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Journal_eng » Journal 24 : A. V. Zobkov SYSTEM-STRUCTURAL ORGANIZATION OF SELF-REGULATION BY THE SUBJECT OF EDUCATIONAL ACTIVITY

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SYSTEM-STRUCTURAL ORGANIZATION OF SELF-REGULATION BY THE SUBJECT OF EDUCATIONAL ACTIVITY

 

A. V. Zobkov

VSU them. A.G. And N.G. Stoletovyh,

Vladimir

 

The article deals with a system-structural organization of self-regulation of educational activity. Describes a system-structural approach that allowed to determine and describe the components of the mechanisms of self-regulation of learning activities in different periods of person’s development from the adolescence through the youth up to higher studies.

Self-regulation of learning activities is a complex process of organization of person’s behavior to ensure sustainable and effective functioning of the person during training activities and the implementation of self-study and self-education. The development of self-regulation takes place at three interlinked levels: objective-psychological level (external or individual), psychological level (internal or personal) and integrative level (the subject level). At each of these levels the process of self-regulation of educational activity has a specific organization, but it is fully disclosed as a system on a subjective level only, that allows the person to explore himself in the totality of all internal and external communication components of self-regulation, their compositions, functions, dynamic manifestations and etc.

The article presents and describes the mechanisms of self-regulation of learning activities on the subject level of organization in the period of the child's learning in the seventh and the eighth grade (aged 13–14) during the transition period from the older teenage to the youth period of a study (aged 14–16); and in the period of training type changing from the school time to the higher studies, where a serious violation of the unity of the mechanism of self-regulation of learning activities is determined that is leading to two variants of self-regulation: a study-oriented and socially-oriented option. Thus the article describes substantial components of self-regulation at each of the marked age-related stages and also it presents a general model of self-regulation, that is shown in the form of a regulatory ring, where the subject’s self-esteem is the center core element (the ring) and it is leading to the implementation work in teachers’ and psychologists’ practice to diagnose and correct the process of self-regulation of the educational activity in students.

Keywords: structure; mechanism; self-regulation; systems approach; learning activities; self-esteem; students; adolescents.

 


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Journal_eng » Journal 24 : Ryzhov B. N. A SYSTEM STRUCTURE OF PERSONALITY

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A SYSTEM STRUCTURE OF PERSONALITY

 

 

Ryzhov B. N.

MCU, Moscow

 

The article is devoted to the justification of a system model of human personality, and this unified methodological viewpoint gives a description of its most important structural components. The author proposes a model of person’s social and biological status presenting a socio-biological ring or a run-up to personality providing the most important influence on all the processes occurring in it.

As a matter of fact, the personality structure can be represented as a series of concentric spheres concluded its intellectual, emotional-and-volitional and value-motivational characteristics. Each of these spheres contains several interacting layers in turn. The external layer is a component generated over the person’s lifetime and is accessible to his conscious control and regulation. The deep inside component consists of unconscious motives and genetically certain inclinations of mental characteristics of a person.

The first personality structure is the intellectual sphere of a person that is available to outside observers. It combines a number of hierarchical subordination of layers or levels, where there is the most profound level — the level of genetically certain system-psychological characteristics or inclinations and abilities. The next one is the level of aptitudes, skills and general and special abilities necessary to develop the skills, then the level of accumulated human knowledge is followed.

The following structure is the emotional-volitional sphere of personality. The volitional processes constitute the outer layer in this structural composition and that is directly associated with the intellectual sphere, while the emotional processes constitute the inner layer and these processes only partly amenable to conscious control.

However, the deepest level of the personality is the motivational sphere included values, interests, needs, hobbies and aspirations of a person and their

underlying basic structure of personality — its motivational core. Temperament and character fasten together all these structures through intra - and inter-sphere components.

Being built on a unified theoretical basis the system model of personality opens the possibility of creating a universal complex of psychodiagnostic methods with the uniform assessment criteria that allows to obtain comparable results.

Keywords: system psychology; system structure of personality; socio-biological ring; intellectual sphere; emotional-volitional sphere; motivational core of personality; intra-intrasphere personality formations; mental potential.


