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: 854UDC 316.6.001.5 DOI 10.25688/2223-6872.2020.35.3.1
INTERCONNECTION AND TYPES OF SOCIAL RELATIONS OF ROLE SOCIALIZATION SYSTEM FORMATION: METASYSTEM APPROACH
F. Preuss, EMAU, Greifswald, Germany, franz@pruess.eu,
Yu. M. Perevozkina, NSPU, Novosibirsk, per@bk.ru
This paper considers one of the fundamental issues in social psychology regarding the problem of units nature impact on social relations within the interaction process. From the perspective of a systematic approach, role socialization considered as a system complex that composes three systemic constructions — an individual with one’s needs, values, pursuits; a society with its standards, rules, statuses, roles; and culture with its traditions, symbols, signs, rituals is introduced. The study deals with a multidimensional and complex phenomenon of role socialization within the framework of a systematic approach. Following the systematic theory, the role socialization is presented in the shape of a specific composition that combines general social integrities and displays relationship types. The conclusion that the consideration of a role socialization as a substantial-type systemic complex within the metasystem approach will contribute to personality issues elaboration in social psychology is made. Although this article indicates a significant shift in understanding of the fundamental problem of social psychology concerning the question of how the nature of units in the process of interaction affects the types of relationships, it is obvious that further significant research and theoretical reflection is needed on the disclosure of the conditions for the implementation of these relationships.
Keywords: system; metasystem approach; system complex; social relations; role socialization.
For citation: Preuss F., Perevozkina Yu. M. Interconnection and types of social relations of role socialization system formation: metasystem approach // Systems Psychology and Sociology. 2020. № 3 (35). P. 5–26. DOI: 10.25688/2223-6872.2020.35.3.1
Preuss Franz, Doctor of Pedagogics, Professor. Professor at the Institute of Philosophy, Psychology and Pedagogy of the Ernst-Moritz-Arndt University, Greifswald, Germany. E-mail: franz@pruess.eu ORCID: 0000-0001-9433-2046
Yulia Michaylovna Perevozkina, PhD in Psychological Sciences, Professor, Head of the Department of Practical and Special Psychology of the Novosibirsk State Pedagogical University, Novosibirsk, Russia. E-mail: per@bk.ru ORCID: 0000-0003-4201-3988
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Просмотров: 795 UDC 316 DOI 10.25688/2223-6872.2020.34.2.10
INNOVATIVE TECHNOLOGIES FOR STUDENT SOCIALIZATION IN A SINGLE SYSTEM OF UNIVERSITY EDUCATIONAL COMPLEX
V. V. Ryabov, MCU, Moscow, V. M. Ananishnev, MCU, Moscow, A. V. Tkachenko, MCU, Moscow, V. I. Merkushin, MCU, Moscow, L. A. Mashkova, MSU, Moscow,
The article presents the results of the theoretical part of the research «Social student adaptation in the conditions of the formation of the City University complex», conducted in the framework of the innovative platform created on the basis of the Moscow City University. The main goal of creating the platform was to develop a system of student socialization and their social adaptation in the context of the formation of the educational complex in the University. The tasks of the theoretical part of the study: research the system nature of Russian youth socialization; analysis and development of innovative technologies for student socialization at the University; determination of the structure of organizational support for student socialization at the University educational complex. The hypothesis of the theoretical part of the study was that the creation of a single University educational complex and the development of innovative technologies for student socialization will facilitate the low of applicants to the University in conditions of demographic decline. Moscow City University is formed as a distributed city university educational complex consisting of educational institutions of different levels: university schools, teacher training colleges, university institutes and the university educational district including educational institutions that have partnerships with the university. The expansion of the university educational complex will contribute to the growth of the base of industrial practice and the adjustment of curricula to the needs of partner organizations. It can be introduced by the development of a network of small innovative enterprises or a wide partner network of different organizations of both social sphere (social protection, healthcare and etc.) and large business structures located in the city. It gives certain advantages in the recruitment of applicants, forming for students the «ladder of life suc-cess», but also it creates problems in student socialization and social adaptation, especially for socially vulnerable categories of students (people with disabilities, orphans, foreigners and etc.). Therefore, the development of a model of student socialization and social adaptation in the conditions of the formation of the city university educational complex will contribute to the creation of a favorable educational environment that will bring an additional number of applicants to the university. Particular attention is paid to the analysis and development of innovative technologies for student socialization at the university as well as recommendations on the creation of a university service of consultants on student integration into University life. It concluded that it is necessary to build and implement a three-level system of innovative technologies for student socialization: integrative (modeling professional activities in the educational process), practice-oriented (organization of various types of student practices), individual and personal (focusing on individual students' characteristics and abilities). The introduction of this system makes it possible to create a favorable and comfortable educational environment for student socialization at the University and these measures would certainly bring an additional number of applicants to the University. The creation of a University service of consultants on student integration into University environment will help in development of student socialization system.
