Of Study // Systems Psychology and Sociology. 2020 № 1 (33). P. 51-63. DOI: 10.25688/2223-6872.2020.33.1.04

 

Perevozkina Yuliya Mihaylovna, PhD in Psychology, Professor, Head of the Department of Practical and Special Psychology at the Novosibirsk State Pedagogical University, Novosibirsk, Russia.

E-mail: per@bk.ru; ORCID ID: 0000-0003-4201-3988

 

Veterok Ekaterina Vladimirovna, PhD in Psychology, Associate Professor at the Department of Practical and Special Psychology at the Novosibirsk State Pedagogical University, Novosibirsk, Russia. E-mail: severus.snegg.1997@gmail.com; ORCID ID: 0000-0003-4303-1985

 

Ganpantsurova Olga Borisovna, a Lecturer at the Department of Practical and Special Psychology at the Novosibirsk State Pedagogical University, Novosibirsk, Russia.

E-mail: olgana74@mail.ru; ORCID ID: 0000-0002-8884-4851


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Журнал » Journal_eng » Journal 33 : L. E. Semenova, V. E. Semenova, FEATURES OF THE GENERAL LEARNING ABILITY IN 6-7 YEAR OLD CHILDREN AS ACTIVE USERS OF ELECTRONIC GADGETS

  Просмотров: 214

UDC 159.9

DOI 10.25688/2223-6872.2020.33.1.03

 

FEATURES OF THE GENERAL LEARNING ABILITY IN 6-7 YEAR OLD CHILDREN AS ACTIVE USERS OF ELECTRONIC GADGETS

 

L. E. Semenova,

PRMU, Nizhny Novgorod,

V. E. Semenova,

NIED, Nizhny Novgorod,

verunechka08@list.ru

 

This article discusses the problem of the place and role of information computer technologies in the life and de­velopment of a child of preschool age. The existing opinions of modern domestic and foreign experts on this subject are considered. At the same time, from the standpoint of the approach of Ulyana Vasilyevna Ulyenkova, special attention is paid to the influence of active use of electronic gadgets by older preschoolers in terms of their preparation for school and, in particular, becoming subjects of educational activity of the preschool type, which implies the child's mastery of all its components — motivational, approximate-operational and regulatory-evaluation.

An empirical study was conducted to study the features of the General ability to learn 6-7 year old child­ren — active users of electronic gadgets, which included two stages. At the first stage, according to the results of a survey of parents and grandparents, the degree of activity of the use of electronic gadgets by preschoolers was determined. At the second stage, a comparative analysis of the features of the general ability to learn 6-7 year old children with different degrees of activity using electronic devices (active users of electronic gadgets and rarely use electronic gadgets) was carried out.

The fact of a significant predominance of children aged 6-7 years who actively use various electronic gadgets, who play them or view video and photo materials on average about 2.5 hours a day is stated. According to the results of this analysis, it was found that preschool children who use electronic gadgets rarely and in a very dosed time mode (no more than 20-30 minutes a day) have a higher ability to learn, while many children who actively use gadgets demonstrate the level of formation of the general ability to learn, characteristic, according to the results of research by U. V. Ulyenkova of the late twentieth century, mainly for 6-7 year old children with mental retardation. There are also data indicating much lower rates of visual memory development of older preschoolers-active users of electronic gadgets.

It is concluded that children 6-7 years old who regularly use different electronic gadgets outside the context of interaction with adults, are at risk in terms of psychological readiness for school, because many of them have difficulties in mastering all components of educational activities. Based on the obtained empirical data the question of the need to find optimal ways to introduce modern preschoolers to computer technologies and a reasonable ratio in their lives of traditional types of children's activities and activities with electronic gadgets is raised.

 

Keywords: electronic gadgets; preschoolers; general ability to learn; educational activities of preschool type.

For citation: Semenova L. E., Semenova V E. Features of the General Learning Ability in 6-7 Year Old Children as Active Users of Electronic Gadgets // Systems Psychology and Sociology. 2020. № 1 (33). P. 38-50. DOI: 10.25688/2223-6872.2020.33.1.03

 

Semenova Lidia Eduardovna, Doctor of Psychological Sciences, Associate Professor, Professor at the Depart­ment of General and Clinical Psychology of Privolzhsky Research Medical University, Nizhny Novgorod, Russia. E-mail: verunechka08@list.ru

 

Semenova Vera Eduardovna, PhD in Philosophy, Associate Professor, Associate Professor at the Department of Theory and Methodology of Preschool Education of the Nizhny Novgorod Institute of Education Develop­ment, Nizhny Novgorod, Russia.

E-mail: verunechka08@list.ru


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