Journal articles on the topic 'Educational change – Psychological aspects'
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Efremova, Nadezhda, and Anastasia Huseynova. "Psychological and pedagogical aspects of increasing educational motivation." E3S Web of Conferences 175 (2020): 15015. http://dx.doi.org/10.1051/e3sconf/202017515015.
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Given scientific research is devoted to the consideration of factors influencing educational (learning) motivation. One such factor is the assessment of academic achievements. The difficulties of obtaining an objective assessment in educational practice are noted and possible ways to overcome them are shown, including through external (independent) standardized testing. Authentic assessment requires special training and the creation of an appropriate base, this problem can be solved in the form of organizational and methodological support of teachers by external professional centers providing assessment in the form of an educational audit. The data of external testing and subsequent questionnaires are presented, allowing to judge about changes in the educational motivation of school students in the assessment process. The need to identify the progress of individual achievements in the educational process requires the development and introduction of new assessment forms that create the confidence of students in assessments and affect educationalmotivation.
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Hamid, Abdul, Syukri Iska, Eficandra Eficandra, Zulkifli Zulkifli, and Sri Yunarti. "Tinjauan Filosofis terhadap Perubahan Batas Usia Perkawinan dalam Undang-Undang Nomor 16 Tahun 2019 tentang Perubahan Atas Undang-Undang Nomor 1 Tahun 1974 tentang Perkawinan." Al-Qisthu: Jurnal Kajian Ilmu-Ilmu Hukum 19, no. 1 (June 30, 2021): 15–24. http://dx.doi.org/10.32694/qst.v19i1.895.
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This article examines changes in the marriage age limit for women in Indonesia, from sixteen to nineteen years. This change was made through Law Number 16 of 2019 concerning Amendments to Law Number 1 of 1974 concerning Marriage. This study examines how the philosophical review of changes in the age limit for marriage is in the health, sociological, psychological, educational, and constitutional aspects. For this purpose, this study uses the library research method. The primary data source is Law Number 16 of 2019, while secondary data is the academic text of Draft Law Number 16 of 2019. This study shows that, firstly, in terms of health, changing the age limit for marriage maintains the safety of girls’ lives. Second, on the sociological aspect, this change provides opportunities for women to prepare themselves to enter social interaction in society. Third, on the psychological part, this change protects women’s psyche, mentality, and mind. Fourth, in education, this change is to provide opportunities for women to be freer to study. Fifth, on the constitutional aspect, this change provides equal rights for men and women in obtaining legal protection and justice.
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M. R. Arpentieva, I. V. Gorelova, G. K. Kassymova, S. V. Lavrinenko, K. A. Shumova, D. M. Malinichev, V. L. Simonov, A. V. Kosov, G. V. Garbuzova, and O. P. Stepanova. "HUMAN RESOURCE MANAGEMENT AND DYNAMIC CAPABILITIES OF EDUCATIONAL ENTERPRISES: PSYCHOLOGICAL, SOCIAL AND ECONOMICAL ASPECTS." BULLETIN 1, no. 383 (February 15, 2020): 242–54. http://dx.doi.org/10.32014/2020.2518-1467.30.
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This paper focuses on the dynamic capabilities theory and foresight theory in whole to the problem of the human capital in education and its management. The main channel for building up dynamic abilities and foresight competencies of educational enterprises and specialists, as well as the focus of foresight research in modern science and management practice is working with human resources, with the human capital of firms, communities, and countries. This work also includes work with social and cultural capital, focused on improving the culture of relationships in communities, including the culture of the state, society and business. The orientation of the world social development to increase the innovation component in the economic, social and spiritual spheres of society and in its education, led to the recognition of human capital as a leading and decisive factor in the socio-economic development of systems of various scales and levels. Scientists notes that in modern conditions of globalization of markets and transnationalization of economic relations, as well as a significant level of intellectualization of modern business processes, human capital and education in business and in other spheres is a decisive factor in the compe-titiveness of national economy on the different levels. This moment is especially noticeable in the studies of the dynamic abilities of educational enterprises and the management of educational enterprises. This moment is also especially noticeable in foresight studies and other reconstructions of the past, present and future development of organizations. Dynamic capabilities are required if the firm is to sustain itself as markets and technologies change, although some firms will be stronger than others in performing some or all of these tasks. Foresight is a system of methods of transformation of priorities in the sphere of economy and production, social and cultural development, and in education. Human resource management in education is an important part of the problem of the dynamic abilities of educational enterprises. The management of selection, training, retraining and personnel development, the formation and enrichment of technologies for managing professional and career development are naturally part of a dynamically and steadily developing enterprise. Foresight of the development of the educational enterprise as a leading aspect includes a general assessment of the professional and career potential of the organization’s employees, as well as the dynamic abilities of the organization’s manager (his ability and willingness to diversify activities, training and retraining, etc.) and other specialists. The purpose of the study – analysis of foresight competence as a component of dynamic capabilities (competences) of the educational enterprises and specialists of educational enterprises in context of the human capital problems. Foresight involves the use and transformation meta-technology ("routines") of enterprise and innovation in the field of production and relations of production. It is aimed at the allocation and use of markers of change – weak and strong signals of future and probable changes. Active and accurate identification of these markers changes in education, including application and modification of routine or meta-technology of enterprise management, not only allows to predict "unpredictable", but also to intervene in the process flow, correcting them with the least expenditure of forces, material, mental and spiritual resources. In addition, it allows you to influence the markets themselves and the surrounding enterprise reality in general. Thanks to the foresight competence and ability, the specialist in education and his company productively adapt to changes in environment (market and society), but also participate in changing it.
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Rustamjonovna, Abdullajonova Dildora. "Pedagogical and psychological aspects of educating preschool children in the national spirit." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4877–88. http://dx.doi.org/10.17762/pae.v58i2.2885.
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The following article deals with the pedagogical and psychological aspects and ways of educating and upbringing preschool children in the national spirit. Pedagogical analysis of the situation in the pedagogical theory and practice of national, spiritual upbringing of children of preschool age showed that, although there are scientific developments and practical experience in this area, they do not correspond to the content of educational reforms in the years of independence. Second, over time, due to ideological change, they have become spiritually obsolete
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Lin, Mei-Ling,. "Psychological Capital in Educational Context: Lifelong Learning and Beyond Hope." International Journal of Social Science Studies 9, no. 3 (March 23, 2021): 1. http://dx.doi.org/10.11114/ijsss.v9i3.5199.
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The world of work is constantly changing whereby innovation and challenges requires oneself to be competitive. Although, human capital and social capital are vital to the success, psychological capital (PsyCap) has been proposed as a new complementary concept that remains in success. Research proves that hope is a good predictor of subjective well-being. Promoting academic PsyCap helps achieve academic success. The author attempts to draw parallels to consider the construct of PsyCap that can predict educational success, substantiates the assumptions in light of results of survey “Psychological Perspectives on Perceived Hope”, and highlights the significant relationships between hope, PsyCap and other relevant variables that impact educational and future life success. These dynamics of lifelong learning, hope, and psychological capital needs further empirical clarification. The purpose of this paper is to present the local results, especially the assessment of the social and psychological aspects of hope in relation to lifelong learning. Accordingly, the paper has three aims: Firstly, what is the role of the demographic structure of the samples in enabling social change (optimism and enthusiasm, happy life years, self-efficacy) and hope of life (well-being, basic human needs, life satisfaction)? Secondly, what are the predictability of social change and hope of life? Thirdly, what are the correlation of social change and hope of life? These research questions capture broader social and psychological debates about the topics of lifelong learning, social exclusion, well-being, hope and psychological capital, and they also assist us to progress the discussions around the hope for a good life. SPSS (t-test, ANOVA, multiple regression analysis, canonical correlation analysis) is utilized to gather descriptive statistics.
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Korshunova, Olga V. "The meanings of psychological comfort in education and the model of its formation in modern rural school." Pedagogy Of Rural School 1, no. 11 (2022): 26–37. http://dx.doi.org/10.20323/2686-8652-2022-1-11-26-37.
