Vol 14, No 1 (2017)

Articles
HEALTH AND ILLNESS IN THE RUSSIAN CONTEXT: SOME SOCIO-PSYCHOLOGICAL COMMENTS
Bovina I.B., Dvoryanchikov N.V., Gayamova S.Y., Dany L., Aim M.
Abstract

The aim of the presented article is to discuss some aspects of the cultural and social contexts of health and illness, to reveal the particularities that differentiate the understanding of health and illness kept by Russian people from other people. The special attention is paid to the particularity of the image of the world based on the Russian language. It was underlined that the Russian language provided the speaker with a wide range of opportunities to withdraw the responsibility for own actions. The analysis of health and illness particularities in the Russian language proposed by Kolesov, Fasmer is discussed in relation to the social representations and its formation. The analysis of the social context of health and illness refers to the socio-economic factors and the demographic facts, the neglect of health as one of the main feature of the social practice related to health and illness is discussed.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):7-16
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WORKING MEMORY STRUCTURE REVEALED IN ANALYSIS OF RECALL ERRORS
Ershova R.V., Tarnow E.
Abstract

We analyzed working memory errors stemming from 193 Russian college students taking the Tarnow Unchunkable Test utilizing double digit items on a visual display.In three-item trials with at most one error per trial, single incorrect tens and ones digits (“singlets”) were overrepresented and made up the majority of errors, indicating a base 10 organization.These errors indicate that there are separate memory maps for each position and that there are pointers that can move primarily within these maps. Several pointers make up a pointer collection. The number of pointer collections possible is the working memory capacity limit. A model for self-organizing maps is constructed in which the organization is created by turning common pointer collections into maps thereby replacing a pointer collection with a single pointer.The factors 5 and 11 were underrepresented in the errors, presumably because base 10 properties beyond positional order were used for error correction, perhaps reflecting the existence of additional maps of integers divisible by 5 and integers divisible by 11.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):17-25
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FACTORS OF PROFESSIONAL SELF-DEVELOPMENT OF SCHOOL PSYCHOLOGIST IN COURSE OF PROFESSIONAL PRACTICE
Miniyarov V.M., Esterle A.E.
Abstract

The article studies the factors of professional self-development of the school psychologist in the course of professional practice. At the beginning of this article the authors give a brief review of the studies of the professional self-development factors. It is shown that there are two categories of factors: the factors that stimulate professional self-development and the factors hindering it. Further the article presents the results of a questionnaire survey, in which the school psychologists evaluated the degree of the influence of various factors on their professional self-development activities, provides a ranking of the influence of the stimulating and impeding factors, based on the estimates supplied by the research participants. It is shown that the main stimulating factors are: “Interest in their professional activities”, “Need for self-development”, “Availability of experts (courses) that can be educative”, “The novelty of the activity, working conditions, the ability to experiment”, “The system of material incentives”. According to the study participants, the list of the hindering factors has only two leading factors: “Limited financial resources, constrained life circumstances” and “Lack of time”. The authors proposed a new systematization of professional self-development factors, which singled out the organizational, financial and personal factors. The theoretical and empirical results of the study can be used to enhance the effectiveness of professional self-development of the school psychologist in the course of professional practice.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):26-37
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RELATIONSHIP BETWEEN SPIRITUAL AND MORAL SELF-CONSCIOUSNESS AND SELF-REALISATION IN ADULTHOOD
Kudinova I.B., Belousuva S.S.
Abstract

