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Системная психология и социология » Английская версия журнала |
![]() ![]() UDC 159.9 DOI 10.25688/2223-6872.2020.36.4.01
THE SYSTEM OF MOTIVATIONAL OPPOSITIONS AS THE BASIS OF PSYCHOLOGICAL INDIVIDUALITY
B. N. Rizhov, MCU, Moscow, RyzhovBN@mgpu.ru
The article is devoted to the description of three motivational oppositions underlying the in-depth psychodiagnostics of personality. Modern system psychology identifies eight types of motivation, each of which meets three complementing each other binary criteria. The first criterion is related to the systemic form of motivation, which represents either the tendency of the system development that meets the requirement of increasing the number of its elements; or the tendency to preserve the order (decrease in entropy) of the system. The second is related to the systemic level of the object, the development or preservation of which the motivation is aimed at. It can be an individual and a person, that corresponds to the central level of a living system; or a species and a society, that corresponds to the macrosystem level. The third criterion is related to the type of known forms of life: biological or social, on the continuation of oppositions, each of which is divided into four parts to which the motivation is directed. These criteria are the basis of three motivational counterpoints, in which a pair of motivation types coinciding in two criteria, differs in the third. The identification of three systemic types of motivational opposition and the corresponding counterpoints of specific types of motivation is a scheme for the qualitative interpretation of quantitative data obtained by the method of determining the motivational profile of a person (SPM). The identification of the dominant types of motivation and the leading motivational opposition formed by them using the SPM technique allows us to determine the area of possible intra-personal conflicts and suggests ways to overcome them rationally. Thus, the described method of analytical study of motivation opens up new opportunities for systemic psychological diagnosis and correction.
Key words: system psychology; motivation; motivational opposition; motivational counterpoint; motivational conflict; individual and species; personality and society; development and preservation. For citation: Ryzhov B. N. The system of motivational oppositions as the basis of psychological individuality // Systems Psychology and Sociology. 2020. № 4 (36). C. DOI 10.25688/2223-6872.2020.36.4.01.
E-mail: RyzhovBN@mgpu.ru ORCID: 0000-0001-8848-3622
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![]() ![]() UDC 159.99 DOI 10.25688/2223-6872.2020.35.3.9
SYSTEM-PSYCHOLOGICAL APPROACH TO THE ISSUES OF PSYCHOLOGY OF AGING IN B. G. ANANYEV’S WORKS
V. V. Lemish, Dostoevsky OmSU, Omsk, verlem2004@yandex.ru
In the article the analysis of Ananyev`s theoretical ideas in the field of the psychology of aging having been developed within complex approach has been presented. It is shown that his methodology allows to overcome the difference between biological, psychological and social approach in the understanding and the explaining the specificity of human aging phenomenon. The idea of a human being as a complex multi level polysistem, including natural (individual) as well as social (personal and subjective) qualities, makes the direction of theoretical as well as empirical study of the character of the interaction between above mentioned structural elements integrated in the individuality. Ananyev determined the direction of mechanisms search, providing the psychological longevity on all the levels of human`s organisation. On the individual`s level these mechanisms are connected with specialities of the brain functioning character changes; in the developing of a personality the scientist stressed the important role of working activity and saving of social roles; on the level of individuality one of these mechanisms is reflection. Taking into consideration the fundamental law of development — the law of geterochronicity, having been revealed on the base of structural-genetical approach, Ananyev proved the principal possibility of different types of aging: convergent and divergent. At convergent variant ontogeny determines the personality development; at divergent variant — a life way resists the natural organism`s fading away. The result of divergent development is the possibility of personality`s save as well as its further development. The important contribution of the scientist in the psychology of aging was the proving of qualitative methods of study using when studying the human`s life way as a personality and subject, meanwhile he used the biographical method allowing to reconstruct the inside world of a person, the specialities of his identity and self-regulation. It is shown that Ananyev`s ideas were empirically proved in the research of domestic and abroad psychologists.
Keywords: B. G. Ananyev; a human; multi level polysystem; complex method; system approach; the psychology of aging; types of aging; mechanisms of psychological longevity; biographical method.
