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
WWW.SYSTEMPSYCHOLOGY.RU
Просмотров: 720PSYCHOLOGICAL TECHNIQUES FOR DESCRIBING THE CHARACTERS IN F. M. DOSTOEVSKY’S WORKS
E. S. Romanova, MCU, Moscow,
The article presents an analysis of the psychological techniques used by F. M. Dostoevsky in his characters’ describing. The author examines the nature and actions of the characters, analyzing the features of their monologues and dialogues, the connection of their external manifestations with internal experiences. The author draws special attention to portrait descriptions, emphasizing their role in revealing the inner world of the characters. According to the author’s opinion, the change of the character’s appearance can also characterize him, thus such descriptions are noted and considered as methods of character’s representation and emotions. The author also pays special attention to the characters’ speech: to what they say and how define themselves and others. Dostoevsky’s estimates as well as characters’ estimates, used in their speech, both can build the picture of the world of the relationships in the minds of the readers, created by the writer. Presenting the characters, Dostoevsky can directly characterize them, and that gives the readers to see his attitude to them. Dostoevsky invisibly instills in the readers their sympathy and antipathy towards certain people and phenomena with all his skill of the great artist-and-psychologist. A writer can directly define the characters through the speech of the other characters or their own speech, and that is why some of the epithets, nevertheless, accurately convey the writer’s attitude and his vision in accordance with the context. According to the author’s opinion, the best definitions of the characters are descriptive names, comparisons and dreams, in spite of the fact of their frequent ambiguity. The name becomes not just a conscious literary device, but an integral part of the image. Due to the fact, that any person always corresponds to his name, Dostoevsky calls characters so that everyone can guess his nature or behavior towards other people. This also applies to the continuous repetitive descriptions of the characters, including metaphors and comparisons, that stresses the most bright feature of the person. The author also draws attention to the description of the space, where Dostoevsky’s characters live. The aim of the article is to study the psychological techniques that reveal the inner world of Dostoevsky’s characters. Thus, the psychological approach to the analysis of Dostoevsky’s works allows a deeper understanding of the motives of his characters ‘ actions, contributes to ambiguous assessment of their personality, that leads the reader to a new understanding of the author’s works.
Keywords: psychological analysis; psychological techniques; creativity; inner world; psychological profile; describing a character. For citation: Romanova E. S. Psychological techniques for describing the characters in F. M. Dostoevsky’s works // Systems Psychology and Sociology. 2019. № 3 (31). P. 55–67. DOI: 10.25688/2223-6872.2019.31.3.06
Romanova Evgeniya Sergeevna, doctor of psychological sciences, professor, acting director of the Institute of psychology, sociology and social relations at the Moscow City University, Head of 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: RomanovaES@mgpu.ru
|
||
|
Просмотров: 752 SPECIFIC DEVELOPMENT OF SYMBOLIC ACTIVITY IN YOUNGER STUDENTS
Yu. A. Shulekina, MCU, Мoscow,
The article considers the problem of reading textbook as the most important component of the system organization of educational activities of primary school children. Studying of its psychological platform (symbolic activity) is necessary for the understanding of the difficulties arising in students of different classes, as well as the modeling of psychological and pedagogical assistance to such children. A questionnaire developed by the author and tested on a large sample of recipients was chosen as a tool for studying the symbolic activity of younger students. The study is based on the hypothesis: every year at the stage of primary General education students improve various components of symbolic activity, which is a necessary condition for the development of educational activities, and as a result, expands the opportunities of students in mastering educational competencies. The results of the surveys are the material of empirical nature on the problem of the attitude of students in grades 1–4 to reading the textbook as a specific symbolic activity. The data obtained in the course of this study made it possible to trace the development of certain components of symbolic activity in primary school students. The most important conclusion was that the development of symbolic activity is uneven, which indicates the different readiness of children to quickly adapt to the changing requirements of the information and educational environment, including multimodal nature. However, by the end of primary General education, students fully assimilate the traditional model of learning activities: their experience and skills allow them to solve problems in accordance with the learning objectives. At the same time, students do not fully use the multimodal resources of the textbook, often referring to their semiotic noise, and sometimes directly avoiding them.