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The state of modern society is characterized as psychologically overstrained. In this situation, the need for upbringing in the education system of a psychologically healthy person is actualized, possessing antifragility, socially tempered and ready to cope with negative psychological experiences caused by uncertainty and rapid changes in the surrounding reality. In this regard, the school has a social order for the implementation of the mission of psychological support and support of a growing person, which is additional to the three traditional functions. One of the fundamental conditions for the performance of the new function by the school is the psychological comfort of education while ensuring the continuous development of the personality. The purpose of the article is to identify the specifics of solving this problem for rural school, which has fundamental differences from the educational organization of a metropolis, associated with high variability of the characteristics of the educational process in such schools, their traditional features and, at the same time, the influence of new global processes. The basis of the methodological foundation is the humanistic paradigm of education, among the basic methods we will single out the content analysis of the concepts «psychological comfort of education», «psychologically comfortable educational environment ina rural school», theoretical modeling of the phenomenon of psychologically comfortable educational environment and its formation in rural school. Psychological and pedagogical interpretations of the psychological comfort of education, its objective, subjective and objective-subjective aspects are highlighted. Within the framework of the psychological approach, the essence of the phenomenon under study is revealed through a person's inner sense of himself in a system of conditions, circumstances and opportunities; within the boundaries of pedagogical — psychological comfort of education is represented as a set of parameters, qualities, characteristics of the external environment of the subject. These ideas are associated with the concept of educational environment, which is built through the joint development of its interacting components. The objective aspect just emphasizes the objective-material basis of the phenomenon, the subjective — mental processes, states, personality qualities, the objective-subjective — has a socio-communicative nature and characterizes the processes of relations between the subjects of the educational process of rural school, taking into account its specifics. Two results of the formation of psychologically comfortable environment in which the educational process takes place are identified — direct and indirect; the introduction of the principle of psychological comfort into pedagogy is substantiated. The scientific novelty of the research is determined by highlighting the dual meanings of the integrative essence of the psychological comfort of education, explaining the possibility of personality development for all subjects of the educational environment and proposing fundamental ideas for constructing models for the formation of psychologically comfortable educational environment in rural school.
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Domokos, Cerasela, Martin Domokos, Silvia Nicoleta Mirică, Cristian Negrea, Eugen Bota, and Adrian Nagel. "Being a student at the Faculty of Sports and Physical Education in COVID-19 Pandemic times - A moment in life." Timisoara Physical Education and Rehabilitation Journal 13, no. 24 (September 1, 2020): 45–50. http://dx.doi.org/10.2478/tperj-2020-0007.
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AbstractIntroduction: The COVID-19 Pandemic started in December 2019 in China and it affected millions of people, forcing them to radically change their lifestyle.Aim: Thus, the idea of starting a study that evaluates the effects of the online media transfer on the life routine of PESF-WUT students was outlined, becoming the purpose of the present paper.Material and methods: This study consisted of analyzing a developed questionnaire applied on a study group of 334 students from PESF–WUT, which evaluated 3 aspects of our students’ life: the educational aspect, physical activity and leisure time.Results: The results revealed that COVID-19 Pandemic was a major life changing factor for our students, affecting all aspects of their daily routines. The evaluation of behavior regarding physical activity revealed that this component of our students’ life is of great importance in both the educational and leisure aspects of life.Conclusion: The study revealed that face to face, interpersonal contact has a great impact for both educational performance and the psychological and social aspect, by keeping the level of motivation at high standards. Last but not least, physical activity performed even in unusual conditions, such as Pandemic lockdowns has a great influence on stress management.
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��������� and M. Mukhidinov. "Psychological, Pedagogical and Technological Aspects of IT-Teacher�s Readiness for Professional Activity." Standards and Monitoring in Education 3, no. 2 (April 17, 2015): 56–59. http://dx.doi.org/10.12737/11215.
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The implementation of the introduction of the federal state educational standard radically changes the perception of the goals and priorities of general education and focuses on achieving new educational outcomes, which leads to the need to improve the structural and functional components of the educational system and the appropriate adjustments in the content of components of teacher´s professional activity. In this aspect, the article examines the development of technologic, psychological and pedagogical components of professional work of IT-teacher.
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Kabushko, Anna, Olga Artemenko, Maria Kirillova, Eugenia Shipilova, and Elena Andreeva. "Psychological and pedagogical support of the educational process of students with disabilities in the context of professional education." E3S Web of Conferences 210 (2020): 18093. http://dx.doi.org/10.1051/e3sconf/202021018093.
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The article presents theoretical and empirical approaches to the study of the process of psychological and pedagogical support of the educational process of students with disabilities in the context of professional education. The article considers theoretical approaches to the definition of "psychological and pedagogical support", its content aspects, due to the specifics of the construction of the educational process with students with disabilities. It is shown that changes in the educational process of students with disabilities often relate not so much to technological and organizational and methodological aspects as social and psychological ones. A program for accompanying students with disabilities in the context of professional pedagogical education is presented on the example of the Stavropol State Pedagogical Institute.
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MacKay, Tommy. "Educational and psychological outcomes for children with cochlear implants." Educational and Child Psychology 27, no. 2 (2010): 50–57. http://dx.doi.org/10.53841/bpsecp.2010.27.2.50.
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Cochlear implants have changed the lives of many children who are severely or profoundly deaf to the extent that they have transformed the landscape of hearing impairment studies. This has significant implications for all aspects of the practice of educational psychologists working with children and young people with hearing impairments. This brief review provides an introduction to cochlear implants in relation to language and communication, academic performance and social and personal adjustment. The views of parents and young people are considered, together with issues for children with complex needs. Implications for educational provision are discussed.
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Benji-Rabinovitz, Shiran, and Izhak Berkovich. "Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture." International Journal of Educational Management 35, no. 1 (September 1, 2020): 75–86. http://dx.doi.org/10.1108/ijem-05-2020-0279.
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PurposeTaking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.Design/methodology/approachA case study method was adopted to investigate the psychological ownership of teams of change agents in schools. Six Israeli secondary state religious schools adopting a new liberal curricular program were studied. Thirty one interviews were conducted with principals, program coordinators, mid-level teacher leaders and teachers who were active change agents in the promotion of the program. The interviews were complemented by quantitative data on students' perceptions of school discipline and tolerance of diversity based on the national school culture survey.FindingsThe analyses revealed the prevalence of three types of psychological ownership in the sample of schools. The analyses also showed how key components of psychological ownership, i.e. responsibility and territoriality in relation to change manifest in the schools that were explored. Institution-level analysis shed light on the different effects psychological ownership of the change team had on sharing within the faculty. In addition, analyses showed how the scope of agreement between two key change agents, the program initiator and the principal, on psychological ownership affected various psychological ownership aspects of the team. Last, the analysis shows that two types of collective psychological ownership emerged in the course of a liberal school change, and that types were differently related to school outcomes.Originality/valueThe study offers an innovative typology of collective psychological ownership during second-order change in schools, mapping two ideal types: cooperative and fragmented collective psychological ownership. The new types provide a better understanding of the dynamic of collective psychological ownership and its outcomes in organizations in general and schools in particular.
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Bilaya, Angelina. "Speed Reading as a Psychological Problem." E3S Web of Conferences 258 (2021): 07062. http://dx.doi.org/10.1051/e3sconf/202125807062.
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The demand for innovative learning methods is dictated not only by the speed of changes and updates of the knowledge system, but also by the enormous growth of data. The need to navigate the vast and dynamically changing field of information requires more sophisticated skills of working with it. Reading is still one of the main ways of gaining knowledge. Improving the reading skill allows not only to work with text information faster and more efficiently, but also to qualitatively change the intellectual abilities of a person by means of speed reading. This study presents a theoretical overview of the modern scientific understanding of speed reading, and examines the psychological aspects (cognitive, motivational-meaning-building) that have an impact on the effectiveness of speed reading learning process. Our aim is to develop an appropriate training program, which will take into account not only the capabilities and limitations of the visual and cognitive systems, but also motivational-meaning-building component, which largely determines the student’s involvement in the lesson and the level of results achieved. The implementation of this program in the educational process will allow to optimize the time and effort necessary to acquire a certain amount of educational knowledge, as well as to increase the motivation and personal interest of the individual in the process of education and self-education.
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Marcus, Esther-Lee, and A. Mark Clarfield. "Rembrandt's Late Self-Portraits: Psychological and Medical Aspects." International Journal of Aging and Human Development 55, no. 1 (July 2002): 25–49. http://dx.doi.org/10.2190/8lq5-cc7w-ujdf-tnm0.
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The Dutch painter Rembrandt (1606–1669) left behind the largest series of self-portraits in the history of art. These paintings were produced over a period of time from age 22 years until just a few months before Rembrandt's death at age 63. This series gives us a unique opportunity to explore the development, maturity, and aging of the artist. The changes in Rembrandt's face and expression from one self-portrait to the next may be attributable to any combination of the following factors: normal aging changes, modifications and developments of his artistic style, alterations in the way he viewed himself, and changes in the way Rembrandt wanted us to see him. In addition, the modifications may be attributed in part to some illnesses from which the artist may have suffered and/or to a decline in his eyesight that may have influenced both his ability to detect details and his ability to paint.