For citation: Lemish V. V. System-psychological approach to the issues of psychology of aging in B. G. Ananyev’s works // Systems Psychology and Sociology. 2020. № 3 (35). P. 119–129. DOI: 10.25688/2223- 6872.2020.35.3.9
Lemish Vera Vasilievna, PhD in Psychological Sciences, Associate Professor. Associate professor at the Department of Social Work, Pedagogy and Psychology of the Dostoevsky Omsky State University, Omsk, Russia. E-mail: verlem2004@yandex.ru ORCID: 0000-0001-7165-5248
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![]() ![]() UDC 159.9 DOI 10.25688/2223-6872.2020.35.3.8
SYSTEM IDEAS IN PSYCHOLOGICAL THOUGHT IN RUSSIA IN THE END OF THE XVIII CENTURY. I. M. KANDORSKY
D. V. Ivanov, NSPU, Novosibirsk, ivanovdirkutsk@yandex.ru
The present article is a continuation of the study devoted to the analysis of systemic ideas and concepts in Russian science of the XVIII – mid-XIX centuries. It examines the main psychological ideas of one of the prominent figures of the Russian Enlightenment — I. M. Kandorsky, known to readers under the pseudonym of «Ivan Mikhailov, Pagkratievsky deacon». Being a teacher by nature Kandorsky tried to encourage people to know their own Soul. He is the author of a number of theological, philosophical and psychological works in the style of a treatise. His psychological work «The science of the soul» (1796) is an important milestone in the history of the formation and development of the Russian psychological thought. This treatise can be acclaimed as one of the significant works comparable in ultimate importance to Aristotle’s «On the soul» or Avicenna’s «On the Science of the Soul: a synopsis», and it is emphasized the creative activity of Russian psychological thought. The purpose of Kandorsky’s work was to systematize psychological issues and explain to people some of the basic ideas of the «science of the soul». In accordance with the Rationalist tradition, I. M. Kandorsky recognized the mind as the most important basis for human behavior. I. M. Kandorsky, while expressing sympathy for the empirical principle, that makes it possible to see him as a sensualist, also noted the importance of the senses in cognition.The basic concept of the treatise is the idea of the development of a person including developing personal qualities of independent thinking and control over own feelings. Kandorsky insisted on the idea of the importance of formation of the human in a person. His struggling man knows himself and is able to regulate his own personal growth. The theoretical foundation of research is based on a historical method and method of psychological reconstruction together with bibliographic method as well as psychological interpretation method of the ideas and views of the Russian Enlightener.
Keywords: “spiritual rank”; systemic ideas; psychology; soul; brain; rationalism; sensationalism; feelings; struggle; struggling man.
For citation: Ivanov D. V. System ideas in psychological thought in Russia in the end of the XVIII century. I. M. Kandorsky // Systems Psychology and Sociology. 2020. № 3 (35). P. 102–118. DOI 10.25688/2223- 6872.2020.35.3.8
Ivanov Denis Vasilievich, PhD in Pedagogical Sciences, Associate Professor. Associate 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: 0000-0002-2478-1468
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![]() ![]() UDC 159.9 DOI 10.25688/2223-6872.2020.35.3.7
PANDEMIC CORONAVIRUS INFECTION COVID-19 AND SELF-ISOLATION IN THE PERCEPTION OF SENIOR PRESCHOOLERS AND PRIMARY SCHOOLCHILDREN
L. E. Semenova, PRMU, Nizhny Novgorod,
V. E. Semenova, NIED, Nizhny Novgorod, verunechka08@list.ru
This article discusses the problem of children’s perception of the COVID-19 coronavirus pandemic and self-isolation. The complexity and high stressfulness of this situation are noted, and the data testifying to the negative impact on the mental and psychological health of the individual of previous epidemics are presented. The article substantiates the need to study the experience of the COVID-19 pandemic and children’s self-isolation, that is reflected in their perception and interpretation of what was perceived. Based on the analysis of 114 fairy tales written by senior preschoolers and primary schoolchildren, the specificity of the children’s version of the perception of the COVID-19 pandemic and self-isolation was studied. Through the methodology of open coding conducted substantial analysis of the texts, which were aimed at obtaining the following information: the study of the children’s point of view about the characteristics of coronavirus; their understanding of actual needs in the situation of a pandemic and isolation together with the basic resources, used to solve difficulties; children’s dominant emotions in the context of what is happening