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Journal_eng » Journal 23 : Contents #23

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CONTENTS

 

Theory and method of Systems psychology

Ryzhov B. N. A system structure of personality

Zobkov A. V. System-structural organization of self-regulation by the subject of educational activity

 

 

Psychological researches

Romanova E.S., Makshantseva L. V. On the problem definition of a psychological expert opinion about a negative impact of the information products on adolescents: theoretical aspect

Sheinov V. P.On the relation between the mindset types in lecturers and students and their personal characteristics

Shilova T. A., Kostereva L. I. The system of social interaction and homeschooled high-school students’ self-esteem

Romanova E. S., Shubin S. B. The features of young people’s use of video games and social networks

Sharova S. S. The creative features in students with manual asymmetries and hearing impairment

History of psychology and psychology of history

 

Ivanov D. V.Psychological idea in Russia in 30-th years of the XIX century. I. D. Yakushkin

Bershedova L. I.,  Nabatnikova L. PA family, marriage and creativity  in E. Zamyatin’s life

 

Sociological researches

 

Ananishnev V. M., Yugay S. V., Ovsov A. P. The prospects of inclusion of Russian pedagogical universities into the global university rankings

Rychikhina E. N. The role of the school mediation services in the conflictological education

 

Information

 

The anniversary of academician of the RAS, professor Irina Petrovna Anokhina!

 

 

Authors of the journal «Systems psychology and sociology», 2017, № 3 (23)


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Journal_eng » Journal 23 : E. N. Rychikhina THE ROLE OF THE SCHOOL MEDIATION SERVICES IN THE CONFLICTOLOGICAL EDUCATION

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THE ROLE OF THE SCHOOL MEDIATION SERVICES IN THE CONFLICTOLOGICAL EDUCATION

E. N. Rychikhina

MCU, Moscow

The growth of conflicts at schools leads to a necessity to develop the conflict resolution skills of all parties involved into the education process, and school mediation servicesplay the main role in this activity. This article reviews educational capabilities of counselling and its role in forming the conflict resolution competency.

The urgency of this article is in its review of a new area in Russian education — the area of school mediation services. The author has analyzed the functioning of school counselling in Russia and showed its unstable development. Based on the monitoring results the author sees the necessity to develop a conflict resolution competency for all parties involved into the education process.

A level of teacher’s conflict resolution competency is critical for school mediation service development. Also the author reviews circumstances that help to increase a teacher’s role in school mediation service. If teachers’ conflict resolution competency is formed properly, that will allow them to use the school mediation service to work closely with students and their parents to advance their conflict resolution skills.

The author shows how to form the conflict resolution competency using the process of recovery mediation. The article highlights the importance to involve the students into the school mediation service work, where they could have an experience to work with conflicts, receiving the theoretical and practical knowledge of rules regulating conduct in conflict situations.

This article identifies and describes the components of conflict resolution competency that includes legal, social, psychological, communicatory and conflict resolution components. The author describes the heuristic model to develop the conflict resolution competency that consists of two approaches: theoretical and practical. Each approach has its own methods of education. The main advantage of this model is a distinct differentiation of theoretical and practical approaches during the educational process. 

This article pays special attention to methods used in the process of forming the conflict resolution competency and conflict resolution education. The author highlights the main component of the conflict resolution competency — the interactive methods of education. At the end, the author makes a conclusion that the usage of various forms and methods of the school mediation service allows to improve the possibility to educate teachers, students and their parents.

The review of data and system-oriented analysis allowed the author to highlight the importance for schools to employ a professional conflict resolution specialist with a mediation training. 

Keywords: school mediation services; remedial mediation; teacher’s professional competency; conflict resolution competency; methods of education.


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Journal_eng » Journal 23 : V. M. Ananishnev, S. V. Yugay, A. P. Ovsov, THE PROSPECTS OF INCLUSION OF RUSSIAN PEDAGOGICAL UNIVERSITIES INTO THE GLOBAL UNIVERSITY RANKINGS

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THE PROSPECTS OF INCLUSION OF RUSSIAN PEDAGOGICAL UNIVERSITIES INTO THE GLOBAL UNIVERSITY RANKINGS

 

V. M. Ananishnev,

S. V. Yugay,

A. P. Ovsov,

MCU, Moscow

         The concept of modernization of higher education places one of the priority areas for Russian universities to move to a higher position in international rankings. This task is impossible without effective monitoring of scientific activity on the basis of a system of indicators unified with international standards. Management of this process is determined by the peculiarities of the international rating systems of the THE, QS, ARWU, in which the level of scientific activity of the university is the dominant factor.