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Ageyev, Valentin. "EDUCATIONAL TECHNOLOGY AS THE PSYCHOLOGICAL PROBLEM." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 132–49. http://dx.doi.org/10.33225/pec/13.51.132.
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The social contradiction between creative (generating) essence of the historical man and cognitive (adaptive) essence of the sociocultural man forms the basis of the research. The scientific-psychological aspect of this problem represents the contradiction between the ability to act on the basis of the appropriated norms, samples and rules of the man as a product of traditional education and the modern society necessity of the man capable to make norm, samples and rules self-independently. As means of the problem solution the new type of educational technologies based not on the mecha-nism of assignment but the mechanism of generation is offered. The importance of research consists in the fact that the modern sociohistorical situation differs radically from the previous ones. The difference means, that social development is sharply accelerated now. The new educational systems are of great necessity at present such as systems turned not to the past (that is based on the assignment and reproduction of previous social experience) but to the future (that is based on generation of new social experience). Such reorientation is possible only as a result of education reorganisation from consuming past social experience to generating new social experi-ence. Creative method (method of creative experiment). In its basis there is a structure of creative dialogue, as the result of which the students in a problem situation generate new meanings (knowledge), which reveal new possibilities and present psychological means of new abilities designing. Solution of a traditional education selectivity problem. The technology of new possibilities designing represents the method of all the students without any exception self-development process organization. The result of self-development is designing meanings (new possibilities) as means of new abilities gen-eration. Other results of experimental education are: ability to self-development; positive dynamics of educa-tional motivation and self-determination of students; system knowledge designed by students, their "theoretical" (general) character; essential reduction of time of education as a result of qualitative change of its results. Key words: creative education, cognitive education, development, self-development.
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Sheromova, Tatiyana S. "The problem of providing psychological comfort in the digital educational environment of rural schools." Pedagogy Of Rural School 2, no. 8 (2021): 63–75. http://dx.doi.org/10.20323/2686-8652-2021-2-8-63-75.
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Currently, digitalization has penetrated into all spheres of society, including education. At the same time, the use of digital technologies has not only positive, but also negative sides, which affects the quality of interaction of all subjects of the educational process. Some aspects of the digitalization of education reduce the psychological comfort of students, parents and teachers. The purpose of this study is to identify and describe the existing difficulties, risks, barriers, major changes and prospects of rural schools in the context of digital transformation, which affect the psychological comfort of the educational environment. Taking into account various risks and negative factors for students, parents and teachers will create psychologically comfortable quality of the educational environment. It is necessary to take into account the content of the learning process and the organizational and communicative conditions of the educational environment for optimal interaction of students with the intra-school and external environment. Psychological comfort is a factor of identification of students with teachers in the educational environment of rural school, which contributes to the development of subjectivity of teachers and students. The condition for ensuring psychological comfort is the use of a variety of pedagogical tools by the teacher. The leading methods of studying the problem were the analysis of pedagogical and methodological literature, regulatory documents, and questionnaires. The scientific novelty of the article material is determined by the fact that an attempt is made to analyze the problems of ensuring psychological comfort in the conditions of the digital educational environment of rural school. Teachers, taking into account these risks and barriers, can find positive aspects and opportunities of «numbers» in the education of rural schoolchildren and create conditions for fully realised learning, student development, pedagogical support and interaction with parents. The materials of this article can be used by teachers to improve the quality of the digital educational environment of rural school.
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Андреева, Г. М., and А. Н. Леонтьев. "Methodological Problems in the Study of the Psychological Aspects of Social Change." Психология Журнал Высшей школы экономики 15, no. 4 (December 30, 2018): 646–54. http://dx.doi.org/10.17323/1813-8918-2018-4-646-654.
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Špatenková, Naděžda, and Lucie Smékalová. "Conditions of Succesful Learning in Adulthood." Lifelong Learning 5, no. 2 (2015): 8–22. http://dx.doi.org/10.11118/lifele201505028.
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This contribution deals with conditions of successful learning in adulthood. It describes basic parameters of successful learning, psychologically conditioned attributes of learning and relation between age and docility. The findings originate from the insight into psychological and personality changes in adulthood which are consequently applied in educational context. The aim of the contribution is to reflect such aspects of learning of adults which crucially determine successful learning and education in adulthood.
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Volkova, Nataliia, Tamara Poyasok, Svitlana Symonenko, Yuliia Yermak, Hanna Varina, and Anna Rackovych. "Psychological and pedagogical features: the use of digital technology in a blended learning environment." Revista Tempos e Espaços em Educação 15, no. 34 (April 3, 2022): e17232. http://dx.doi.org/10.20952/revtee.v15i34.17232.
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The article highlights the problems of the digitalization of the educational process, which affect the pedagogical cluster and are of a psychological nature. The authors investigate the transformational changes in education in general and the individual beliefs of each subject of the educational process, caused by both the change in the format of learning (distance, mixed), and the use of new technologies (digital, communication). The purpose of the article is to identify the strategic trend of the educational process, which is a synergistic combination of pedagogical methodology and psychological practice and avoiding dialectical opposition of these components of the educational space. At the same time, it should be noted that the introduction of digital technologies in the educational process allows for short-term difficulties, which is a usual phenomenon for innovations in the educational sphere. Consequently, there is a need to differentiate the fundamental problems and temporary shortcomings that are inherent in the new format of learning (pedagogical features). Based on the awareness of this classification, it is necessary to develop psychological techniques that will prevent a negative reaction to the new models of learning and contribute to a painless moral and spiritual adaptation to the realities of the present (psychological characteristics). The methods used in the study are divided into two main groups: general-scientific, which investigates the pedagogical component (synergetic, analysis, structural and typological methods), and general-scientific, which are characterized by psychological direction (dialectics, observation, and comparative analysis). With the help of methods disclosed psychological and pedagogical features of the process of digitalization of education in a mixed learning environment. The result of the study is to develop and carry out methodological constants that will contribute to the synergy for the new pedagogical components (digital technology) and the psychological disposition to their proper use (awareness of the effectiveness of new technologies). So, the digitalization of education has demonstrated its relevance and effectiveness in the pedagogical dimension in the organization of blended and distance learning under the constraints of the COVID-19 pandemic. The task of the psychological cluster is to substantiate the positive aspects of the digitalization of the educational process.
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Popov, Leonid Mihajlovich, and Pavel Nikolaevich Ustin. "Students involvement in achieving creative goals within a digital educational environment." SHS Web of Conferences 117 (2021): 06001. http://dx.doi.org/10.1051/shsconf/202111706001.
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During the COVID-19 pandemic, the educational process acquired distance learning techniques when technical teaching aids gained much more significance for mediating the real interaction of students and their teachers. At the same time, emotional-intonational interaction (the main method of imposing influence) became extremely limited. The conditions for creating the effect of involvement have changed and scholars need to consider the phenomenon of involvement, its psychological mechanisms, strategies used by teachers and students in digital learning. The research objective is to determine the model of involvement of participants in educational activity in the context of distance (digital) learning based on the analysis of the Russian and foreign approaches to the types and aspects of involvement. The main aspects of involvement include cognitive, emotional, behavioral, activity-based, motivational, socio-psychological and physical. These aspects represent the external and internal factors of the spatial side of the personality-based activity model. The novelty of the spatial and temporal model consists in the use of all spatial factors in sequent time phases of involvement: preparatory, activity-based, evaluative-correctional. The preparatory phase has emotional, motivational and semantic aspects. The activity-based phase comprises cognitive-behavioral and socio-psychological aspects. The evaluative-correctional phase aims at assessing both preparatory and activity-based phases according to the following system: A-high, B-moderate, C-low. The decision to adjust involvement is based on expert assessments (AA, AB, BA, AC, etc.). The authors suggest long-term and short-term options for implementing the involvement model with their methods, expected results and implementation mechanisms. The short-term version of the involvement model is realized through the digital monitoring of emotional and cognitive responses of a person in a digital environment. The authors also highlight the possibility of managing and self-managing students’ involvement in educational activities within a digital environment.
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Susman, Elizabeth J. "Psychological, contextual, and psychobiological interactions: A developmental perspective on conduct disorder." Development and Psychopathology 5, no. 1-2 (1993): 181–89. http://dx.doi.org/10.1017/s0954579400004338.
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AbstractAn understanding of the interactions among developmental psychobiological and psychological and contextual aspects of conduct disorder has the potential for contributing new insights on the etiology and stability of conduct problems. The purpose here is to present theoretical and methodological issues germane to integrating a psychophysiological theory of conduct disorder with psychological developmental perspectives. These issues are theoretical concerns germane to a developmental perspective on conduct disorder, stability and change in conduct disorder, and bidirectionality in biological and psychological influences on conduct disorder.