Keywords: socialization; social adaptation; social system; university; educational complex; campus; megalopolis. For citation: Ryabov V. V, Ananishnev V M., Tkachenko A. V, Merkushin V I., Mashkova L. A. Innovative technologies for student socialization in a single system of university educational complex // Systems Psychology and Sociology. 2020. № 2 (34). P. 119-133. DOI: 10.25688/2223-6872.2020.34.2.10
Ryabov Victor Vasilyevich, Doctor of Historical Sciences, Professor, Corresponding member of the Russian Academy of Education, President of the Moscow City University, Head of the University Department of General and Russian History at the Institute of Humanitarian Sciences at the Moscow City University, Moscow, Russia. E-mail: RyabovV@mgpu.ru; ORCID: https://orcid.org/ 0000-0002-7270-2744
Ananishnev Vladimir Maksimovich, Doctor of Sociological Sciences, Professor, Professor at the Department of Sociology and Psychosocial Technologies at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia. E-mail: AnanishnevVM@mgpu.ru; ORCID: https://orcid.org/ 0000-0002-8762-1365
Tkachenko Alexander Vladimirovich, PhD in Historical Sciences, Associate professor, Associate Professor at the Department of Sociology and Psychosocial Technologies at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia. E-mail: TkachenkoAV@mgpu.ru; ORCID: https://orcid.org/0000-0002-5271-3665
Merkushin Vladimir Ivanovich, Spesialist at the Department of Science Research Management and Development at the Moscow City University, Moscow, Russia. E-mail: Merkushinvi@mgpu.ru; ORCID: https://orcid.org/0000-0002-0543-9480
Mashkova Larisa Alexandrovna, PhD in Philological Sciences, Assosiate Professor at the Department of Foreign Languages of the Faculty of Public Administration of Lomonosov Moscow State University, Moscow, Russia. E-mail: la.mashkova@gmail.com; ORCID: https://orcid.org/0000-0002-7877-5418
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Просмотров: 808 UDC 159.9 DOI 10.25688/2223-6872.2020.34.2.09
SYSTEM CONCEPTS OF MAN STRUGGLING IN RUSSIAN PSYCHOLOGICAL THOUGHT IN THE LATE XIX - EARLY XX CENTURIES
D. V. Ivanov, NSPU, Novosibirsk,
Psychological thought in Russia in its formation and development has always relied on problem-semantic orientations of the millennial national traditions of human's existence, his nature and basic characteristics. The psychological interpretation of such characteristics in various texts and literature has become decisive for the crystallization of the «struggle» concept, contributing to a deep systematic consideration of human problems (his character, soul, spirit, etc.), its significance for society in general. This understanding serves both to consolidate the protection of person's culture identity and to reinforce his commitment to high moral ideals for many centuries. The idea of struggle, as a mechanism for socialization, upbringing and moral improvement of a person, has taken a prominent role in psychological thought in Russia. Psychologists' statements of the late XIX - early XX centuries contain a system understanding of human as a «subject of special research) in his «creative spiritual power», stressing that human has a historical connection with the «Demiurge» — as the first fighter and creator of culture. In the system concepts of Russian psychologists human is interpreted as a «whole», «organic», and «social» being; he goes through the development path as a «bodily» and «spiritual» organism, realizing his «cultural-creative», «struggling-creative» strength. Man is an «individual personality», striving for self-improvement, since he is infinite in a way of his «spirituality and human kind». With this in view, taking into account some concepts of Russian researchers, human is represented as a fighter (a man who is struggling), and his struggle is precisely the force that creates the material, social and spiritual worlds, and all this together allows him to achieve the goals of self-improvement.
