No 4 (2016)

Articles
CREATIVITY AND CONVERGENT THINKING: REFLECTIONS, CONNECTIONS AND PRACTICAL CONSIDERATIONS
Lubart T.
Abstract

Creativity is conceived as the ability to generate new, original ideas that are meaningful and valuable in their context. Models have often debated the role of divergent and convergent thinking within creativity. This paper focuses on convergent thinking and examines ways that it has been conceptualized and operationalized. It is noted that some of these conceptualizations fit more than others with creative thinking. Finally, examples of new ways to measure convergent thinking for creativity are presented and explained. The Evaluation of Potential Creativity (EpoC) battery is described as a relevant new tool to assess convergent thinking, with a focus on the integrative, original synthesis, which is ultilmately essential to the creative process, and the potential for resulting creative productions. Implications for measuring creativity and education are discussed.

RUDN Journal of Psychology and Pedagogics. 2016;(4):7-15
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INTRODUCING BILINGUAL CREATIVE EDUCATION TO RUSSIAN SCHOOL CURRICULUM
Kharkhurin A.V.
Abstract
This work presents a widely discussed topic in both bilingualism and creativity research that comes from pedagogical considerations. The research conducted by the author over the last decade has delivered a solid argument that speaking more than one language facilitates an individual’s creative capacities. The author has expanded the scope of his research and implemented these findings in education. His new approach includes teaching strategies from both fields, a unified Bilingual Creative Education program. The purpose of the program is to introduce students to a school curriculum in two languages and to foster their creative potential. To accomplish this goal, the program utilizes a holistic approach, which combines cognitive, personal, and environmental factors in education. The article discusses this approach and provides directions for the implementation of the program in Russia.
RUDN Journal of Psychology and Pedagogics. 2016;(4):16-28
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CAPACITY, POTENTIAL, AND ABILITY: INTEGRATING DIFFERENT APPROACHES TO STUDYING ANIMAL VS HUMAN CREATIVE PROCESSES
Kaufman J.C., Kaufman A.B.
Abstract
For all of the differences between studying animal and human creativity and innovation, there are enough similarities that we can gain insight by integrating both perspectives. Both research approaches focus on creative ability, but animal studies favor the concept of creative capacity whereas human scholars prefer the idea of creative potential. We explore here the implications of these differences and what each field can learn from the other.
RUDN Journal of Psychology and Pedagogics. 2016;(4):29-36
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SELF-REGULATORY ABILITIES IN PROFESSIONAL ACTIVITY
Ozhiganova G.V.
Abstract
The self-regulation is considered by the author as a general ability of the person. The levels of self-regulation relating to any professional activity, and corresponding to these levels self-regulatory capacities are distinguished: 1) psychophysiological - the ability for self-regulation of emotional and psycho- physiological states; 2) socio-psychological - the ability for self-regulation in the process of social interaction; 3) psychological (the ability to regulate activities; the capacity for personal self-control);spiritual - the highest capacity for self-regulation due to the higher values and meanings of existence. Self-regulation at the highest spiritual level is considered in this research in connection with the actualization of higher self-regulatory capacities, leading to self-realization of the person including professional activity. Processes, levels, components of self-regulation, associated with different conditions of professional activities (for example, in extreme situations), as well as with different types of professions (teachers, sales managers, etc.) are described. A particular attention is given to self- regulation in the teaching activities: levels, techniques of teachers’ self-regulatory skills are presented; the importance of teachers’ personal self-regulation is emphasized, because it determines self-development, self-improvement and self-fulfillment in their chosen profession, and is associated with the manifestation of higher self-regulatory capacities. It is noted that in the process of professional activities different levels and types of self-regulation are demanded. The self-regulation in professional activities is carried out due to various self-regulatory capabilities - from simple to complex, including the highest.
RUDN Journal of Psychology and Pedagogics. 2016;(4):37-46
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FEATURES OF RESPONSIBILITY IN HIGH SCHOOL STUDENTS FROM LARGE AND ONE-CHILD FAMILIES
Shurukhina G.A.
Abstract
The results of the study of the responsibility in high school students of early adolescent age from one-child families and families with many children are submitted in the article. The study was performed in line with the systemic-functional approach developed by A.I. Krupnov. In the context of the approach, the responsibility is considered as the most important volitional moral property that includes a number of conceptual-semantic and instrumental-stylistic components. The results of the study reveal statistically significant differences in 11 characteristics (socially significant purposes, sociocentricity, egocentricity, consciousness, awareness, initiative, willpower, internality, operational difficulties). The responsibilityin students from one-child families is characterized by a higher level of both public and personal oriented motivation, deep understanding of its content, high performance in object-active and subject- communicative spheres. Only children are more passive in demonstration of the responsibility, but show more intensive emotional reaction in its successful implementation. Such children are more careful when they give promises or take obligations, as they tend to experience external difficulties in manifestation of this personality trait. The responsibility in students from large families is, to a greater extent, community oriented. Their knowledge about this personality trait is larger in scale. These children are more active in implementing responsibility and take its successful implementation easier, they also cope better with external difficulties in manifestation of the responsibility.
RUDN Journal of Psychology and Pedagogics. 2016;(4):47-54