and the key events allocated by children in the context of the situation of a pandemic and isolation, through which they process and reflect on their experience of what is happening. It was found that the image of coronavirus is most often perceived by children as a danger and threat to life and health and is endowed with mainly negative characteristics. In addition, the situation of the COVID-19 pandemic and self-isolation is perceived by children in the context of unmet needs, which are dominated by the needs for safety, pleasure and positive emotions, freedom and activity, as well as in the context of resources to overcome difficulties, with a particular focus on hygiene rules and medical measures. It is stated that the situation of pandemics and self-isolation is mainly associated with negative experiences in senior preschoolers and primary schoolchildren, and, in particular, with the predominance of a sense of fear, but the final of the events that occur is generally assessed by children optimistically. It was found that children at younger ages more likely pay attention to the need for positive changes in consciousness and behavior to solve the situation with the pandemic for a better life in the future, while primary schoolchildren tend to realistic description of the coronavirus and they concentrate on tragic events and emphasis on the dedicated work of physicions in the context of a pandemic. According to the results of the study, it is concluded that in general the situation of the coronavirus pandemic and self-isolation is perceived by children as dangerous and uncomfortable, but solvable completely, including through their own efforts.
Keywords: coronavirus infection pandemic; self-isolation; subjective perception; subjective perceptions; senior preschoolers; primary students; stress; emotional state.
For citation: Semenova L. E`., Semenova V. E`. Pandemic coronavirus infection COVID-19 and self-isolation in the perception of senior preschoolers and primary schoolchildren // Systems Psychology and Sociology. 2020. № 3 (35). P. 85–101. DOI 10.25688/2223-6872.2020.35.3.7
Semenova Lidiya E`duardovna, Doctor of Psychological Sciences, Professor. Professor at the Department of General and Clinical Psychology of the Privolzhsky Research Medical University of the Ministry of Health of the Russian Federation, Nizhny Novgorod, Russia. E-mail: verunechka08@list.ru ORCID: 0000-0001-5077-394X
Semenova Vera E`duardovna, PhD in Philosophy, Associate Professor. Associate professor at the Department of preschool education of the Nizhny Novgorod Institute of Education Development, Nizhny Novgorod, Russia. E-mail: verunechka08@list.ru ORCID: 0000-0001-5841-5354
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![]() ![]() UDC 159.9 DOI 10.25688/2223-6872.2020.35.3.6
ADAPTATION AND VALIDIZATION OF THE QUESTIONNAIRE «SCALE OF DEPENDENCE ON THE SMARTPHONE» FOR THE RUSSIAN-SPEAKING SOCIETY
V. P. Sheinov, NIHE, Minsk, Republic of Belarus, sheinov1@mail.ru
The convenience provided by smartphones is obvious, which gives rise to many addiction to its excessive use and the fear of being left without it: this is the state of anxiety of a person who has lost the ability to have a smartphone at hand. Smartphone addiction is a new phenomenon, one of the most widespread non-medical addictions, which, in its massiveness, has already left behind Internet addiction and gambling addiction, forming a dangerous conglomerate with them. The negative consequences of smartphone addiction can include psychological, behavioral and self-efficacy problems in victims of this addiction. This development is based on the «Smartphone Addiction Scale» (SAS), an English-language questionnaire for smartphone dependence. Internet addiction was quantified by the Kimberly-Young test. Anxiety and depression levels were measured using the «Hospital Anxiety and Depression Scale». Life satisfaction was measured using a questionnaire adapted in Russian and validated by E. N. Osin and D. A. Leontiev. The level of self-control was determined by M. Snyder’s test «Self-control in communication», the stress resistance level was determined by the test according to S. Cowhen and G. Willianson. The article shows that the Russian-language version of the «Smartphone Addiction Scale» (SAS) questionnaire proposed by the author is reliable and valid. Smartphone addiction diagnosed by the questionnaire is positively correlated with anxiety, depression, stress, and negatively associated with self-control and life satisfaction. The smartphone dependence of women diagnosed by the questionnaire is statistically significantly higher than the dependence on the smartphone of men. A significant positive relationship was found between smoking cravings in men and smartphone addiction.