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Zhilyaev, A. G. "SCHOOL ADAPTATION MONITORING AS A TOOL OF THE PSYCHOLOGICAL SUPPORT SYSTEM IN THE EDUCATIONAL PROCESS." Modern Psychology 2, no. 3 (5) (September 27, 2019): 27–30. http://dx.doi.org/10.46991/sbmp/2019.2.2(5).027.
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Psychological adaptation of children to the learning environment is one of the key characteristics providing an effective "health map" in learners (pupils), as far as this particular feature represents the foundation of successful personal development and education of a child (learner, pupil). Psychological maladjustment is an early and objective predictor of the risk of maladaptive changes in the psychophysiological state of learners. The state of psychological maladaptation is characteristic of an early stage of behavioral disorders in children. Psychological disadaptation may be directly associated with impaired health, both psychological and physical, or learning disability, or may combine all the above aspects. Monitoring represents a simple, available and effective tool for objective dynamic surveillance on the psychological status, it enables identifying negative trends in the mental state of children (learners) in course of the learning process.
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Chuiko, O. "THE MISSION AND ROLE OF THE SOCIAL EDUCATOR IN THE DEVELOPMENT OF THE EDUCATIONAL ENVIRONMENT OF THE EDUCATIONAL INSTITUTION." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 5 (2019): 41–46. http://dx.doi.org/10.17721/2616-7786.2019/5-1/9.
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The last three years have been associated with a change in the status of social pedagogy as a branch of scientific knowledge and professional practice, as a result of which it was transferred from the pedagogical branch to the branch of social work. In addition, serious social changes in Ukraine, related both to the development of democracy in society, the implementation of humanitarian reforms, and the emergence of a number of social problems (war, population migration, poverty, the crisis of the family institution, etc.), indicate the need for changes in the field of professional assistance aimed at ensuring the psychological well-being of citizens. Today, there is some uncertainty regarding the main aspects of the profession of a social educator in society. But the content of this activity in the context of the deployment of professional practices in educational institutions, in particular in a secondary school, causes no less contradictions. The main idea is to autonomize the position of a social educator. A social educator should become a conductor of the philosophy and policy of the functioning of the educational environment, which is safe for the child, humanistically oriented, developing personal potential, providing appropriate material, physical, psychological, spiritual resources. His activities should be aimed at a critical assessment of the team's progress towards progress, a clear response to the negative social influences of the educational environment on the personality of the child, participation in planning the impact of events on the personality of the child and the acquisition of a positive socialization experience. His mission is to improve the quality of human life through the harmonization of human-environment relations, and the goal of the activity is to create conditions for positive socialization and effective integration of man in society.
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Ulyanina, O. A. "PSYCHOLOGICAL ASPECTS OF FORMATION OF A PRACTICE-ORIENTED ENVIRONMENT IN EDUCATIONAL INSTITUTIONS OF THE MINISTRY OF INTERNAL AFFAIRS OF RUSSIA." Education and science journal 20, no. 10 (December 31, 2018): 121–38. http://dx.doi.org/10.17853/1994-5639-2018-10-121-138.
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Introduction.Modernisation of the Russian higher education system, change of conceptual paradigm and transition to competency-based approach to specialist training, which meets the urgent needs of informational technological society, make it necessary to study and develop methodological, content and procedural aspects of the implementation of this approach in practice.Theaimof the research was to study psychological and pedagogical features of the design of a practice-oriented environment, contributing to the formation of personal competency of cadets of educational institutions of the Ministry of Internal Affairs of Russia.Methodology and research methods.The methodological framework of the research was based on comparative analysis, synthesis and generalisation of the content of the Russian and foreign publications, which describe the theory and practice of environmental and competency-based approaches in higher education.Results and scientific novelty.The peculiarities of the implementation of the environmental approach to the training of future specialists were shown. The con tent and conceptual meaning of such categorical-conceptual units concerning “environment” and “educational environment” was defined. The category of practice and its varieties in educational institution was analysed. The specificity of practice-oriented environment of educational organisations of the Ministry of Internal Affairs of Russia was described. The importance of practical orientation of educational environment as a prerequisite for cadets’ education was shown. The criteria of efficiency of the practice-oriented environment were distinguished. The final purposes of education were formulated, including personal competency of future specialists as the main purpose of education. The author emphasises the significance of a complex programme realisation for cadets’ psychological support as an integral component of practice-oriented educational environment of ministerial higher education institutions. The following main blocks of the program were highlighted and characterised: target, deterministic, content, medium, technological, analytically monitored, organisational and procedural. On the basis of the allocated blocks and their substantial description the attention is focused on advantages of implementation of this program promoting continuous personal improvement and realization of potential of participants of educational process.Practical significance.The author is convinced that the implementation of a comprehensive programme of psychological support in educational establishments of the Ministry of Internal Affairs of Russia will contribute to the continuous personal development and realisation of students’ potential and, ultimately, will improve the efficiency of vocational education of graduates.
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Luo, Juan, Yijing Zhang, Lu Yang, Wenyan Ma, and Muhammad Rehan Hasan. "EDUCATIONAL EXPECTATION, EDUCATIONAL INVESTMENT AND EDUCATIONAL PERFORMANCE OF MIGRANT CHILDREN -- FROM THE PERSPECTIVE OF EMOTIONAL BEHAVIOR CHANGE." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A42—A43. http://dx.doi.org/10.1093/ijnp/pyac032.058.
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Abstract Background Educational expectation has a certain impact on the educational performance of migrant children, which can be achieved through the establishment of expected objectives and educational investment of migrant children, so as to improve the educational performance of migrant children. The education quality of migrant children has many complex factors in both macro and micro aspects. Macroscopically, it is affected by factors such as education policy and social integration, and microscopically by schools and families. In addition, educational expectation is the expectation of parents or children for the future of education, which has an important impact on educational investment. At the same time, with the development of migrant children's education, the changes of children's related emotional behavior are also advancing. Subjects and Methods According to China Education follow-up survey (CEPs) (2014-2015), the subjects were migrant children who lived in the household for more than 6 months and under the age of 16. Based on fcsp-eip theory, this paper analyzes the relationship between educational expectation, investment and educational performance in four environments by constructing structural equation model and using Amos 22.0 statistical software. We also searched the databases of CBM, VIP, CNKI, Wanfang Data, PubMed, web of science and EBSCO based on the computer to collect relevant studies on the characteristics and changes of emotional behavior of older children. The retrieval time limit is from the establishment of the database to December 31, 2019. After two researchers independently screened the literature, extracted data, and evaluated the bias risk of the included study, the results of the included study were summarized by qualitative analysis. Results In the EIP structure, parents' educational expectations were significantly correlated with migrant children's educational performance, and educational investment as an intermediary had a significant impact on educational performance. After adding other environment related variables, it is found that education policy has a negative impact on children's educational performance; Community and school conditions have a positive impact on educational performance; Educational expectation is an important intermediary variable affecting educational performance. Children's anxiety, confrontation, attachment and other behaviors show three different patterns over time. The results of two children's emotional studies show that when parents' educational expectations are too high, children are easy to show negative emotions. Conclusion With the help of Chinese education tracking data and structural equation, this paper draws some conclusions. Through the parents' attention to the education of migrant children, the state strongly supports the education of migrant children, and provides good community and educational conditions to effectively improve the educational performance of migrant children. Firstly, the limitation of education policy is a negative variable that affects the educational expectation and performance of migrant children. At the same time, migrant children may also have unfair psychology, which will also have a negative impact on communication and psychological performance. Secondly, educational expectation is an important intermediary variable affecting educational performance. Parents' educational level and family economic status can help children choose high-quality educational resources, improve educational expectations, and then affect educational performance. Third, quality community and school conditions have a positive impact on educational expectations and performance. The higher the quality of the school, the higher the educational expectations of parents and children. Finally, the family structure dominated by one-child in China will also affect children's emotional changes, resulting in the inconsistency between parents and children's expectations for the future. More social support should be given to children's psychological and emotional changes. Acknowledgments Supported by a project grant from general project of national social science fund: Research on Theory, Path and Practice Model of Healthy China Construction (Grant No. 20BJY014) and from key research project of philosophy and social sciences of the ministry of education: Research on Management Innovation Mechanism of Megacities in the New Era (Grant No. 20JZD030).
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Sidorchuk, T., and M. Sidorchuk. "Psychological and pedagogical aspects of retraining people of pre-retirement age." Pedagogy and Psychology of Education, no. 4, 2019 (2019): 149–59. http://dx.doi.org/10.31862/2500-297x-2019-4-149-159.