This article is devoted to studying and analyzing the features of the interrelations between the self-realization and spiritual and moral consciousness of the personality. The relevance of the raised problem is caused by the global socially-economical and political changes happening in the modern world, influencing both the society as a whole and the personality separately. “The judgment test of personality self-realization” by S.I. Kudinov which allows to diagnose a variety of styles of self-expression manifestation of the subject, different levels and types of self-realization, as well as the methodology of a research of spiritual and moral self-consciousness of the personality by I.V. Ezhov were used in the experimental work. The statistical analysis of data is presented by the correlation and factorial analysis. The sample included 100 people at the age ranging from 25 to 45 years, representatives of various professions and social backgrounds. The correlation analysis made it possible to disclose the diverse interrelations between the components of self-realization and the components of spiritual and moral consciousness. The factorial analysis allowed to single out and to qualitatively describe the variants of self-realization of the personality, depending on the inclusiveness of the components of spiritual and moral consciousness - “Spiritual and moral self-realization of the personality”, “Transcendental self-realization of the personality”, “Formal self-realization of the personality”, “Superficial self-realization of the personality”, “Assertive self-realization of the personality”, “Ego-pragmatic self-realization of the personality”, “Destructive self-realization of the personality”.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):38-51
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MORAL SELF-IDENTIFICATION OF HIGH SCHOOL STUDENTS IN A CHANGING SOCIETY
Bocharova E.E.
Abstract

The paper presents the findings of an empirical study of moral self-identification conducted on a sample of senior high school students from Saratov (N = 142). The study demonstrates that high school students are not indifferent to other people’s moral evaluation of their actions. High school students’ perceptions of the importance of morality and ethics are associated with compulsory and mutual observance of moral standards and with their /manifested differentiation in the relation to «In- group» - “Others”, which confirms the dominance of their group-centric orientation. It was found that ethical behavior by implementing ethical standards in behavior, high school students have a sense of emotional satisfaction, adhering to the strategy of reciprocity. The study revealed a low severity of cognitive and conative components, which explains the weak differentiation of moral norms, the consequence of which is the difficulty in resolving moral problems. These findings can be applied in the development of the training programs aimed at developing an individual’s moral sphere, as well as preventive programs aimed at reducing the risk of destructive behavior in young people.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):52-63
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CORRELATION OF MIGRATORY ATTITUDES OF MAGADAN INHABITANTS AND FEATURES OF THEIR DEFENSIVE-COPING BEHAVIOUR
Kuznetsova S.A.
Abstract

The results of the empirical research of the correlation between the migratory attitudes of the inhabitants of Magadan and the features of their defensive-coping behavior are described in the article. Methods: the author’s scale of migratory attitudes of the personality, the scale of situational and personal anxiety by C.Spilberger, questionnaires “Life style index” (LSI), “Strategic Approach to Coping Scale” (SACS). The research with the participation of 68 Magadan inhabitants has shown that the inhabitants with the low level of personal anxiety, using regression as a defense mechanism, the coping forms: avoidance, indecisive actions and passive forms of coping behavior as a whole, have less expressed migratory attitudes. And on the contrary, the migratory attitudes are more likely to form in the respondents who are ready for active, resolute, constructive actions to change an unsatisfyingsituation, seek social support, take into account the needs, opinions and expectations of the immediate social environment. However, the correlations of migratory attitudes with the active forms of coping are not revealed. It means that the activity inherent in the subject does not necessarily imply a desire of migration, and can be implemented in the current region of residence.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):64-75
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CHARACTERISTICS OF CREATIVITY AND INNOVATIVENESS MANIFESTATIONS IN STUDENTS OF MIDDLE AHD HIGH SCHOOL
Mikhailova O.B.
Abstract

The development of a young person’s potential capabilities is one of the important directions in the modern practicing psychologists’ activity. The absence of a scientifically motivated way of analyzing the innovation potential development in a personality and the formation of principles and methods regulating its progress allowed to formulate the aim of the research, which is to work out a technology of innovation potential development and self-realisation in a personality on the basis of empirical investigations. The technology is to forward the introduction of a system of theoretical and practical basics for the innovation potential evolution in different periods of personal development.The distinctive peculiarity of the given article is the integration of psychological and pedagogical approaches to analyzing the preconditions of basic creativity and innovativeness development in a personality in secondary school educational environment. As a result of the study we analyzed the qualitative and quantitative information about the features of the innovative behavior and creativity in the students of 13-14 years old and students of 16-18 years old.The interpretation of the numerous data suggests that there are significant differences in the features of creativity and innovativeness in the students of different ages. Based on the results, the article presents the recommendations for the improvement of psychological and pedagogical technologies that accompany the formation of the innovative potential of a personality in middle and high school.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):76-87
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COMPARATIVE ANALYSIS OF THE PARAMETERS OF HEART RATE VARIABILITY IN PRIMARY SCHOOL CHILDREN WITH DIFFERENT LEVELS OF EMOTIONAL INTELLIGENCE
Dobrin A.V.
Abstract