Keywords: system; system approach; demiurge; man struggling; personality; individuality; socialization; culture; psychological thought. For citation: Ivanov D. V. System concepts of man struggling in Russian psychological thought in the late XIX - early XX centuries // Systems Psychology and Sociology. 2020. № 2 (34). P. 108-118. DOI: 10.25688/2223-6872.2020.34.2.09
Ivanov Denis Vasilievich, PhD in Pedagogical Sciences, Assosiate Professor at the Department of General Psychology and History of Psychology of the Novosibirsk State Pedagogical University, Novosibirsk, Russia. E-mail: ivanovdirkutsk@yandex.ru; ORCID: https:// orcid.org/0000-0002-2478-1468
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Просмотров: 790 UDC 371.47.022 DOI 10.25688/2223-6872.2020.34.2.08
CREATING A COMFORTABLE EDUCATIONAL ENVIRONMENT FOR STUDENTS WITH DISABILITIES USING INFORMAL EDUCATION TECHNOLOGIES
М. L. Lyubimov, MCU, Moscow, I. L. Solovyova, MCU, Moscow, 89036283574@mail.ru, M. O. Zakharova, MCU, Moscow, А. А. Moks, MCU, Moscow,
The article deals with the problem of creating a comfortable educational environment for all students, including students with disabilities and special needs. The organization of joint education of children with disabilities and normally developing schoolchildren involves the re-equipment of the educational space as well as the transformation of motivational and professional components of the pedagogical community and the world-view of all participants in the educational process. The latter is vital and the most difficult, especially among students, and the reason for it is a low level of knowledge about the category of students with disabilities and special needs, about their psychological and physical characteristics, not being able to communicate with such children, not knowing efective ways to communicate with them, resulting in a negative attitude to inclusion, to children with disabilities. In addition to the teaching staff, there is a need to create in educational organizations processes that contribute to changing behavioral stereotypes of student communities in relation to students with disabilities as an environmental base of tolerance for any educational organization working in the mode of inclusion. To achieve this goal, a technology has been developed for the formation of tolerant communicative attitudes among participants of the educational process in an inclusive educational environment based on the principles and methods of «edutainment». The expediency of using «edutainment» (as a variant of game training) for the formation of a tolerant environment in the children's team is due to the possibility of informal, non-traditional presentation of complex moral knowledge, behavioral values presented in situations of a natural and everyday nature. The structure of the technology is represented by four blocks: scientific and theoretical, target, procedural and didactic, reflecting the relationship of the content, methods and techniques of training. On the basis of this technology the additional education program was developed that facilitates students forms of communication and social experience of interacting with children having disabilities, and thereby contributing to the development of self-regulation mechanisms in student community.