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The article considers the analysis of the main problems associated with retraining and employment of people of pre-retirement age. The organization of these processes is possible only with the development of a set of educational retraining programs and effective psychological support. Changes in the sphere of employment of older people entail not only the reform of the labor market of young professionals, but also the whole system of geront education, which should include professional, health, cognitive, psychological and personnel components. The author of the article talks about the need for a transitional period for the implementation of the Pension Reform, outlines the main structures requiring a reorientation of their work directions so that Russians, regardless of age, feel “protected” in the labor market.
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Lytvynenko, Olena. "PRACTICAL ASPECTS OF PSYCHOLOGICAL WORK WITH INTERNALLY DISPLACED FIRST-YEAR STUDENTS." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (10) (2019): 60–63. http://dx.doi.org/10.17721/bsp.2019.1(10).15.
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The concept of complex psychological adaptation of first-year students for student life is presented. Theories of adaptability of adolescents and adolescents and the concept of their adaptation to new minds of life and activity are generalized. The results of the empirical study of the individual-psychological qualities of the freshmen, the features of their social interaction and academic motivation are described. The experience of the psychological support of the process of adaptation of students who are internally displaced to study at a university is analyzed. Their true personal and character peculiarities, ways of adapting to the situation and responding to adverse influences from the external environment are determined. The perspective circle of researches in the field of psychological support and support of internally displaced students is outlined. Adaptation to learning has been found to be a complex process of learning the norms and rules of an educational institution, forging friendships with one-groupers, and for constructive relationships with teachers; development of strategies of educational activity and initial activity. The article determines that the adaptation of internally displaced first-year students to study should come as an active tertiary adaptation of students to the higher education institutions, in the process of developing students' skills and ability to organize their understanding, and life, the system of working with professional self-education and self-education of professionally significant qualities of personality. It has been found that the process of adaptation to university education is a complex system of transformations that occur with a person in accordance with changes in the minds of existence. The beginning of a student's life is connected with numerous social changes; replacement of existing attitudes and stereotypes; stressful situations. For some students, this can lead to the substitution of a real sense of adulthood by activities such as freedom to attend classes, unsystematic homework, and so on. All of this can, over time, be transformed into a reluctance to study, attend a school, and participate in one's social life.
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Griber, Yulia A., Vladimir V. Selivanov, and Ralf Weber. "Color in the educational environment for older people: recent research review." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 368–83. http://dx.doi.org/10.32744/pse.2020.5.26.
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The purpose of the article is to present an analysis of the studies existing in domestic and foreign science of the necessary age-related "correction" of the color of the educational environment for older people, carried out in respect of the fact that chromatic communication is not limited exclusively to biological reactions, but its structure, in addition to perceptual one, includes much more significant psychological mechanisms and semiotic levels. The selection of research sources was carried out through the RSCI, Google Scholar, Scopus, and Web of Science systems. In total, 63 full texts of articles published between 1999 and 2019 were analyzed. In the process of work, the methods of theoretical and comparative analysis, systematization and generalization of the material were used. The analysis made it possible to distinguish three groups of research. The first group includes works that present the physiological prerequisites for the necessary changes in the chromatic design of the educational space intended for older people. The second group of studies analyzes various aspects of the impact of the color of the educational environment on older people in a psychological connotation. The third group involves the socio-cultural aspects of the formation of the educational environment for older people and analyzes this phenomenon in terms of connection with the lifestyle, way of thinking, physical and emotional-intellectual activity, and social conditions of the aging person. The results of the study convince that color correction in an educational environment designed for older people can cause noticeable changes in the quality of learning at several levels at once – biological (increasing the availability of information and significantly reducing physiological barriers to perception), psychological (supporting and strengthening the processes of memorization and information processing, increasing the psychological comfort of the educational environment), and social (improving the quality of life of older people).
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Pavlovna Kondratyeva, Natalia, Yulia Vladimirovna Vardanyan, Maria Sergeevna Dementieva, Lyudmila Valeryevna Vardanyan, and . "Influence of Training Lessons on Change of Value-Rational Component of Psychological Culture of Students of Early Young age." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 271. http://dx.doi.org/10.14419/ijet.v7i4.38.24482.
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The purpose of the study is to determine the features of the value-semantic component of the psychological culture of students in early adolescence and the effect of training sessions on their change. The experimental study included the following steps: verifying, scheming and testing the training program. 32 students aged 16-17 were participants in the research. The main research methods were: theoretical, experimental, and diagnostic, as well as methods of mathematical data treatment. The paper highlights the features of the nature of the relations, values and meaningful orientations of students in early adolescence. Further, it gives the main aspects and results of approbation of the training and development of the value-rational component of the psychological culture of teenagers. It is proved that the implementation of a specially developed training program, including exercises for the development of a positive attitude towards others and oneself, meaningful orientations, and an awareness of the value orientations in life, contributes to the development of the value-rational component of the psychological culture of teenagers. The materials of this paper are of practical value for educational psychologists.
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Abdimusa, Zhuldyz, Nailya Ismailova, Elena Shchedrina, and Svetlana Kulanina. "Distance Education and the COVID-19 Pandemic." International Journal of Web-Based Learning and Teaching Technologies 17, no. 1 (January 1, 2022): 1–16. http://dx.doi.org/10.4018/ijwltt.305803.
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The sudden change in the educational process paradigm with the transition to predominantly distance learning was due to quarantine restrictions as a result of the COVID-19 pandemic. Therefore, the purpose of the research was to study the psychological motivational aspects of the transition to predominantly distance learning. The study involved 226 graduate students and 223 undergraduate students. The research revealed that without direct contact and the implementation of real practical tasks during distance learning, students lose interest in the subject under study. The conclusion is made about the uncertainty of life values among undergraduate students, which reflects their psychological immaturity, and the presence of intrapersonal contradictions may be associated with a dependent position and a struggle of motives.
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Popov, L. M., and P. N. Ustin. "Spatial-temporal model of engagement of participants of educational activity in the digital educational environment." SHS Web of Conferences 113 (2021): 00011. http://dx.doi.org/10.1051/shsconf/202111300011.
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In the context of the COVID-19 pandemic, the educational process has acquired a virtual character, when the role of technical teaching tools that mediate the real interaction of students with the teacher has sharply increased. The conditions for creating an engagement effect have changed and there is a need to study the phenomenon of engagement and its psychological mechanisms. The main aspects of an engagement manifestation that represent the spatial part of the model are shown: cognitive, emotional, behavioral, activity, motivational, socio-psychological and physical. The novelty of the spatial-temporal model is that it involves all the spatial factors that are included in the main temporal phases of activation of engagement: preparatory, active, evaluation and correction. The long-term and short-term options for using the engagement model with their methods of implementation, expected results and realization mechanisms are proposed. The implementation of the short-term version of the engagement model is carried out through a system of digital monitoring of emotional and cognitive reactions of a person in a digital environment. The possibility of managing and self-managing students' engagement in educational activities in a digital environment is shown.
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Petruneva, R. M., V. D. Vasilyeva, and J. V. Petruneva. "Digital Students: Myths and Reality." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 47–55. http://dx.doi.org/10.31992/0869-3617-2019-28-11-47-55.
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In connection with the transition of the Russian higher school to the Federal state educational standards FSES HE 3 ++, the process of designing new educational programs for training specialists is currently underway. Designers of educational programs require the knowledge of psychological characteristics of modern students, which actualize new pedagogical approaches and practices in the educational process. The article discusses psychological features characterizing the behavior of the new generation of students in the educational and cognitive spheres and special aspects of pedagogical work with them. This generation is referred to as the “digital generation” (generation Z). The article presents the results of the survey on the “digital behavior” of modern students. The students of Volgograd State Technical University from first year to fourth year (N=495) responded to the survey. The data obtained showed that modern students are active users of digital technologies both in the everyday sphere and in educational and professional fields, but they are not always superior to the older generation (generation X, Y). The widespread and active use of various gadgets and devices leads to a change in the mechanisms of cognitive processes and to the formation of new behavioral trends. It actualizes the need for innovative teaching methods adequate to the new reality.
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Rovegno, Inez, and Dianna Bandhauer. "Psychological Dispositions That Facilitated and Sustained the Development of Knowledge of a Constructivist Approach to Physical Education." Journal of Teaching in Physical Education 16, no. 2 (January 1997): 136–54. http://dx.doi.org/10.1123/jtpe.16.2.136.
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This case study tells the story of an in-service elementary physical education teacher, who made a large-scale change from an activities approach to a movement approach based, initially, on “Every Child a Winner” (Rockett & Owens, 1977). Five psychological dispositions facilitated the development of the teacher’s knowledge: (a) the disposition to understand the approach accurately and deeply and to do the job right, (b) the disposition to accept that the approach was difficult to learn and to persist in seeking clarification, (c) the disposition to justify and develop a practice in keeping with a sound educational philosophy and theoretical foundations, (d) the disposition toward change and to learn and implement new ideas, and (e) the disposition to suspend judgment of new ideas. Dispositions can be important aspects of teacher thinking and can help to explain successful knowledge development and teacher change.