The studies have shown that the importance of identifying the specifics of the variability of heart rate (HRV) in primary school children with different levels of emotional intelligence (EI) is due to a change in the child’s features of the emotional response at this age. It is suggested that HRV analysis will help understand the characteristics of the vegetative component of emotional reactions in primary schoolers and predict the specificity of their interpersonal relationships and academic performance on their basis. The study involved 150 subjects aged 7-8 years. It is shown that the experimental group is dominated by children with high and medium level of the development of emotional intelligence components. Primary school children are characterized by an emotional focus on the world of people, on the other people’s inner world, their emotions and feelings. A high level of understanding emotions prevails in them, which gives them the opportunity to recognize the emotions in themselves and in other people better, understand both their own emotions and the emotions of the others. The HRV analysis showed that the children with high levels of EI, have higher rates of activity of the parasympathetic part of the autonomic nervous system (ANS) compared to other test groups, which indicates a more optimal regulation of the heart rate in the course of an emotional response in children with high levels of the development of emotional intelligence components compared to the children who have a low level.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):88-98
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PEDAGOGICAL CONDITIONS OF WORKING WITH LINGUISTICALLY GIFTED SCHOOL STUDENTS IN THE SYSTEM OF ADDITIONAL FOREIGN LANGUAGE EDUCATION
Kartashova V.N., Shcherbatykh L.N.
Abstract

In this article the authors reveal a number of pedagogical conditions necessary for training the linguistically gifted school students in a foreign language in the system of additional foreign-language education providing fully specific content, the forms and methods of training and education of pupils aimed at the solution of the specific pedagogical objectives. Using the specific language material, the teacher of a foreign language (FL) has to try to create such pedagogical conditions in the system of additional foreign-language education that would teach the linguistically gifted school students to understand the outlook and psychology of the native-speakers of a FL which are generally expressed through artistic means having a set of uniform philosophical and psychological, mythopoetic sources in the ancient times which promotes the formation of the inner world of linguistically gifted school students in many respects.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):99-109
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PSYCHOLOGICAL FEATURES OF INTERACTION OF HIGH SCHOOL STUDENTS, TUTORED AT HOME
Shilova T.A., Kostereva L.I.
Abstract

The article deals with the data of theoretical and empirical research of psychological features of interaction of high school students tutored at home. The empirical study involved 80 high school students aged 15-17 years living in Moscow: 40 students studying in a secondary school, 40 subjects tutored at home, using psychodiagnostic methods: methods of “Self-attitude research by V.V. Stolin and S.R. Panteleeva”; “Evaluation of the level of sociability” method (V.F. Ryakhovskiy); diagnostics methods for communication attitude (V.V. Boiko); the method of “Personal Differential”. In the course of the study we found pronounced differences in the psychological features of interaction in high school students studying in a secondary school and tutored at home. The high school students tutored at home showed low communicative interaction skills, unlike their peers who are studying in a secondary school. Also a difference in the manifestation of the specific components of the self-attitude: inwardness, self-confidence, self-affection, internal conflict, self-blame was found. The results of the study confirm the proposed hypothesis put forward that the frequent and prolonged isolation from society leads to disruption of communication skills and can negatively affect personality development. The practical aspect of the problem under study allows defining and developing a program of psychological support for pupils tutored at home, for the development of communicative interaction skills and personal growth.

RUDN Journal of Psychology and Pedagogics. 2017;14(1):110-118
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