Keywords: inclusive education; inclusive environment; tolerance; children with disabilities; socialization; communication; communication features of children with disabilities; edutainment. For citation: Lyubimov M. L., Solovyova I. L., Zakharova M. O., Moks A. A. Creating a comfortable educational environment for students with disabilities using informal education technologies // Systems Psychology and Sociology. 2020. № 2 (34). P. 94-107. DOI: 10.25688/2223-6872.2020.34.2.08
Lyubimov Mikhail Lvovich, PhD in Psychological Sciences, Director of the «Blago» Diagnostic and Counseling Center of the Institute of Lifelong Learning of the Moscow City University, Moscow, Russia. E-mail: LyubimovML@mgpu.ru; ORCID: https://orcid.org/0000-0002-8692-3943
Solovyova Irina Leonidovna, PhD in Pedagogical Sciences, Associate Professor at the Department of Speech Therapy at the Institute of Special Education and Complex Rehabilitation of the Moscow City University, Moscow, Russia. E-mail: 89036283574@mail.ru; ORCID: https://orcid.org/0000-0002-1266-9727
Zakharova Marina Olegovna, Deputy director at the «Blago» Diagnostic and Counseling Center of the Institute of Lifelong Learning of the Moscow City University, Moscow, Russia. E-mail: ZakharovaMO@mgpu.ru; ORCID: https://orcid.org/0000-0003-0533-6200
Moks Anna Aleksandrovna, Education Counselor at the «Blago» Diagnostic and Counseling Center of the Institute of Lifelong Learning of the Moscow City University, Moscow, Russia. E-mail: MoksA@mgpu.ru; ORCID: https://orcid.org/0000-0002-6702-4475
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Просмотров: 833 UDC 159.9 DOI 10.25688/2223-6872.2020.34.2.07
VERBAL MEMORY IN THE FORMATION OF TEXTUAL COMPETENCE IN PRESCHOOLERS
S. M. Valyavko, MCU, Moscow, O. V. Chibiskova, MCU, Moscow, Ju. A. Shulekina, MCU, Moscow,
The formation of textual competence in preschool children is associated with a whole complex of psy-chophysiological and psychological transformations associated with phonological processing, sign and graphic processing, visual, auditory and semantic information processing. Based on this understanding, textual competence is a complex system process that is not limited only to encoding and decoding of symbolic information contained in the text. The article is focused on the issue of the role of memory processes, in particular, the influence of short-term and long-term verbal memory on the semantic perception of an orally presented text and its comprehension by preschoolers with normal speech development and preschoolers with general speech underdevelopment (GSU). This study was conducted on the basis of studying the capacity of short-term and long-term memory in 60 preschoolers, using the well-known method by A. R. Luria «Memorizing 10 words», and the method for studying the semantic perception of the text. The study detected that short-term and long-term memory in preschoolers with normal speech development positively correlate with the process of speech understanding. And as a result, it increases the semantic perception of the text, improves the quality of retelling the plot of the text by preschoolers, and optimizes the formation of textual competence in preschoolers. The revealed connections between semantic perception of the text with the development of memory processes in preschoolers also allowed to detect some features of diferent types of memory in the semantic perception of texts of various complexity in the group of children with general speech underdevelopment (children with GSU). It is shown that short-term memory is of great importance for comprehension the hidden meaning of the text in the group of preschoolers with GSU. A similar correlation was found with long-term memory and it has a predominant significance for the process of comprehension the hidden meaning of the text in preschoolers with general speech underdevelopment.