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EMOTIONAL INTELLIGENCE AND PARENTING STYLES INFLUENCE ON ADOLESCENT GIRLS
Krasnov A.V.
Abstract
Foreign psychologists believe that parenting may influence children’s development of emotional intelligence. However, little research has been done in this area. In view of the reviewed literature and given the scarcity of data, we conducted an exploratory study in an as yet unexplored field. The present study aims at examining relationships between the parenting practices and adolescents’ emotional intelligence. 74 students (17-18 years, females) were surveyed to assess their perception of parenting styles and their own emotional intelligence. Spearman’s rank correlation coefficients showed that adolescents’ emotional intelligence correlated with one of maternal parenting styles (positive attitude) and four of paternal parenting styles (positive attitude, directivity, autonomy, incoherence). Positive interest of parents positively correlated with adolescents’ ability for understanding their own emotions. Paternal positive interest positively correlated with adolescents’ ability for managing their own emotions and emotional intelligence. Paternal directivity positively correlated with adolescents’ ability for understanding emotions (their own and other people’s). Paternal autonomy negatively correlated with adolescents’ emotional intelligence and ability for understanding other people’s emotions. Paternalincoherence negatively correlated with adolescents’ ability for understanding and managing their own emotions.
RUDN Journal of Psychology and Pedagogics. 2016;(4):55-66
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AUTO- AND HETEROSTEREOTYPES AS INDICATORS OF EXPRESSIVENESS DEGREE IN PRIMARY SCHOOL AGE CHILDREN’S ETHNIC IDENTITY EMOTIONAL COMPONENT
Gritsenko V.V., Brazhnik Y.V., Orlova A.P.
Abstract
The article deals with the results of the empirical research devoted to the study of Russian and Belarusian primary school age children’s representations about members of their (autostereotypes) and other (heterostereotypes) ethnic groups in the conditions of Russian-Belarusian border area. The study involved students of 2-3 grades from the towns Smolensk (N = 83) and Vitebsk (N = 84). The diagnostic study was carried out using a modified procedure by M. Barretta. The analysis of the results showed that auto- and heterostereotypes of the Russians and Belarusians are characterized by predominance of positive characteristics over negative ones. At the same time the decrease in the proportion of positive characteristics and the increase of the negative ones regarding the Ukrainians is marked which can be explained by the present situation in Ukraine, the influence of the media and public opinion on the primary school age children’s perception of the representatives from the Ukrainian ethnic group. It is highlighted that positiveness / negativeness of the stereotypes is an indicator of the expressiveness degree of ethnic identity emotional component. The conclusion about the importance of corrective and preventive work aimed at the development of positive ethnic identity as an integral part of social identity that promotes the integrity of self-image acquisition, the formation of subjective well-being and psychological security of primary school age children is drawn.
RUDN Journal of Psychology and Pedagogics. 2016;(4):67-79
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PSYCHOLOGICAL WELL-BEING IN THE CONTEXT OF STUDENTS SOCIAL REPRESENTATIONS ABOUT HIGH SOCIAL STATUS
Sachkova M.E., Timoshina I.N.
Abstract
The article presents the results of the study of social representations in students about the high status in a society where psychological well-being acts as an integral component. During the analysis of literature it has been revealed that at youthful age, a key factor in determining psychological well-being is a successful self-identity in society, as well as the achievement of a certain status. In addition, during this period there can be observed the formation of social representations in the context of personal and professional self-determination. The object of our research was to study the structure and specificity of the social representations in students about the high status in modern society. We hypothesized that the perceptions of students about the high position in society must include the components of psychological well-being. In the course of the research P. Verges’ method was used to study the structure of social representations. The 594 associations obtained were subjected to a categorical analysis. In the study it was found out that the structural components of psychological well-being (K. Riff) are reflected in the characteristics of the social representations of high status. It was concluded that according to the social representations of the modern young people a person of a high status is represented as a psychologically prosperous person, which confirms the hypothesis of the study.
RUDN Journal of Psychology and Pedagogics. 2016;(4):80-87
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CONTEXT AND EMPIRICAL APPROACH TO FORMATION OF MATHEMATICAL COMPETENCE IN STUDENTS OF HUMANITARIAN TRAINING DIRECTIONS AT UNIVERSITY
Shcherbatykh S.V., Megrikyan I.G.
Abstract
The article deals with the formation of students’ mathematical competence in higher humanitarian education. The scientific literature analysis and pedagogical experience has shown that in spite of the numerous studies conducted in this area, the idea of coupling mathematical education of the humanitarians with their cultural, methodological and professional training remains. In our opinion, the design of mathematical training of the humanitarians must rely on the theory of activity, which brings together the main statements of methodology, pedagogy, psychology, such as the principles and methods of teaching, the problems of the peculiarities of students’ thinking, the increase of the level of their cognitive activity, the person’s education as a whole.The article presents the components of mathematical competence, criteria indicators, stages and levels of its formation. For the formation of mathematical competence it is proposed to apply context- empirical approach and developed on the basis of its organizational and pedagogical model (the main elements of this model are described in the article). In conclusion the pedagogical conditions of effective formation of mathematical competence in students in the system profile of humanitarian education are highlighted and revealed.
RUDN Journal of Psychology and Pedagogics. 2016;(4):88-97
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