Keywords: symbolic activity; reading the textbook; learning activity; learning skills to operate the tutorial; specific skills to operate the tutorial; multimodal literacy; younger students. For citation: Shulekina J. A. Specific development of symbolic activity in younger students // Systems Psychology and Sociology. 2019. № 3 (31). P. 46–54. DOI: 10.25688/2223-6872.2019.31.3.05
Shulekina Juliya Alexandrovna, PhD in Pedagogics, docent, docent at the Department of the Speech therapy at the Institute of special education and comprehensive rehabilitation of the Moscow City University, Moscow, Russia. E-mail: Juliah@mgpu.ru
|
||
|
Просмотров: 792 ASSERTIVENESS, MANIPULATION VULNERABILITY AND EMOTIONAL INTELLECT OF INDIVIDUALS
V. P. Sheinov, BSU, Minsk, The Republic of Belarus,
The article describes the study about the possible links between assertiveness and insecurity of individuals from manipulations with the emotional intelligence of individuals. The methods used are: the author’s assertiveness test, the author’s method “Assessment of the degree of an individual’s vulnerability from manipulative influences”, N. Hall’s test of emotional intelligence. It has been established that assertiveness is positively associated with an integrative indicator of emotional intelligence. Thus, for the Russian-speaking society, the validity of the inclusion of assertiveness in the model of emotional intelligence (ESI) R. Bar-On. Recognizing the emotions of other people is somewhat more strongly associated with assertiveness in girls than in boys. In cadets, assertiveness is positively correlated with an integrative indicator of emotional intelligence, with self-motivation and emotional awareness. The assertiveness of educators-managers is positively associated with the integrative indicator of emotional intelligence and all its components, except for emotional awareness. Their emotional awareness contributes to protection against the manipulation of boys and girls. Security from manipulation and assertiveness of students are positively related to their satisfaction with the chosen profession, life in general, and academic performance in subjects related to the future profession. Satisfaction of the leaders of pedagogical teams with the choice of the teacher’s profession, their position and life in general are in a strong positive relationship with each other. For girls it is uncharacteristically aggressive, and for boys even more so — passive behavior. The distribution of teachers and female students by type of behavior is very similar.
Keywords: assertiveness; vulnerability from manipulation; manipulations; emotional intellect; individual; students; cadets; teachers. For citation: Sheinov V. P. Assertiveness, manipulation vulnerability and emotional intellect of individuals // Systems Psychology and Sociology. 2019. № 3 (31). P. 38–45. DOI: 10.25688/2223-6872.2019.31.3.04
Sheinov Viktor Pavlovich, doctor of sociology, full professor, professor at the department of Psychology and Pedagogical Proficiency at the Institute of Higher Education under the auspices of the Belarusian State University, Minsk, The Republic of Belarus. E-mail: sheinov1@mail.ru
|
||
|
Просмотров: 957 ADAPTATION OF THE PROCRASTINATION SCALE AND THE IRRATIONAL PROCRASTINATION SCALE IN P. STEEL’S TECHNIQUE
N. M. Klepikova, I. N. Kormacheva, NSPU, Novosibirsk,
The article provides an overview of the theoretical background for the study of procrastination. The main principles of P. Steel’s theory are outlined, which created the integrative theory of procrastination based on a meta-analysis of four theories: J. Ainsley and N. Haslam’s model of hyperbolic discounting; theory of expectations V. Vroom; Theory of Perspectives D. Kahneman, A. Tversky; theory of needs D. McClelland, J. Dollard, N. Miller. A description of the scales developed by P. Steel, “Scale of procrastination”, PS (PSI — Procrastination Scale Items, 29 points, 2002) and “The irrational procrastination scale”, IPS (IPS — The irrational procrastination scale, 9 points, 2010) is given. Analyzed the theoretical background of the creation of these scales. The article also reflects the results of an empirical study on the adaptation of the procrastination scale and the irrational procrastination scale by P. Steel, that was carried out on a sample of 213 people (full-time and part-time students of NSPU, aged 18 to 48 years). The four stages of the study implemented in 2015–2018 are described: the goal of the first stage was the translation of the instructions and text of the techniques from English into Russian; at the second stage, to improve the wording of the statements, pilotage studies were undertaken, a primary empirical-statistical analysis was carried out (discriminativeness and complexity of statements were revealed); in the third stage, to substantiate the compliance of the methods with the psychometric requirements for diagnostic tools, the internal consistency of the scales was evaluated (αPSI = 0.81, αIPS = 0.363; rtPSI = 0.864, rtIPS = 0.621 with p < 0.01), the stability of the scales for re-testing (rsPSI = 0.89; rsIPS = 0.891 with p < 0.01), construct (convergent) validity; at the fourth stage, the type of distribution was determined (λPSI = 0.038; λIPS = 0.049 with p > 0.05), the scales are standardized, descriptions of low, medium and high levels of procrastination are given. As a result, two valid reliable standardized methods aimed at measuring academic procrastination are presented.