Keywords: smartphone addiction; questionnaire; reliability; validity; anxiety; depression; stress; selfcontrol; life satisfaction; women; men.
For citation: Sheinov V. P. Adaptation and validization of the questionnaire «Scale of dependence on the smartphone» for the Russian-speaking society // Systems Psychology and Sociology. 2020. № 3 (35). P. 75–84. DOI: 10.25688/2223-6872.2020.35.3.6
Sheinov Viktor Pavlovich, Doctor of Sociological Sciences, PhD in Physical and Mathematical Sciences, Professor. Academician of the International Academy of Information Technologies. Professor at the Department of Psychology and Pedagogical Mastery of the Republican Institute of Higher Education, Minsk, The Republic of Belarus. E-mail: sheinov1@mail.ru ORCID: 0000-0002-2191- 646X
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![]() ![]() UDC 159.9 DOI 10.25688/2223-6872.2020.35.3.5
CONCEPTUAL BASIS OF PROFESSIONAL PRESCHOOL TEACHER TRAINING FOR THE PRESCHOOLER COGNITION
G. A. Uruntaeva, ISCFE RAO, Moscow, lotsman52@mail.ru,
E. N. Gosheva, IED, Murmansk, GoshevaEN@yandex.ru
The article presents the conceptual foundations of the preschool teacher’s professional training for preschool child cognition activities. The provisions are designed to achieve the goal of psychological training of students — the development of their professional competencies in applying theoretical psychological knowledge about a preschool child in pedagogical activity, and to overcome the contradiction in pedagogical education, consisting in discrepancy between the requirement to fulfill the research professional and pedagogical function by future preschool teachers and the real level of its proficiency by students. A general conceptual position is the idea of the system structure of the activities for cognizing a preschooler and preparing for it, and the identity of their structures. Preparation as a system includes components, integral among which is the interaction of a preschool teacher and a child, built on a deep cognition of the pupil. Particular provisions made ideas: the first, training is aimed at forming components of the child’s cognitive activity (value-semantic, technological and end-to-end — monitoring and evaluation, moreover, the technological component unfolds according to the logic of scientific / diagnostic research); secondly, preparation is aimed at developing the structure of Gnostic and diagnostic competencies that ensure the preschooler’s cognition at two levels of cognition — empirical understanding and targeted study; third, training is carried out through the use of practical forms of training of a productive type (psychological tasks / cases, psychological practice, psychological and diagnostic practice), which model both individual components of cognitive activity and this activity as a whole, as well as cross-cutting form (interactive psychological theater), creating conditions for combining the lines of professional and personal development of teachers and various aspects of cognition. The choice of teaching methods and forms is carried out in accordance with the goals and objectives of the preparation stages (initial, basic and final), the principle of the integrity of the organization of preschool child’s cognition and the principles of the intermodal approach in the use of expressive skills as a means of developing a teacher. The proposed conceptual foundations of the teacher’s professional training for preschooler’s cognition are practice-oriented in nature and can be used in the system of further training of teachers.
Keywords: systematic approach; preschool teacher; professional training of a preschool teacher for the cognition of a preschooler; interactive theatre; psychological tasks / cases; psychological workshop; psychological and diagnostic practice.
