RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4567210.22363/2313-1683-2024-21-4-967-991LGBCCIPERSONALITY IN CONTEMPORARY EDUCATIONAL SPACE: ACADEMIC SUPERVISION, DIGITALIZATION, COMMUNICATIONЛИЧНОСТЬ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ: НАУЧНОЕ РУКОВОДСТВО, ЦИФРОВИЗАЦИЯ, КОММУНИКАЦИЯResearch ArticleDiagnostic Measurement of Academic Supervision Styles: Development of New Research ScaleСтили научного руководства и их диагностика: разработка нового исследовательского инструментаhttps://orcid.org/0000-0003-3900-86781572-2182GordeevaTamara O.ГордееваТамара Олеговна

DSc in Psychology, Professor, Department of Educational Psychology and Pedagogics, Lomonosov Moscow State University; Leading Research Fellow, International Research Laboratory of Positive Psychology of Personality and Motivation, National Research University Higher School of Economics

профессор кафедры психологии образования и педагогики Московского государственного университета имени М.В. Ломоносова ; ведущий научный сотрудник международной лаборатории Позитивной психологии личности и мотивации Национального исследовательского университета «Высшая школа экономики»

tamgordeeva@gmail.comhttps://orcid.org/0000-0002-2144-77391112-9898MarchukLarisa A.МарчукЛариса Андреевна

PhD student, Psychology Department, research assistant, International Research Laboratory of Positive Psychology of Personality and Motivation

аспирант департамента психологии, стажер-исследователь международной лаборатории Позитивной психологии личности и мотивации

lmarchuk@hse.ruhttps://orcid.org/0009-0003-7580-170XButenkoMariia I.БутенкоМария Ивановна

PhD student

аспирант

butenko.mi@mail.ruLomonosov Moscow State UniversityМосковский государственный университет имени М.В. ЛомоносоваHSE UniversityНациональный исследовательский университет «Высшая школа экономики»15122024214VOL 21, NO4 (2024)ТОМ 21, №4 (2024)96799129082025Copyright ©; 2024, Gordeeva T.O., Marchuk L.A., Butenko M.I.Copyright ©; 2024, Гордеева Т.О., Марчук Л.А., Бутенко М.И.2024Gordeeva T.O., Marchuk L.A., Butenko M.I.Гордеева Т.О., Марчук Л.А., Бутенко М.И.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/45672

Research activities of postgraduate and undergraduate students are an important component of the educational process and training of qualified specialists who are able to think and independently create new knowledge; therefore, their choice of research career and, consequently, the scientific, technical and humanitarian progress of our country depend on their productive involvement in it. The article presents the results of developing the Questionnaire on Academic Supervision Styles (QA2S) based on the Self-Determination Theory and previous methodological developments and assessing autonomy support, controlling, structuring, and chaotic supervision styles. The study involved 264 Russian undergraduate and postgraduate students ( M = 26 years, SD = 6.3) who assessed the styles of their academic supervisors. The four-factor structure of the questionnaire corresponded to the theoretical concepts of support or frustration of basic psychological needs. All the scales of the questionnaire describing the four academic supervision styles demonstrated acceptable reliability. The construct validity of the questionnaire was testified by the expected relationships of the styles with the quality of motivation, basic psychological needs and learning satisfaction, publication activity, and frequency of contact with the supervisor. Comparison of current and desired supervision styles revealed the expected differences in all the styles except for the controlling one, for which no significant differences were found. The questionnaire is compact, reliable and valid: it can be recommended for diagnosing the identified supervision styles for research and practical purposes, to assess the prediction of intrinsic motivation for research activities and success of undergraduate and postgraduate students.

Научно-исследовательская деятельность аспирантов и студентов является важной составляющей учебного процесса и подготовки квалифицированных специалистов, умеющих думать и самостоятельно создавать новое знание. От продуктивной вовлеченности в нее зависит выбор ими карьеры исследователей и, соответственно, научно-технический и гуманитарный прогресс нашей страны. Представлены результаты разработки опросника «Стилей научного руководства (СТИНАРУ)», опирающегося на теорию самодетерминации и предыдущие методические разработки и оценивающего поддерживающий автономию, контролирующий, структурирующий и хаотичный стили. В исследовании приняли участие 264 студента и аспиранта (M=26 лет, SD=6,3), которые оценивали стиль своего научного руководителя. Показано, что опросник СТИНАРУ имеет четырехфакторную структуру, соответствующую теоретическим представлениям о поддержке либо фрустрации базовых психологических потребностей. Все шкалы опросника, описывающие четыре стиля научного руководства, продемонстрировали приемлемые показатели надежности. О конструктной валидности опросника свидетельствуют ожидаемые связи стилей научного руководства с качеством мотивации, удовлетворенностью базовых психологических потребностей и обучением, публикационной активностью и частотой контактов с научным руководителем. Сравнение текущих и желаемых стилей научного руководства обнаружило ожидаемые различия по всем стилям, кроме контролирующего стиля, по которому значимых различий не было обнаружено. Опросник компактен, надежен, валиден и может быть рекомендован для диагностики выделенных стилей научного руководства в исследовательских и практических целях для оценки прогноза внутренней мотивации научно-исследовательской деятельности и успешности аспирантов и студентов вузов.

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