The internationalization of education in the conditions of the globalization taking place in the world caused the need to compare the higher educational institutions of individual countries on certain lists of indicators. These lists are compiled by international rating agencies and are universally recognized in Western countries. However, in Russia the need for cooperation with foreign rating agencies was not recognized for a long time. The importance to the international assessment of the activities of universities was attached only in the 2010s.

Meanwhile, joining the global rating systems not only contributes to the country's prestige, but also stimulates the work on improving the national educational system by bringing it in line with world standards. Therefore, Russia, which was traditionally considered one of the planetary leaders in the field of education development,  was forced to respond to global demands and new world trends in the scientific and educational fields. In the last decade, Russia has for the first time set the task of getting its best universities to take significant positions in international ratings.

On May 7, 2012, the President of the Russian Federation signed Decree №  599 «On measures to implement state policy in the field of education», supplemented on March 16, 2013 by Government Decision № 211 «On Measures of State Support for Leading Universities of the Russian Federation with a view to improving their competitiveness among the world's leading scientific and educational centers». In accordance with these normative acts, the «Project 5-100» was developed, designed for the period until 2020 and aimed at including at least five Russian universities in the list of one hundred of the best universities according to one of the three global rankings - The University of the World Times rating (THE) , World Universities World Ranking (QS) and Academic Ranking of Universities of the World (ARWU). The importance of Russia's inclusion in international studies of the quality of education is confirmed in the Concept of the Federal Targeted Program for the Development of Education for 2016-2020, adopted on December 29, 2014.

According to the decision of the Government, the Council on increasing the competitiveness of the leading universities of the Russian Federation among the world's leading scientific and educational centers began to function in 2013. It was officially announced that the universities that are taking active steps to enter the global ratings will receive subsidies for the implementation of the activities necessary for taking part in the project from the state on a competitive basis. The first to the "Project 5-100" was joined by universities of technical and natural-science profile and only then - humanitarian. The desire of many universities to enter at least one of the three largest world ratings indicates that the Russian system of higher education has the potential for development, the capacity for self-reform and the readiness to compete for the restoration of lost prestige. The problem is reduced only to the reinforcement of ambitions by thoughtful and effective management.

For pedagogical universities as educational institutions of a broad profile, the problem is especially urgent. First, they do not have one clear focus in their activities, training specialists in the teaching of both humanitarian and natural science subjects. Secondly, as a rule, they are little known abroad. Therefore, the prospects for the entry of Russian pedagogical universities into world ratings have not yet been fully clarified. At the same time, it seems that pedagogical universities have certain opportunities to build their work on a competitive basis in accordance with the requirements of international rating agencies.

The article examines the issue of the possibility of Russia's pedagogical universities to get into the global rating.

Keywords: pedagogical higher education institutions; international university rankings; criteria and indicators; monitoring of universities activity; quality of higher education; indicators of education; THE; QS; ARWU.


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Journal_eng » Journal 23 : L. I. Bershedova, L. P. Nabatnikova A FAMILY, MARRIAGE AND CREATIVITY IN E. ZAMYATIN’S LIFE

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A FAMILY, MARRIAGE AND CREATIVITY IN E. ZAMYATIN’S LIFE

L. I. Bershedova,

L. P. Nabatnikova

MCU, Moscow

The article is devoted to the issues of a choice of a family-life pattern,  emotional harmony between the spouses depending on the system influence of the parental family and parent-child relations together with an actual political situation in a society and different complex psychical status of personality on the example of E. Zamyatin’s life, who has left in his literature works some deeply fateful ideas for his grateful readers.

The article explains the role of the grandparents’ emotional relationship to their grandchildren for forming family pattern in grandchildren. This fact is also related to the issues of interpersonal interactions between the close relatives who perform the family patterns and transfer them through the generation. Grandmothers are granted a special role in children care: they also educate, support, assist and approve their grandchildren. The same was with Zamyatin’s grandmother, she took an active part in his (and his sister too) process of socialization. On the basis of these Zamyatin’s biographical facts can be justified the idea that any grandparent family acquires motivational value to build an individual model of the family for any future generation.