Keywords: memory; system approach to diagnostics; verbal memory; auditory verbal memory; short-term memory; long-term memory; memory capacity; semantic perception of the text; textual competence; preschool age; general speech underdevelopment. For citation: Valyavko S. M., Chibiskova O. V., Shulekina Ju. A. Verbal memory in the formation of textual competence in preschoolers // Systems Psychology and Sociology. 2020. № 2 (34). P. 82-93. DOI: 10.25688/2223-6872.2020.34.2.07
Valyavko Svetlana Mikhaylovna, PhD in Psychological Sciences, Associate Professor, Associate Professor at the Department of Clinical and Special Psychology at the Institute of Psychology, Sociology and Social Relations at the Moscow City University, Moscow, Russia. E-mail: ValyavkoSM@mgpu.ru; ORCID: https://orcid.org/0000-0001-7195-6374
Chibiskova Oxana Vladimirovna, Senior Lecturer at 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: ChibiskovaOV@mgpu.ru; ORCID: https://orcid.org/0000-0002-1023-4885
Shulekina Julia Alexandrovna, PhD in Pedagogical Sciences, Associate Professor, Associate Professor at the Department of Speech Therapy at the Institute of Special Education and Complex Rehabilitation of the Moscow City University, Moscow, Russia. E-mail: Juliah@mgpu.ru; ORCID: https://orcid.org/0000-0002-0526-4190
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Просмотров: 820 UDC 159.9 DOI 10.25688/2223-6872.2020.34.2.06
PROFESSIONAL-PEDAGOGICAL ACTIVITY OF A PRESCHOOL TEACHER: CONCEPTUAL BASES OF COGNITION OF A PRESCHOOL CHILD
G. A. Uruntaeva, ISCFE RAO, Moscow, E. N. Gosheva, IED, Murmansk,
The article presents the conceptual bases of activity on cognition of a preschool child by a preschool teacher. Since the originality of preschool teacher's professionally-pedagogical activity lies in its system structure, and preschool teacher's co-operating with a child is an integral component of this activity, the substantial factor of its successful realization there is cognition of a preschool child by a preschool teacher in the conditions of educational activity in preschool educational organization. The preschool teacher's professional activity has a research (gnostic and diagnostic) character, and its most important aspect is the cognition of a child. It is carried out in the form of activities having a structural-level organization. This means that, the activity of cognition includes, by analogy with the general psychological structure of activity, value-semantic, technological and cross-cutting, control and evaluation components. The activity of cognition is realized by a preschool teacher as a scientific, in particular diagnostic, research, in the sequence of design, organizational, analytical and prognostic stages. The activity of cognition proceeds at two interconnected levels: first, understanding, when a preschool teacher cognizes a child in the process of direct co-operating with him, leaning on gnostic competencies, that helps him to form the child's character in his mind. Secondly, at the level of purposeful study of a child as a specially organized research, leaning on diagnostic competencies, that results to the compilation of its integral age-psychological "portrait". The conceptual provisions proposed in the article allow determining ways of overcoming the preschool teacher's professional deficits in the process of implementing a research professional function and in implementing the strategy of individualizing educational activities with preschool children in accordance with the requirements of the Federal State Educational Standard for Preschool Education.
Keywords: system and anthropological approaches; preschool teacher; gnostic and diagnostic competencies; preschooler; conceptual bases of preschool teacher's activities of cognition of the child; preschool teacher's professional and pedagogical activity; levels of cognition of a child by a preschool teacher. For citation: Uruntaeva G. A., Gosheva E. N. Professional-pedagogical activity of a preschool teacher: conceptual bases of cognition of a preschool child // Systems Psychology and Sociology. 2020. № 2 (34). P. 69-81. DOI: 10.25688/2223-6872.2020.34.2.06
Uruntaeva Galina Anatolyevna, Doctor of Psychological Sciences, Professor, Chief Scientific Associate at the Institute of Study of Childhood, Family and Education of the Russian Academy of Education, Moscow, Russia. E-mail: lotsman52@mail.ru; ORCID: https://orcid.org/0000-0003-3515-4889
Gosheva Ekaterina Nikolayevna, PhD in Pedagogy, Associate Professor, Associate Professor at the Early Childhood Department of the Institute of Education Development, Murmunsk, Russia. E-mail: GoshevaEN@yandex.ru; ORCID: https://orcid.org/ 0000-0001-8405-4230
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Просмотров: 805 UDC 159.9 DOI 10.25688/2223-6872.2020.34.2.05
PSYCHOLOGICAL STRUCTURE OF COMMUNICATIVE ABILITIES IN PEDAGOGICAL UNIVERSITY STUDENTS
T. V. Ledovskaya, YSPU, Yaroslavl, N. E. Solynin, YSPU, Yaroslavl,