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SAVIELIEVA, Natalia. "ESTABLISHMENT AND DEVELOPMENT OF PSYCHOLOGICAL SERVICE IN THE EDUCATION SYSTEM OF DNIPROPETROVSK REGION: HISTORICAL AND LEGAL ASPECT." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (August 31, 2022): 14–20. http://dx.doi.org/10.54891/2786-6998-2022-1-2.
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Decentralization in education management, empowerment of united territorial communities to influence the educational process encourage psychological professionals to significantly reconsider organizational forms, scientific and methodological support, content and directions of their work on psychological and socio-pedagogical support of all participants in the educational process. The effectiveness and efficiency of educational reforms largely depends on the effectiveness of their psychological support because it is the psychological service has the ability to determine the levels and characteristics of individual development of students and use effective tools to correct the content and directions of this development in the educational process. It is also important to understand that the Concept of the New Ukrainian School defines personally oriented education and upbringing as one of the state priorities in education, which requires the psychologization of the educational process by increasing the psychological competence of the administration, teachers, and parents. A significant role in solving this task belongs to the psychological service of the education system. In the Dnipropetrovsk region, there is a positive trend in its development. It is also important to understand that the Concept of the New Ukrainian School defines personally oriented education and upbringing as one of the state priorities in education, which requires the psychologization of the educational process by increasing the psychological competence of the administration, teachers, and parents. A significant role in solving this task belongs to the psychological service of the education system. In the Dnipropetrovsk region, there is a positive trend in its development. The article considers the peculiarities of the formation and development of psychological services in the education system of Dnipropetrovsk region. The historical and legal aspect of the formation of the structure, organization, system, basic regulations governing the activities of the psychological service in the education system of Dnipropetrovsk region is highlighted. The analysis of the historical formation of the psychological service of the education system of Dnipropetrovsk region and the characteristics of the main conceptual and methodological approaches to the idea of a holistic study of the child’s personality and patterns of its development at each stage of formation. Describing the current state of development of the regional psychological service, the author highlights a number of major trends and suggests ways to further develop and improve the psychological service of education in Dnipropetrovsk region based on understanding it as a single system that provides psychological support of the educational process. The study allowed to determine the stages of formation and prospects for the development of psychological services of educational institutionsof Dnipropetrovsk region in the current conditions of their reform; emphasize the need to develop psychological services as a tool for qualitative change in the education system.
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Lamanauskas, Vincentas. "SOCIAL NETWORKING WEBSITES: NEW EDUCATIONAL SPACE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 1 (April 5, 2012): 4–6. http://dx.doi.org/10.48127/gu-nse/12.9.04.
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Over the latter decade the spread of information communication technologies was going on in various directions. Technological possibilities grew up very significantly (Lamanauskas, 2011). Especially rapid was the development of the internet and technologies related with it. A lot of internet service providers occurred in the market, their number still continues to grow. The internet link methods change - from the ordinary usage of phone line modems (dial - up) to broadband internet technology (DSL) and cable TV internet nets. It can be asserted, that over the mentioned period Web 1.0 internet (static, used for getting information) was changed by Web 2.0 internet (social). The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. With the occurrence of “Skype”, internet telephony acquired a qualitatively new characteristic and practically became a daily routine. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being in his own way contributes to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems arise social internet problems as well. Social networking websites (SNW) are closely related with economical, psychological, educational, valeological and other aspects. There is a lack of researches based on socio-educational social networking website aspects. It is important to know not only how much time the consumers spend surfing the net, but how much time is allotted for communicating in social networking websites, which of them are the most popular and why, how the respondents evaluate social networking website functions, what in general they know about them, what advantages, disadvantages and threats they discern. Finally, it is important to find out whether usage of social networking websites makes information – communication abilities better in any way. Key words: ICT, educational technologies, social networking websites
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Lamanauskas, Vincentas. "SOCIAL NETWORKING WEBSITES: NEW EDUCATIONAL SPACE." Problems of Education in the 21st Century 39, no. 1 (March 5, 2012): 5–7. http://dx.doi.org/10.33225/pec/12.39.05.
Full textAbstract:
Over the latter decade the spread of information communication technologies was going on in various directions. Technological possibilities grew up very significantly (Lamanauskas, 2011). Especially rapid was the development of the internet and technologies related with it. A lot of internet service providers occurred in the market, their number still continues to grow. The internet link methods change - from the ordinary usage of phone line modems (dial - up) to broadband internet technology (DSL) and cable TV internet nets. It can be asserted, that over the mentioned period Web 1.0 internet (static, used for getting information) was changed by Web 2.0 internet (social). The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. With the occurrence of “Skype”, internet telephony acquired a qualitatively new characteristic and practically became a daily routine. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being in his own way contributes to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems arise social internet problems as well. Social networking websites (SNW) are closely related with economical, psychological, educational, valeological and other aspects. There is a lack of researches based on socio-educational social networking website aspects. It is important to know not only how much time the consumers spend surfing the net, but how much time is allotted for communicating in social networking websites, which of them are the most popular and why, how the respondents evaluate social networking website functions, what in general they know about them, what advantages, disadvantages and threats they discern. Finally, it is important to find out whether usage of social networking websites makes information – communication abilities better in any way.
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Марушина, М. К., and Е. Н. Махмутова. "Organizational, Methodological, Psychological and Pedagogical Aspects of Corporate Distance-Learning Courses for Managers." Психолого-педагогический поиск, no. 2(58) (July 9, 2021): 17–32. http://dx.doi.org/10.37724/rsu.2021.58.2.002.
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В связи с пандемией коронавируса большинство учебных заведений были вынуждены экстренно перейти на дистанционное обучение. Практический опыт перехода на дистанционное обучение в вузах обобщается в современных психолого-педагогических исследованиях. Дистанционные технологии применяются достаточно широко и считаются эффективными для различных программ и целевых аудиторий обучающихся. Однако для руководителей высшего звена и кадрового резерва обычно доказывается необходимость преимущественно очного или смешанного обучения. Это обусловливает актуальность данной статьи, в которой на примерах из практики показано, как в условиях пандемии осуществляется переход обучения руководителей в рамках дополнительного профессионального образования на преимущественно дистанционное обучение, каковы изменения в его содержании и результатах, выборе методов обучения, контроля, оценки, требованиях к педагогическим кадрам. Анализ соответствия дистанционных форм и методов целям и принципам корпоративного обучения руководителей с учетом особенностей социально-психологического взаимодействия и андрагогических принципов отражает новизну авторского подхода. Также раскрывается возможность применения этих «вынужденных» решений при разработке и проведении модульных программ обучения руководителей в будущем, в «новых нормальных» условиях. Due to the coronavirus pandemic, the majority of educational institutions had to make a rapid transition to distance learning format. Modern psychological and pedagogical research provides an overview of distance learning experiences. Remote-learning technologies are tools that have proved their worth and effectiveness in delivering knowledge to different target audiences. However, the majority of researchers maintain that it is essential that human resource professionals and educational leaders should be trained offline or in a mixed format. The aforementioned conviction accounts for the relevance of the article. The authors of the article provide real-life examples to prove the effectiveness and feasibility of online training for human resource professionals and educational leaders. They show what changes a training course undergoes when delivered online and how online format affects the results, teaching and assessment strategies, monitoring strategies. The novelty of the research consists in the analysis of the correlation between the forms and strategies of online learning and the principles of school leadership training. The research takes into consideration andragogical principles which require social and psychological collaboration of all the participants of the learning process. The article assesses the possibility of applying online learning strategies imposed by the pandemic in the post-COVID world.
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Pavliuk, Olena, and Oleksandr Brusak. "Peculiarities of Scientific and Pedagogical Competencies of a Trainer-Teacher as a Psychological and Pedagogical Problem." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 326–36. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-326-336.