Keywords: integrative theory; procrastination; irrationality; P. Steel’s theory; adaptation of scales; reliability; discriminativeness; validity. For citation: Klepikova N. M., Kormacheva I. N. Adaptation of the procrastination scale and the irrational procrastination scale in P. Steel’s technique // Systems Psychology and sociology. 2019. № 3 (31). Р. 26–37. DOI 10.25688/2223-6872.2019.31.3.03
Klepikova Natal’ya Mikhaylovna, PhD in Psychology, Associate Professor at the Department of social Psychology and Victimology at the Novosibirsk State Pedagogical University, Novosibirsk, Russia. E-mail: nataliaklepikova@yandex.ru Kormacheva Irina Nikolaevna, post-graduate student at the Department of General Psychology and History of Psychology at the Novosibirsk State Pedagogical University, Head of the Psychological Center «Iris», Novosibirsk, Russia. E-mail: irina@kormacheva.ru
|
||
|
Просмотров: 764 FORMATION OF THE INDIVIDUAL’S LIFE PATH PSYCHOLOGY: WESTERN AND RUSSIAN APPROACHES
E. Yu. Korjova, A. B. Verevkina, The A. I. Herzen RSPU, Saint-Petersburg,
The article presents an analysis of the western and Russian psychology approaches as the basis for the formation of the “individual’s life path psychology” approach. Human life is the subject of analysis in different cultures and traditions, where there is different understanding of human nature and purpose. In this regard, the specificity of western and Russian approaches based on the analysis of classical and modern studies is highlighted in this work. Western approaches to life path psychology are characterized by an emphasis on the elements of creativity or adaptability, as is clear from the examples of humanistic psychology and situational approach. Russian approaches are characterized by a holistic understanding of life path as an integrative formation, and it is shown in the framework of the subjective approach. The concept of a human as a subject of life and personality life path is based on the tradition of S. L. Rubinstein’s subject psychology, and now it is implemented in modern theoretical researches and psycho-diagnostic techniques made by the efforts of the members of the department of human psychology at the A. I. Herzen Russian State Pedagogical University. The identification of personality models as the most common patterns of existence allows us to show that in Russian approaches there is more holistic understanding to life path psychology of the individual in comparison with the western ones. Personality models describe the existence of a person with different life orientations. The life way is integrated by life orientations reflecting this or that personality orientation and manifesting in its relations and actions. The multidimensionality of the life path causes the study of various lines of understanding of its course.
Keywords: life path; personality; life orientations; personality direction; personality models. For citation: Korjova E. Yu., Verevkina A. B. Formation of the individual’s life path psychology: western and Russian approaches // Systems Psychology and Sociology. 2019. № 3 (31). P. 18–25. DOI: 10.25688/2223- 6872.2019.31.3.02
Korjova Elena Yuryevna, doctor of psychological sciences, professor, Head of the Department of Human psychology at the A. I. Herzen Russian State Pedagogical University, Saint-Petersburg, Russia. E-mail: elenakorjova@gmail.com Verevkina Anna Borisovna, postgraduate student at the Department of Human psychology at the A. I. Herzen Russian State Pedagogical University, Saint-Petersburg, Russia. E-mail: verasovna@gmail.com
|
||
|
Просмотров: 761 STRUCTURAL AND TEMPORAL SYSTEM OF ROLE SOCIALIZATION
A. V. Karpov, YarGU them. P. G. Demidova, Yaroslavl, Yu. M. Perevozkina, NGPU, Novosibirsk,
Socialization is a complex and multicomponent phenomenon, known both as a process and as a result. The article analyzes that within the structural framework study of socialization, it is necessary to consider that socialization phenomenon integrates several independent polyvariable entities. Such a formulation of the problem requires a structural analysis of socialization as a multidimensional system complex. The second issue stems from the understanding of socialization as a complexly organized process of interaction with the environment, therefore it can be refered to temporal type systems. Aim of the study is to reveal the patterns of role socialization as a temporal type systemic complex. Socialization is considered from the point of view of a systematic approach, postulating the integrity and hierarchy of any entity considered as a system. The article reveals that socialization is a system that operates with a constant exchange of information between society, culture and personality, at the metasystem level. On this side, role socialization is not a “genuine system”, but can be represented as a system complex that integrate a number of heterochronic entities and their interaction. The thesis is revealed that role socialization embodies features of the temporal type system, which is the highest form of the diachronic system complex organization. A consistent patterns and principles of role socialization as a temporal type system complex are analyzed. The conclusion of the study is that role socialization is a multicomponent system complex, that refers to systems of special temporal type with diachronic (temporary) system organization.