The article substantiates the relevance of the studied problem due to the fact that in science mainly analytical approaches to the study of communicative abilities are implemented. In the study the authors applied a systematic approach laid down by V. D. Shadrikov. The results of the development of a theoretical model of the psychological structure of communicative abilities (PSCA) are presented. It is shown that PSCA has the following components: General abilities (learning ability), personal characteristics (Self-concept, empathy, sociability), and communication skills. Selected and tested psychodiagnostic techniques that allow you to study the individual psychological qualities included in the structure. The empirical study was carried out in groups of students of a pedagogical University. The sample size is 87 people. Component and structural analysis of communicative abilities of students of pedagogical higher education is carried out. It is established that the psychological structure of communicative abilities is a complete psychological structure of individual psychological qualities that have relationships. The largest number of connections is present between the block of communication skills and the block of personal characteristics, which means that the level of development of sociability, empathy and self-esteem depends on the development of communication skills and abilities, as well as the choice of position in communication. The internal frame structure, which is the basis for the development and compensation of other qualities that make up communicative skills (factor knowledge of the conduct), communication skills (competent position to communicate); empathy (the emotional channel of empathy, installation, promote empathy); sociability (arginate, stanchest, internality, externality, sociocentricity, comprehension). A comparative analysis of the psychological structure of communicative abilities in students of different training profiles is carried out and its structural and component differences are established.
Keywords: abilities; communicative capacity; students; pedagogical university; communicative competence; structure; communicative skills. For citation: Ledovskaya T. V., Solynin N. E. Psychological structure of communicative abilities in pedagogical university students // Systems Psychology and Sociology. 2020. № 2 (34). P. 59-68. DOI: 10.25688/2223-6872.2020.34.2.05
Ledovskaya Tatyana Vitalevna, PhD in Psychological Sciences, Associate Professor, Associate Professor at the Department of Pedagogical Psychology of the Yaroslavl State Pedagogical University named after K. D. Ushinsky, Yaroslavl, Russia. E-mail: karmennnn@yandex.ru; ORCID: https://orcid.org/0000-0002-3134-1436
Solynin Nikita Eduardovich, PhD in Psychological Sciences, Associate Professor at the Department of Pedagogical Psychology of the Yaroslavl State Pedagogical University named after K. D. Ushinsky, Yaroslavl, Russia. E-mail: SoNik7-39@yandex.ru; ORCID: https://orcid.org/0000-0001-6896-0479
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Просмотров: 552 UDC 159:316.61 DOI 10.25688/2223-6872.2020.34.2.04
FACTOR STRUCTURES OF THE YOUNG PEOPLE'S INTELLECTUAL AND PERSONAL RESOURCE
T. V. Eksakusto, SFedU, Taganrog, I. A. Kibal'chenko, SFedU, Taganrog, etv01@yandex.ru
The article studies an intellectual and personal resource (IPR) as an integral notion representing internal (intellectual and personal) abilities, realized and used by the subject in diferent circumstances and situations. This resource may be intermediated by various factors; one of these factors is personal experience in parental family relations. The research studies the intellectual and personal resource being interrelated and connected with the experience (positive, average, adverse or inconsistent) in parental family relations. Mixed groups (including quantitative and qualitative) of empirical analysis methods were used for data processing and interpreting. Diagnostic results of 76 intellectual and personal resource variables were factorized during this research of 822 students of the Southern Federal University that took part in the study. The research found out that the students having inconsistent experience in parental family relations (EPFR) are characterized by the more complete, stable and integrated IPR structure, while also including a great range of ambivalent variables. The students with positive EPFR are notable for incomplete but stable IPR factor structure. Variables excluded from the structure in a greater degree allow for the young people's intellectual abilities and personal features integration providing the higher degree of IPR being achieved. Factor structure of the students with average EPFR is characterized by being disharmonic and stratified. The students with an adverse EPFR are characterized by the most incomplete and instable IPR structure. Consequently, it was found out that different types of the experience in parental family relations determine intellectual abilities and personal features (which are the bases for person's development and being successful) unique and specific combinations.