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The article is devoted to highlighting the issue of the features of the scientific and pedagogical competencies of a trainer-teacher as a psychological and pedagogical problem. To reveal the features of the scientific and pedagogical competencies of the trainer-teacher as a psychological and pedagogical problem, the main concepts of scientific research were characterized ‒ «trainer-teacher» and «competence». It is proved that scientific and pedagogical activity in higher educational institutions is an obligatory component of the educational process and is carried out in order to ensure the integration of scientific, educational and industrial activities. In the process of highlighting the issue of the scientific and pedagogical competence of a trainer-teacher as a psychological and pedagogical problem, it was established that the profession of a trainer (trainer-teacher) belongs to the pedagogical professions and includes the same components as the profession of a teacher, however, it has its own characteristics that depend how sports develop, how training methods change, how society develops, etc. Researchers have determined the requirements for the professional competence of a future scientific and pedagogical worker. The most important aspects that are relevant for our scientific research are highlighted, namely: high professional competence; pedagogical competence. The process of professional development of future trainers-teachers is directly related to professional training based on the acquisition of relevant competencies and lifelong learning. In the course of the study, the features of the scientific and pedagogical competencies of a trainer-teacher as a psychological and pedagogical problem were highlighted: firstly, the organization of the educational and training process of trainers-teachers by educational institutions to form a list of competencies defined by the standard; secondly, constant self-development, self-analysis and self-improvement in the formation and development of general and professional competencies of a specialist in the studied industry.
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Kolyshko, M. "EDUCATIONAL READING AS A SOURCE FORMING PSYCHOLOGISTS’ COMPETENCES FOR UNDERSTANDING AND ACCEPTANCE OF «THE OTHER»." Ukrainian Psychological Journal, no. 2 (12) (2019): 84–97. http://dx.doi.org/10.17721/upj.2019.2(12).6.
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The experimental study of students-psychologists’ educational reading is presented; its aim was to reveal the students’ ability to be open to understanding and to accept psychological ideas different from their own. The changes in the students’ personality-related perceptions in the process of their interaction with the educational text are described. The master students in psychological specialties are characterized by mainly ordinary ideas on psychological reality. They show two strategies of work with a scientific text: 1) focus on selection as many previously unknown words in the text as possible and memorizing them; 2) focus on selection of several key, systemic concepts and understanding of the text through their prism. The master’s students are characterized by prevailing orientation on understanding the information presented in the educational text. Students of the second stage of higher education show significant difficulties in reconstructing the psychological reality from the standpoint of a given psychological theory. They tend to attribute their own ideas to the text author, to ignore the author’s unique thinking and to use formally or fragmentarily the author’s conceptual apparatus. Instead of reconstructing an event, they offer characteristics or diagnoses. The students’ understanding of a position of the text author (“the Other”) leads most often only to insignificant changes in the student’s understanding of psychological reality. Such changes are revealed not so much in the qualitative transformation of the students’ picture of the world but in the enrichment of their ideas with new aspects of this picture. It is noted that at training of students in psychological specialties, special pedagogic activities are needed to form their philological competences in working with text.
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Falasifa, Indira, and Umdaturrosyidah Umdaturrosyidah. "Landasan Psikologis dalam Pengembangan Kurikulum." Jurnal Al-Qiyam 2, no. 1 (June 27, 2021): 86–92. http://dx.doi.org/10.33648/alqiyam.v2i1.115.
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The curriculum is a program to achieve a number of educational goals. That goal is used as the direction or reference for all educational activities carried out. The success or failure of teaching programs in schools can be measured by how far and how much the achievement of these goals. The curriculum is dynamic and must always experience changes and developments, in order to keep abreast of developments and challenges of the times. However, changes and development must be done systematically and directed. Changes and curriculum development must have a clear vision and direction, will be taken where the national education system with the curriculum. One important factor that must be considered in developing curriculum is the psychological foundation. The psychological foundation of curriculum development requires the curriculum to pay attention and consider aspects of students in implementing the curriculum. So that when the curriculum is implemented, the curriculum objectives will be achieved optimally.
Keywords: Curriculum Development, Psychological Theory, Learning Psychology
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Pasichnyk, Natalia, and Iryna Lupan. "GENDER ASPECTS OF THE «HIDDEN CURRICULUM»." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 51–57. http://dx.doi.org/10.36550/2415-7988-2022-1-204-51-57.
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This article is devoted to the analysis of the results of theoretical and applied research of gender aspects of the "hidden curriculum" at the level of secondary educational institution. It is determined that the Ukrainian education system declares the importance of gender equality, proclaims the development of gender-oriented education, but gender stereotypes are often reproduced in practice of educational activities, certain gender roles and patterns of thinking, social expectations, ways of behaving are imposed, that is, the gender aspects of the "hidden curriculum" are implemented. The article presents an analysis of gender aspects of such structural elements of the "hidden curriculum" as the educational environment of a secondary school; the content of education; interpersonal communication in the learning process. In the study of the components of the "hidden curriculum" were used: gender analysis of the educational institution with the calculation of the index of gender parity; web application (Voyant Tools) for analysis of school documentation; questionnaires, interviews, surveys to identify gender stereotypes and segregation by gender; gender expertise of textbooks in certain fields of gender analysis; gender expertise of lessons. The analysis of the results of the survey of teachers and gender expertise of lessons showed manifestations of "hidden curriculum" among educators. Gender stereotypes about the "sexuality" of human qualities and psychological traits were revealed; rejection of feminine gender-specific job title and gendered educational space; support for various programs for girls and boys on labor training (Design and technology). Although the vast majority of educators consider achieving gender equality a pressing issue, they acknowledge their ignorance of the "hidden curriculum" and are willing to work with gender experts. The results of the survey of the students in 5-8 grades also confirmed the presence of gender stereotypes in the communication of teachers with the students; the dominance of students' sympathies for various subjects; found gender stereotypes regarding the use of free time. Gender examination of textbooks revealed a small number of gender stereotypes and showed positive changes in terms of gender equality and sensitivity in the new textbooks.
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Coopasami, Marilynne, Stephen Knight, and Mari Pete. "e-Learning readiness amongst nursing students at the Durban University of Technology." Health SA Gesondheid 22 (December 20, 2017): 300–306. http://dx.doi.org/10.4102/hsag.v22i0.1059.
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e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.
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Rothman, Isaac, Alan Tennant, Roger Mills, and Carolyn Young. "156 Association of locus of control with clinical and psychosocial aspects of living with multiple sclerosis." Journal of Neurology, Neurosurgery & Psychiatry 93, no. 9 (August 12, 2022): e2.114. http://dx.doi.org/10.1136/jnnp-2022-abn2.200.
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AimHealth Locus of control (LOC) refers to the individual’s beliefs regarding control over their life outcomes. This study aimed to determine the influence of LOC on clinical and psychosocial aspects associated with multiple sclerosis (MS).Methods5059 participants with MS completed a questionnaire pack as part of the ongoing Trajectories of Outcome in Neurological Conditions (TONiC) study. Associations between predominant LOC, measured by the Multidimensional Health Locus of Control Scale, and a range of sociodemographic and clinical variables were explored.ResultsEach LOC predominance was found to be significantly associated with all of the clinical variables and age, but not gender or educational level. When controlling for level of disability, Chance (CLOC) was associated with higher self-efficacy and quality of life than Powerful Others (PLOC), while Internal (ILOC) had no influence on the variables. A change in LOC away from ILOC was found with disease progression.ConclusionsIn MS, believing that health is controlled mainly by chance, rather than healthcare profes- sionals or one’s self, confers the most benefit with regards to quality of life. The observed shift away from internality of LOC with MS progression may not be maladaptive, but rather a protective adaptation to reduce psychological distress.
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Badjanova, Jeļena, Dzintra Iliško, Svetlana Ignatjeva, and Margarita Nesterova. "Dynamics of Gender-Specific Behaviors in the Digital Educational Environment." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 24 (December 21, 2021): 155–66. http://dx.doi.org/10.3991/ijim.v15i24.27879.
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During the social distancing, an increasing number of people use communication applications, various types of digital tools and programs. Various video conferencing platforms are regularly used in the educational environment. The study presents the analyses how intensive is the use of Information and Communication Technologies (ICT) in the educational environment and how it can change cognitive-behavioral gender differences. This is particularly important to pay a special attention to the analysis of gender as a dynamic category, to take into account the processes of gender socialization and transformation of gender identification in the changing social environment. The research methods also included a set of additional methods, such as a focus group on different aspects of gender-specific behavior in the digital learning environment, putting together collages, as well as the method of the unfinished sentence related to the impact of ICT on teachers' professional development and well-being. In the course of the study, it was recognised that the design of social models of male and female gender-specific behaviour includes more than the basic gender identity and gender stability: in today's society, there is a multiplicity of views on the similarities and differences of gender-specific behaviours, and a rapid change in the accepted social guidelines and behavioural patterns is in progress, socio-cultural norms that define the psychological characteristics of women and men, their patterns of behaviour.
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Semizdralova, Olga A., and Nadezhda V. Mazurova. "Features of the educational needs of modern children." Pedagogy Of Rural School 2, no. 12 (2022): 33–45. http://dx.doi.org/10.20323/2686-8652-2022-2-12-33-45.