Keywords: socialization roles; diachronic; synchronic; temporality; system complex. For citation: Karpov A. V., Perevozkina Yu. M. Structural and temporal system of role socialization // Systems Psychology and Sociology. 2019. № 3 (31). P. 5–17. DOI: 10.25688/2223-6872.2019.31.3.01
Karpov Anatoliy Viktorovich, doctor of psychological sciences, professor. Dean of the Psychology Faculty, Head of the Department of Work and Organizational Psychology at the P. G. Demidov Yaroslavl State University, Yaroslavl, Russia. E-mail: anvikar56@yandex.ru; ORCID ID: 0000-0003-4547-2848 Perevozkina Yuliya Mihaylovna, PhD in Psychology, 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
|
||
|
Просмотров: 692 A SYSTEM APPROACH IN G. LE BON AND S. FREUD’S SOCIOLOGICAL CONCEPTS
A. V. Tkachenko, MCU, Moscow,
The article deals with the theoretical positions of two classics of social sciences — Gustave Le Bon and Sigmund Freud. On the basis of the analysis of their sociological concepts the author puts forward the thesis about a system approach to social phenomena study in the works of the mentioned scientists. It is emphasized that G. Le Bon and S. Freud perceived society as a social system with its internal structure and proper order. The concepts of G. Le Bon and S. Freud fit into the general framework of the development of sociology in the late XIX – early XX centuries. European society experienced a serious upheaval that time, and sociologists tried to understand the causes and consequences of manifesting changes. Some parallels are mentioned in the article between Gustave Le Bon and Sigmund Freud’s society views and views made by G. Tarde, E. Tylor, V. Pareto, E. Durkheim, M. Weber, S. Hall, C. Jung, O. Spengler, P. A. Sorokin and P. A. Florensky. The most detailed analysis of G. Le Bon’s works is presented here. It is mentioned that he as the French thinker considered civilization as a social system, that developed cyclically from one rise of social activity to another. Each rise was associated with the change of the dominant ideas in the society. According to G. Le Bon, the peculiarity of the developed social system is the presence of many dissatisfied social groups in it. They consist of socially unsuccess ful persons, who want to destroy the system, that prevents their self-realization. The analyzes of S. Freud’s sociological theory is also presented here in the article. There are several main components of his theory: a society as a point to ensure human needs, social institutions of the society, normative basis for the social order to restrict human freedoms by different types of regulations. A special attention is paid to the fact, that S. Freud emphasized the universal and unconscious nature of dissatisfaction with any social system at the later stage of its development, unlike G. Le Bon. In the conclusion of the article the author notes the accordance of G. Le Bon and S. Freud’s views with the social realities in Europe after the First World war. Sociological concepts of G. Le Bon and S. Freud are interpreted as an attempt to explain actual social processes from the standpoint of the system approach.