The meaning and significance of the family in Zamyatin’s life can be seen as a value since his childhood. The writer’s education was filled with understanding what is good  and what is proper attitude towards other person. The family gave to the writer a strong sense of high responsibility for his life, choices, including his marriage choice and the motives for his behavior. It was important for him and his wife to value their personality in each other giving the feeling of love, true matrimony and reliability to marriage and family relations. Zamyatin’s marriage existes as an open system that interacts with the literary community in Russia and Europe. Zamyatin’s and his wife’s loyalty and fidelity to each other can serve as a model of marriage and family relations for young people making the decision about marriage.

Key words: family; system; parents; family values;  marriage; emmigration; personality; creativity.


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Journal_eng » Journal 23 : D. V. Ivanov, THE PSYCHOLOGICAL IDEA IN RUSSIA IN 30TH YEARS OF THE XIX CENTURY. I.D. YAKUSHKIN

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THE PSYCHOLOGICAL IDEA IN RUSSIA IN 30TH YEARS OF THE XIX CENTURY. I.D. YAKUSHKIN

 

D. V. Ivanov,

                                                                            NSPU, Novosibirsk

       The article considers the main scientific views about an active conductor of ideas of the Russian enlightenment, decembrist Ivan Dmitrievich Yakushkin (1793/17941857), who «had become wise by his bitter experience» and contributed a lot to the development of Russian psychological thought in the 30-th years of the XIX century. Yakushkin is a prominent organizer of the Decembrist movement and he  has remained in Russian history as the author of notes, articles and letters shedding the light on the Russian philosophy of the enlightenment epoch. The image of Yakushkin-fighter, his spiritual needs, remaining at a rather high level, despite of all life's difficulties, confirms his own idea about a human’s life force and his personal manifestation.

        Yakushkin's views, reflected in his works, are interested to understand the common genesis of the development of Russian philosophical and psychological thoughts of a human, his capacities and ideals. Yakushkin considers the development of a man from the natural science approaches of his time. He sees a man in his unfolding opportunities ready to realize himself and achieve greater success in the development in comparison with the surrounding world of nature. A Russian thinker insists on the need of understanding the world of nature, whereby the latter is also able to know its own identity. He believes in «reasonable» man as a creator of culture, who is able to a social life. «Yakushkin's man» becomes a person, he constructs his life, struggles to achieve significant results in it basing on the experience of previous generations and his own. The story of one man's life becomes part of his people's history and the history of the whole mankind.

        In the context of the history of psychological thought Yakushkin is  the  follower of the Enlightenment epoch – the philosophical century  (by A. S. Pushkin), who considered the humanity (as well as morality) the top  every individual will have to achieve.

        Yakushkin is a close friend of the outstanding Russian philosopher and philosophizing psychologist P. Y. Chaadaev. Their dyad «Chaadaev – Yakushkin» has become important to understand the main achievements of the Russian philosophy and psychology in the 30-th years of the XIX century. The letters touching upon  their scientific preferences and views are of great interest for better understanding of the history of psychological thought.

         Yakushkin's psychological views allocated on the general background of his philosophical positions are valuable to our contemporaries in terms of their historical and psychological reconstruction and interpretation.

This article uses historical and psychological reconstruction, the bibliographic method,  promoting the systematization of the basic materials and sources as well as the psychological interpretation of the ideas of Russian philosophers about  human nature, a  human, his  struggle and the principles allowing  the Russian educator to describe psychological phenomena.

Keywords: human nature; system of psychological concepts; scientific approach; personality; vitality; fighting; a fighting man; intelligence; sensibility; virtue.


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Journal_eng » Journal 23 : S. S. Sharova, THE CREATIVE FEATURES IN STUDENTS WITH MANUAL ASYMMETRIES AND HEARING IMPAIRMENT

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THE CREATIVE FEATURES IN STUDENTS WITH