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The current state of science, production, culture puts forward new requirements for the individual, the level of professional training, which in turn causes the emergence of new educational needs for adults and children. The article deals with the problem of educational needs of modern schoolchildren. The characteristics of psychological, pedagogical and social aspects of educational needs, their classification are given. Statistics reflecting the state of health of schoolchildren, which in modern conditions is both a consequence and a condition for the organization of the learning process, are presented. The data presented in the article indicate a general decrease in the level of health of students, a change in the nature of diseases, the influence of the peculiarities of the education organization on the health state. The research results reflecting the educational needs of schoolchildren and students living in urban and rural areas, developing normally and with disabilities are presented. Some features of the motivation of teaching modern schoolchildren and students are described, differences in the motivation of different categories of students are highlighted. The nature of the problems on organizing education in urban and rural areas is different. The necessity of timely comprehensive medical, psychological and pedagogical assistance to students in accordance with their educational needs is indicated. Ignoring the educational needs of certain categories of schoolchildren and students eventually leads to the dysfunctionality of the entire educational system. The article concludes that the study of the educational needs of children and adolescents determines the direction of harmonization of the modern education system. Understanding the specifics of the educational needs of various categories of students will allow the education system, atits various stages, to form educational proposals in order to maximize the satisfaction of these needs.
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Petrovic, Nebojsa. "Strengthening peace: Quest for the transformative energy and prospects for change." Sociologija 54, no. 4 (2012): 667–94. http://dx.doi.org/10.2298/soc1204667p.
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This paper considers possibilities of postconflict societies to move forward and to assure stable and long-standing peace in spite of different psychological and structural obstacles. Author, from the positive psychology standpoint, proposes that human energy and envisioning of a better future for all could be the main engine in overcoming existing problems. Special attention has been addressed to the problem of how to find appropriate visionary leaders, what their desirable characteristics are and how to enhance their existing features as well as initiate the development of others. An educational course aiming at combining the acquisition of both knowledge of different aspects of postconflict problems and virtues like devotion and compassion, has been proposed. Prospects for expected outcomes and challenges on the way have been discussed in light of the approaches developed within positive psychology, as well as of the ever broader influence of globalization. The proposed solution has been confirmed by the results of a recent empirical research from the postconflict region of the Balkans. The paper ends with the optimistic conclusion that positive transformation is possible.
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Petrová, Gabriela, and Nina Kozárová. "Teaching foreign language to adults from the aspects of psychodidactic conception of education." Journal of Language and Cultural Education 5, no. 2 (May 24, 2017): 103–13. http://dx.doi.org/10.1515/jolace-2017-0021.
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Abstract Psychodidactic themes focused on the educational context have recently been resolved in both theoretical and research work. These themes are connected with general didactics, educational psychology, individual subject didactics, linguistics, philosophy, anthropology and neurosciences. Since the psychodidactic context of education is a widespectral and interdisciplinary topic, the present contribution deals with the issues of psychological aspects in the context of foreign language learning of adults. Good lecturers are looking for ways to help participants develop key competences. The support of lecturers has a chance to be successful especially when it is systematic and includes high-quality theoretical preparation. The aim of this paper is to attract attention, to a theoretical level, to using psychodidactic aspects during foreign language training of adults as well as to the building of competences necessary for the self- realisation of training course participants.
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Miftahussaadah, Miftahussaadah, and Subiyantoro Subiyantoro. "Paradigma Pembelajaran dan Motivasi Belajar Siswa." ISLAMIKA 3, no. 1 (January 31, 2021): 97–107. http://dx.doi.org/10.36088/islamika.v3i1.1008.
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Learning is a conscious effort to achieve a learning goal. In the latest educational paradigm, the purpose of learning is no longer just to change the behavior of students, but rather to form a professional character and psychological attitudes in all aspects. To achieve this goal requires a motivation. Motivation to learn contained in a person has a very important role in achieving a goal, because motivation can make someone have a strong urge to do something. In this case, the teacher has a significant role in fostering student motivation to achieve learning goals and the needs of the changing times as well as demands for a change in the learning paradigm. Therefore, this article aims to understand the meaning of the learning paradigm and the importance of fostering student motivation in learning activities.
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Sidabrienė, Jurga. "Some of primary school students artistic individuality recognition aspects." Pedagogika 113, no. 1 (March 5, 2014): 90–99. http://dx.doi.org/10.15823/p.2014.1753.
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Then a child is creating, he is expressing individuality of emotions and attitudes towards the world around him. Art teacher’s task – the language of art is to help learners focus on contemporary cultural change, the emotional relationship with the art of promoting individual maturity. Student’s individuality search by observing the creative process and analysis of his work – is the chosen theme and novelty implies a problem. The aim and objectives determine the student’s knowledge of the possibilities of artistic individuality of elementary school art education process; provide individualision artistic conception; reveal the teacher‘s artistic and psychological skills required for artistic indiduality student learning and development, the importance of interaction and to name that individuality ways of understanding the art education process.Artistic individuality identified as the author of many traits (creativity, originality, rich imagination, generation of ideas and originality, emotionality, artistry) as a whole. It will be divided into multiple artistic individualities types emotional – intuitive, reflex – the intellectual, the active – will power Artistic personality course of development can improve. Formation of student artistic individuality is heavily influenced by art teacher accumulated pedagogical – psychological and artistic skills targeting the individual student’s abilities, skills, and dispositions search.This article identifies a student‘s individuality and cognitive aspects, seen through the emotional needs (work caused the expression of feelings through the mood, theme-making, survival situation and specific circumstances); over interpretations and repetitions, released by the expression of ideas and drawings of their relationship with the child’s psychological state and analysis through passive student‘s expression of his opinion monitoring and assessing the observancion of creativity, friendly conversation form of an exploration of what it means its design, choice of colors, plot, mood piece, through the student’s personal communication environment and search for creative reflection analysis, observing how the child accepts the feedback. Recommendations of the feedback above article include all discussed aspects the child‘s cognitive aspects of artistic individuality.Modern art education is based on the diffusion of artistic and pedagogical-psychological competencies interaction. The study revealed a significant part of the psychological art teacher excellence and artistic literacy and the lack of artistic individuality disrupting students learning process. Meanwhile, the art teacher’s ability to know the student as artistic individuality, the interpretation and evaluation of his work, helping him to participate in the student personality development process.
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Nurida Finahari and Alfiana. "Developing The Firm Mosque Model As A Public Health Institution Through The Implementation Of Psychoacoustic On Loudspeaker Systems." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (March 2, 2021): 115–29. http://dx.doi.org/10.36526/gandrung.v2i1.1191.
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Voices originating from the mosque, whether they are recitation, incidental activities or daily routine prayers, are still often interpreted as a source of noise. Not only because of the improper arrangement of the loudspeakers, but also because the mosque's recitals or takmirs generally do not understand the psychoacoustic aspect. Psychoacoustic is the study of the effect of sound exposure on the psychological aspects of the listeners. The use of psychoacoustic science could potentially change mosque sounds into therapeutic voices. The voices of recitation-based therapists have been encountered and researched, although in a limited scope. Building a mosque sound management and control system that is consistent within a psychoacoustic framework can transform potential noise into a natural sound that builds public health that runs automatically. The achievement of this hypothesis can be done from the application of a research and / or community service activity by educational institutions or related agencies.
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Graziotin, Daniel, Per Lenberg, Robert Feldt, and Stefan Wagner. "Psychometrics in Behavioral Software Engineering: A Methodological Introduction with Guidelines." ACM Transactions on Software Engineering and Methodology 31, no. 1 (January 31, 2022): 1–36. http://dx.doi.org/10.1145/3469888.
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A meaningful and deep understanding of the human aspects of software engineering (SE) requires psychological constructs to be considered. Psychology theory can facilitate the systematic and sound development as well as the adoption of instruments (e.g., psychological tests, questionnaires) to assess these constructs. In particular, to ensure high quality, the psychometric properties of instruments need evaluation. In this article, we provide an introduction to psychometric theory for the evaluation of measurement instruments for SE researchers. We present guidelines that enable using existing instruments and developing new ones adequately. We conducted a comprehensive review of the psychology literature framed by the Standards for Educational and Psychological Testing. We detail activities used when operationalizing new psychological constructs, such as item pooling, item review, pilot testing, item analysis, factor analysis, statistical property of items, reliability, validity, and fairness in testing and test bias. We provide an openly available example of a psychometric evaluation based on our guideline. We hope to encourage a culture change in SE research towards the adoption of established methods from psychology. To improve the quality of behavioral research in SE, studies focusing on introducing, validating, and then using psychometric instruments need to be more common.