Keywords: sociology; system approach; social system; social institution; social norm; social development; civilization. For citation: Tkachenko A. V. A System Approach in G. Le Bon and S. Freud’s Sociological Concepts // Systems Psychology and Sociology. 2019. № 2 (30). P. 88–97. DOI: 10.25688/2223-6872.2019.30.2.08
Tkachenko Alexander Vladimirovich, PhD in History, Associate Professor, Docent at the Department of Sociology and Psychosocial Technologies at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia. Е-mail: TkachenkoAV@mgpu.ru
|
||
|
Просмотров: 676 SOCIAL RISKS OF MODERNITY AND THE THREATS TO IDENTITY: SYSTEMATIC ANALYSIS OF P. SZTOMPKA’S CONCEPT OF CULTURAL TRAUMA
O. A. Dobrina, NSPU, Novosibirsk,
This paper purposes to generalize, systematize and clarify scientific literature theoretical approaches to the analysis of the concept of «cultural trauma» in Piotr Sztompka’s theory to perform a system analysis and search for indicators for the empirical operationalization of this concept. Cultural trauma is considered as one of the main threats to identity in high social risk environment. The article examines the influence of social risk environment on the occurrence of traumatic events in social culture. Cultural trauma is caused by social change, carried out in conditions of high social risk, as it is generated by the social activity of different social groups, which are guided by different interests. These risks may relate to interpersonal interactions, information and group processes, inter-group coordination or goal setting. Implemented social changes become traumatic events if they are sudden, large-scale and destabilizing to the usual social order and paralyze the creative activity of the social subject. Cultural trauma threatens to personal, social and cultural identity, distorting a person’s or group’s perceptions of themselves, the continuity of life and the meaning of the historical path of the community. The theoretical substantiation of the fact that different groups differ in the degree of susceptibility to cultural trauma is presented in the paper. The article identified and logically justified indicators of social traumatization, united in four groups of factors: socio-demographic, socio-psychological, socio-cultural and socio-political factors. Identified in the theoretical analysis of sociological interpretation of the cultural trauma phenomenon may be helpful in clarifying many of scientific problems in the life of various social parts of contemporary Russian society.
Keywords: social risk; threats to identity; cultural trauma; system analysis; empirical interpretation. For citation: Dobrina O. A. Social Risks of Modernity and the Threats to Identity: Systematic Analysis of P. Sztompka’s Concept of Cultural Trauma // Systems Psychology and Sociology. 2019. № 2 (30). P. 77–87. DOI: 10.25688/2223-6872.2019.30.2.07
Dobrina Olga Aleksandrovna, PhD in Sociology, associate professor at the Department of Social Psychology and Victimology of the Novosibirsk State Pedagogical University, Novosibirsk, Russia. Е-mail: dobrina-o@mail.ru.
|
||
|
Просмотров: 719 BORIS FEDOROVICH LOMOV — A SCIENTIST WHO BECAME THE EMBODIMENT OF HIS TIME
E. S. Romanova, B. N. Ryzhov, MCU, Moscow,
The rapid development of space and military technologies in the second half of the XXth century caused the development of new scientific approaches that allow to consider the human and machine as a single system. The timely answer to the challenge of time was proposed by outstanding Russian scientist Boris Fedorovich Lomov, and this year is marked by the thirtieth anniversary from the day he passed away (1927–1989). The book «The human and technologies (essays on engineering psychology)» by B. F. Lomov was published in 1963, and this book in fact was the country’s first monograph on engineering psychology. Remaining relevant, this book presented the theoretical foundations of the human interactions with technologies and other automated tools for technical process management, and also a program for further development of this direction was outlined. A new conceptual model of psychology, based on a number of principles, that form the core of the system approach was proposed by Lomov B. F. Among them there were the following principles: a multidimensionality, diversity, multi-level nature and system determination of mental phenomena. These principles were set out for the first time in B. F. Lomov’s article «On the system approach in psychology» (1975). Later he significantly developed and expanded the ideas of the system approach in the monograph «Methodological and theoretical problems of psychology» (1984). The multifaceted talent of B. F. Lomov appeared in the organization of experimental studies in the field of general, pedagogical, engineering psychology, management psychology and the implementation of the results of these studies in practice. He was at the origin of a number of new areas of psychology in Russia such as engineering psychology, psychology of management, space psychology. An important B. F. Lomov’s contribution to the development of Russian psychology was the creation of the country’s first Psychological faculty of Leningrad University (St. Petersburg) in 1966, as well as the country’s leading scientific psychological center — the Institute of psychology of Academy of Sciences of the USSR (now it is the Russian Academy of Sciences).
Keywords: B. F. Lomov; engineering psychology; system approach in psychology; organizational psychology; system psychology; Psychological faculty of Leningrad University (St. Petersburg); Institute of psychology of the Russian Academy of Sciences. For citation: Romanova E. S., Ryzhov B. N. Boris Fedorovich Lomov — a scientist who became the embodiment of his time // Systems Psychology and Sociology. 2019. № 2 (30). P. 53–65. DOI: 10.25688/22236872.2019.30.2.05
Romanova Evgeniya Sergeevna, Doctor of Psychological Sciences, Professor, Acting director of the Institute of Psychology, Sociology and Social Relations at the Moscow City University, Head of 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: RomanovaES@mgpu.ru 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
|
||