MANUAL ASYMMETRIES AND HEARING IMPAIRMENT

S. S. Sharova,

 College of small business № 4,

Moscow

Verbal creativity in high-school students (aged 1521) with hearing impairment and manual asymmetries has its own features. All students were divided into 2 groups: left-handed and right-handed. This option has defined the following selections to be compared: students with normal hearing, students with hearing impairment, hard-of-hearing and deaf students. The research about the verbal creativity has revealed ambiguous results. The Fluency parameter decreases with the increase of loss of hearing, and often in left-handed students this decrease is more expressed than in their right-handed students of the same age. There is no clear distinction between right-handed and left-handed students on the Flexibility parameter, but at the same time Flexibility is almost twice higher in students with normal hearing in comparison with the hard-of-hearing and deaf students. The hard-of-hearing and deaf right-handed students obviously expressed a decrease by the Originality parameter. Among the left-handed students the Originality parameter declines only in deaf students while in hard-of-hearing students this parameter is higher than in students with normal hearing. There is a significant correlation between the level of verbal creativity and the level of hearing: the level of verbal creativity decreases with the  increase of loss of hearing. The profile of students’ verbal creativity with normal hearing and with impaired hearing differs  among the students with normal hearing the right-handed students have the higher level and among the students with hearing impairment the higher level is in left-handed students. Statistically significant correlation between a level of hearing and all parameters of verbal creativity has been revealed: the values of all parameters of verbal creativity decrease with the hearing decline. All parameters of the verbal creativity authentically correlate to each other.

Keywords: manual asymmetries; left-handed student; right-handed student; ambidexter,hearing impairment; normal hearing; deaf person; hard-of-hearing; verbal creativity.


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Journal_eng » Journal 23 : E. S. Romanova, S. B. Shubin, THE FEATURES OF YOUNG PEOPLE’ S USE OF VIDEO GAMES AND SOCIAL NETWORKS

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THE FEATURES OF YOUNG PEOPLE’ S USE OF VIDEO GAMES AND SOCIAL NETWORKS

E. S. Romanova,

S. B. Shubin,

      MCU, Moscow

 

The article presents the questionnaire data showing the features of use of video games and social networks in young people. In total, 504 respondents (aged 15–35 years) participated in the study, among them there were 442 male respondents and 62 female respondents. All the participants were young people from Russia and Russian-speaking countries of Eastern Europe. A psychological assessment of the particularity use of video games and social networks by young people is done with regard to findings of the study. It is revealed that video games increasingly contribute to psychological addiction formation than social networks. The article shows the features of video games and social networks using by young people. It was also found that a significant number of respondents spend more than 28 hours per week for playing video games and more than 21 hours per week for social networks. The article presents data on the impact of video games and social networks on young people’s interpersonal relationships and their work activity. The young people’s genre preferences in video games are also revealed and the most popular genres are so-called role-playing games with a multi-user mode (Massively multiplayer online role-playing game — MMORPG). The most popular functions of social networking sites among young people are: communication, getting various information, listening to music, viewing video instructions and various videos for fun.

It is important to draw the additional attention of the scientific community to the problem of the addiction of some young people on video games and social networks. It should be mentioned that this research has shown the value of gaming achievements for particularly engrossed gamers can not only compete, but exceed the value of achievements in real life. The need to play and use social networks begins to be part of the basic psychological needs of young people. The above data should attract the attention to itself of such sciences as: psychology, pedagogy and sociology, and also stimulate further research into the psychological influence of computer virtual space on young people.

Keywords: video games; social networks; waste of time; adolescents; young people; addiction; prevention of negative consequences.


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Journal_eng » Journal 23 : T. A. Shilova, L. I. Kostereva, THE SYSTEM OF SOCIAL INTERACTION AND HOMESCHOOLED HIGH-SCHOOL STUDENTS’ SELF-ESTEEM

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THE SYSTEM OF SOCIAL INTERACTION AND HOMESCHOOLED HIGH-SCHOOL STUDENTS’ SELF-ESTEEM

T. A. Shilova,

L. I. Kostereva,

MCU, Moscow

The article discusses the problem of social interaction and high-school students’ self-esteem in a system of homeschooling. The issue of psychological support in the system of homeschooling is also presented. The attention is paid to the features of students’ interactions with teachers, peers and the role of the system of social interaction and its relationship to students’ self-esteem is also defined. The article presents the research data about communication attitude, self-esteem and some individual components of personality (such as introversion, self-confidence, self-acceptance and other) in eighty high school students aged 15-18 years, enrolled in comprehensive school and home-based education. The study has found several key differences in self-esteem and the level of sociability in high-school students and homeschooled high-school students. Homeschooled high-school students are prone to low self-esteem, lack of self-confidence and social withdrawal. They are also characterized by low-level of sociability and lack of communication skills to build a positive interaction with peers. The revealed results allow to define a line of work for homeschooled students’ psychological support.

Keywords: system and activity approach; high-school students; homeschooling; social interaction; self-esteem; psychological support; psychological counseling; developing communication skills; integration of students.


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