For citation: Uruntaeva G. A., Gosheva E. N. Conceptual basis of professional preschool teacher training for the preschooler cognition // Systems Psychology and Sociology. 2020. № 3 (35). P. 61–74. DOI: 10.25688/2223-6872.2020.35.3.5
Uruntaeva Galina Anatolyevna, Doctor of Psychological Sciences, Professor, honored worker of higher education of the Russian Federation. 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: 0000-0003-3515-4889
Gosheva Ekaterina Nikolayevna, PhD in Pedagogical Sciences, Associate Professor. Associate Professor at the Early Childhood Department of the Institute of Education Development, Murmansk, Russia. E-mail: GoshevaEN@yandex.ru ORCID: 0000-0001-8405-4230
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![]() ![]() UDC 159.9.07 DOI 10.25688/2223-6872.2020.35.3.4
PSYCHOLOGICAL ASPECTS OF MEDICAL ERRORS
E. V. Sinbukhova, N. N. Burdenko NMRCN, Moscow, ESinbukhova@nsi.ru,
A. N. Zankovsky, IP RAS, Moscow, azankovsky@gmail.com
Today patient safety is the main concept of all health systems around the world. Everyone can make mistakes, but medical errors affects patients and their families, and leads to adverse mental and emotional effects on physicians. The purpose involves development and validation of the «Medical error Scale» that allows to measure the level of anxiety in physicians who reported about the medical error in their practice. The «Medical error Scale» is based on the early version of the Hobgood Test, designed by E. V. Sinbukhova and A. N. Zankovsky (2005). To measure the level of anxiety the «State-Trait Anxiety Inventory — STAI» by Charles D. Spielberger (adapted by Y. L. Hanin for the Russian-speaking population) was also used in this study. The validity of the «Medical error Scale» was established by using Cronbach’s alpha test together with the scales of Error Orientation Questionnaire and State-Trait Anxiety Inventory (STAI). The anonymous study involved 15 anesthesiologists and intensivists care physicians who reported about their medical error in practice. It was revealed in the study that the level of anxiety in two points was high: state anxiety median — 60, trait anxiety median — 60 (p-value = 0,828 not a significant result). In accordance with the study no one respondent had told about his mistake previously, but 66,7 % of respondents noted that they would like to tell their colleague about it now; over 33,3 % would like also to tell it to the patient’s family. It is noted in the conclusion that identifying a medical error can be the first step to understanding and correcting it. On the one hand, it will help to improve the quality of medical care, on the other hand, it will help physicians to overcome the negative impact of medical errors on their emotional wellbeing and professional practice. The Appendix of the article also presents the full version of the «Medical error Scale». It is allowed to use the scale with reference to the authors.
Keywords: medical errors; anxiety; medical safety; scale-medical error; validation.
For citation: Sinbukhova Е. V., Zankovsky А. N. Psychological aspects of medical errors // Systems Psychology and Sociology. 2020. № 3 (35). P. 51–60. DOI:10.25688/2223-6872.2020.35.3.4
Sinbukhova Elena Vasilyevna, Medical Psychologist, Neuropsychologist at the N. N. Burdenko National Medical Research Center for Neurosurgery, Moscow, Russia. Е-mail: ESinbukhova@nsi.ru ORCID: 0000-0003-3665-9416
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. Е-mail: azankovsky@gmail.com ORCID: 0000-0002-4534-7388
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![]() ![]() UDC 159.9 DOI 10.25688/2223-6872.2020.35.3.3
SYSTEMIC VIEWS ON EMOTIONAL, VOLITIONAL AND MOTIVATIONAL DETERMINANTS OF PROSCRINATION
I. N. Kormacheva, PC «Iris», Novosibirsk, irina@kormacheva.ru
The article presents an empirical study about the idea that there are emotional, motivational, volitional determinants of procrastination. In total 213 students aged 18–36 years participated in the research. The study uses multiple regression analysis. The following methods were used: P. Steele «Scale of procrastination», A. A. Khokhlov’s questionnaire volitional organization of personality, V. E. Milman’s questionnaire of motivational personality structure. The emotional determinants of procrastination were identified, among them are emotional experiences of the asthenic type, asthenic type of experience and behavior in a state of frustration. The volitional determinants of procrastination were identified by independence; perseverance; the general indicator of the volitional organization of personality. The motivational determinants of procrastination were identified by social status in the workplace or school team (real state of motive); communication in life (real state of motive); maintenance of life support in life in general (real state of motive); social status in general (ideal state of motive). Based on the results of the study, conclusions are drawn about the empirical confirmation of the hypothesis put forward, as well as the greatest effect on the procrastination of volitional predictors and the least on emotional ones.