Keywords: intellectual and personal resource; family; personality; experience in parental family relations; success; factor analysis; intellectual and personal resource structure. For citation: Eksakusto T. V., Kibal'chenko I. A. Factor structures of the young people's intellectual and personal resource // Systems Psychology and Sociology. 2020. № 2 (34). P. 45-58. DOI: 10.25688/22236872.2020.34.2.04
Eksakusto Tatiana Valentinovna, PhD in Psychological Sciences, Associate Professor, Associate Professor at the Department of Psychology and Life Safety at the Institute of Computer Technologies and Information Security of the Southern Federal University, Taganrog, Russia. E-mail: etv01@yandex.ru; ORCID: https://orcid.org/0000-0002-6862-2063
Kibal'chenko Irina Aleksandrovna, Doctor of Psychological Sciences, Associate Professor, Professor at the Department of Psychology and Life Safety at the Institute of Computer Technologies and Information Security of the Southern Federal University, Taganrog, Russia. E-mail: kibal-irina@mail.ru; ORCID: https://orcid.org/0000-0001-7730-7172
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Просмотров: 900 UDC 316.6 DOI 10.25688/2223-6872.2020.34.2.03
TEMPORAL SPECIFICITY OF THE ROLE STRUCTURE OF SOCIAL-PSYCHOLOGICAL ADAPTATION OF CADETS
S. B. Perevozkin, NGPU, Novosibirsk, A. S. Tishkova, NGPU, Novosibirsk, umarowa.albina@yandex.ru
The article considers the temporal characteristics of role behavior of individual as a factor that influences the adaptation process in society in the context of a systems approach. The purpose of the study is a theoretical study of the temporal characteristics of role-based behavior in the process of socio-psychological adaptation of students of cadet educational institutions from the perspective of a systematic approach. Moreover, the manifestation of system temporality in a socio-psychological context is reflected in the man's understanding of his place in the system of social relations with other people and the adequate performance of the role repertoire. The perception of time plays a significant role in orienting a person to the outside world and contributes to his adaptation in various conditions. A theoretical analysis of Russian and foreign studies is presented, and it aimed at studying the specifics of the temporal perspective of adolescent cadets taking into account the level of their socio-psychological adaptation. From these points of view, it is noted that the role status of respondents is interconnected not only with the degree of social-psychological adaptation, but from a temporary point of view of personality. These results suggest that the temporality of the role structure of the cadets in adolescence acts as a system organization and is related to a number of factors, including: the level of socio-psychological adaptation, ideas about future professional activities, features interpersonal relationships, the presence of goals and plans for the future.
Keywords: temporality; social-psychological adaptation; role behavior; cadets; time perspective; diachronic; synchronic; system; systems approach. For citation: Perevozkin S. B., Tishkova A. S. Temporal specificity of the role structure of social-psychological adaptation of cadets // Systems Psychology and Sociology. 2020. № 2 (34). P. 31-44. DOI: 10.25688/2223-6872.2020.34.2.03
Perevozkin Sergey Borisovich, PhD in Psychological Sciences, Associate Professor at the Department of General Psychology and History of Psychology of the Novosibirsk State Pedagogical University, Novosibirsk, Russia. E-mail: per@bk.ru; ORCID: https://orcid.org/0000-0002-6790-4835
Tishkova Albina Sergeevna, senior lecturer at the Department of Practical and Special Psychology of the Novosibirsk State Pedagogical University, Novosibirsk, Russia. E-mail: umarowa.albina@yandex.ru; ORCID: https://orcid.org/0000-0002-3854-982X
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