Keywords: system representations; procrastination; multiple regression analysis; emotional, volitional, motivational determinants of procrastination.
For citation: Kormacheva I. N. Systemic views on emotional, volitional and motivational determinants of proscrination // Systems Psychology and Sociology. 2020. № 3 (35). P. 39–50. DOI 10.25688/2223- 6872.2020.35.3.3
Kormacheva Irina Nikolaevna, Head of the Psychological Center «Iris», Novosibirsk, Russia. E-mail: irina@kormacheva.ru ORCID: 0000-0001-9208-0922
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![]() ![]() UDC 159.9.07 DOI 10.25688/2223-6872.2020.35.3.2
DEVELOPING SOCIAL SKILLS IN STUDENTS TO PROVIDE AN ADVANTAGE IN THE COMPETITIVE LABOR MARKET SEGMENTS
E. S. Romanova, MCU, Moscow, RomanovaES@mgpu.ru
The article presents a model of psychological and pedagogical support for students, aimed at forming social skills, providing them advantages in the competitive labour market segments. The model is developed on the basis of the system approach and it includes an algorithm of psychological counselling for students in developing social skills to achieve high level of competitiveness within the chosen areas of professional activity. The author presents the results of step-by-step psychological support for students on their formation of required social skills to provide personal and team advantages in competitive labor market segments. The suggested model solves the following urgent tasks: developing a technology for successful entry into the modern labor market; designing a route for professional self-development and building a career; forming current competencies in students; diagnostics and development of required social skills. The data obtained showed that the development of basic integral personal and social skills at a level that meets the requirements of effective behavior in the labor market were found only in 30 % of students, approximately 15 % of students showed low level of social skills. The average level of development covers the remaining 55 %, and it is also insufficient and requires special psychological and pedagogical work with students. The study identifies 37 target competencies required for students in order to achieve high efficiency on the labor market.
Keywords: personal and social skills; competitiveness; competitive segments of the labor market; personal self-development; professional self-determination; competencies; self-realization; successful career.
For citation: Romanova E. S. Developing social skills in students to provide an advantage in the competitive labor market segments // Systems Psychology and Sociology. 2020. № 3 (35). P. 27–38. DOI: 10.25688/2223-6872.2020.35.3.2
Romanova Evgeniya Sergeevna, Doctor of Psychological Sciences, Professor. Head of the Department of General and Practical Psychology, Head of the Laboratory of Social-and-Psychological Researches in Education at the Institute of Special Education and Psychology of the Moscow City University, Moscow, Russia. E-mail: RomanovaES@mgpu.ru ORCID: 0000-0002-9032-6869
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![]() ![]() UDC 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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![]() ![]() CONTENTS
Theory and Method of Systems Psychology
Ryzhov B. N. The actual-self, ideal-self and hidden-self (with Translation into English by L. A. Mashkova)
Psychological Researches
Romanova E. S. Self-reflection and interaction between individual and society in F. M. Dostoevsky's heritage Perevozkin S. B., Tishkova A. S. Temporal specificity of the role structure of social-psychological adaptation of cadets Eksakusto T. V., Kibal'chenko I. A. Factor structures of the young people's intellectual and personal resource Ledovskaya T. V., Solynin N. E. Psychological structure of communicative abilities in pedagogical university students Uruntaeva G. A., Gosheva E. N. Professional-pedagogical activity of a preschool teacher: conceptual bases of cognition of a preschool child Valyavko S. M., Chibiskova O. V., Shulekina Ju. A. Verbal memory in the formation of textual competence in preschoolers 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
History of Psychology and Psychology of History
Ivanov D. V. System concepts of man struggling in Russian psychological thought in the late XIX - early XX centuries
Sociological Researches
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
Anniversary
Victor Pavlovich Sheinov is 80!
Information
Authors of the Journal «Systems Psychology and Sociology», 2020, № 2 (34) Author Guidelines
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![]() ![]() 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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![]() ![]() 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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![]() ![]() 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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![]() ![]() 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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![]() ![]() 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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![]() ![]() 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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![]() ![]() 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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![]() ![]() 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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