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1
Carless, Sally A. "Career Assessment: Holland's Vocational Interests, Personality Characteristics, and Abilities." Journal of Career Assessment 7, no. 2 (April 1999): 125–44. http://dx.doi.org/10.1177/106907279900700203.
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Fournier, Alicia, Olivier Luminet, Michael Dambrun, Frédéric Dutheil, Sonia Pellissier, and Laurie Mondillon. "Importance of considering interoceptive abilities in alexithymia assessment." PeerJ 7 (November 20, 2019): e7615. http://dx.doi.org/10.7717/peerj.7615.
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Background Recent studies have shown that people with high alexithymia scores have decreased interoceptive abilities, which can be associated with psychological and physical disorders. Early assessments of the alexithymia trait included the evaluation of these abilities through the dimension measuring the difficulty in identifying and distinguishing between feelings and bodily sensations (the 26-item Toronto Alexithymia Scale; TAS-26). The revised version of the TAS, the TAS-20, contains a three-factor solution that does not involve a dimension assessing interoceptive abilities. However, the three items allowing the evaluation of these abilities are still present in the TAS-20. In this context, we hypothesized that the 3 items which assess interoceptive abilities in the TAS-20 should constitute an independent factor. In addition to exploring the internal structure of the TAS-20, we examined its external validity by assessing the relationships between the new factors and self-reported measures of personality trait and psychological and physical health. Method Two online studies (N = 253 and N = 287) were performed. The participants completed the TAS-20 and a set of psychological questionnaires (e.g., anxiety, depression) and health questions (e.g., “Do you suffer from a somatic disorder?”). The structure of the TAS-20 was examined using exploratory factor analysis (EFA), followed by an investigation of the relationships between the resulting new factors and other psychological and health data using regressions. In both studies, EFA revealed a new structure of the questionnaire consisting of four dimensions: (1) difficulty in the awareness of feelings, (2) externally oriented thinking, (3) difficulty in interoceptive abilities, and (4) poor affective sharing. The first factor was positively associated with all self-reported psychological and personality trait measures while the third factor was associated more with somatic disorders and medication intake. Results Our results suggest the presence of a new latent factor in the assessment of alexithymia that reflects interoceptive abilities specifically related to health and personality trait outcomes. In accordance with the results and the literature, it seems important to include an assessment of interoceptive abilities when considering the evaluation of alexithymia. The next step would be to develop a valid measure of these abilities.
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Zaverbnyj, Andrij, Yevheniia Redina, and Yurii Matseliukh. "Role differentiation of leadership knowledge and its assessment tools." Economics ecology socium 3, no. 2 (June 21, 2019): 62–70. http://dx.doi.org/10.31520/2616-7107/2019.3.2-7.
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Introduction. The development of liberal forms of management is accompanied by a rapid increase in the number of leaders. Therefore, the selection among the number of ordinary individuals is exactly those that meet the criteria of the leader, is an important problem. The most relevant in the situation of permanent elections is the search for such approaches to the differentiation of the role of leader, which would contribute to the development of society and the formation of those values that have deep civilizational influences. This led to the need for research and analysis of the role differentiation of leadership abilities that from ordinary people turn them into prominent personalities that change the present.
Aim and tasks. The aim of the study is to study the existing experience of highlighting the qualities of leaders among a number of personality abilities, to study the approaches to their evaluation, use of acquired knowledge to assess the role differentiation of leadership abilities of senior and middle managers of IT market companies, testing the proposed approach to the example and unification of the proposed approach for assessing the role differentiation of leadership abilities of the first hundred richest people in the world.
Results. The article analyzes foreign and domestic experience of highlighting the qualities of leaders among a number of personality abilities. Among the investigated approaches to assessing leadership qualities, an expert method for determining weight ratios was chosen that is best suited for companies in the gaming industry and digital distribution, to which Valve Corporation belongs. The results of the role differentiation of leadership qualities showed that in the figure of the most important are professional abilities, a little less have features related to interaction with subordinates, and the least - personal attributes. The petal diagram indicates a shift to professional abilities that plays a key role in the IT business. The proposed approach to the role-based differentiation of leadership abilities in the context of organizational changes in IT market companies can also be used in assessing the leadership abilities of the first hundred richest people in the world.
Conclusions. The article examines foreign and domestic experience of highlighting the qualities of leaders among a number of personality abilities. The study of approaches to assessing leadership qualities and the possibilities of their use for companies in the field of gaming industry and digital distribution, which belongs to Valve Corporation. The offered approach of role differentiation of leadership abilities can be used both in the assessment of leadership abilities of the first hundred richest people in the world, and for the role differentiation of leadership abilities in the context of organizational changes in IT market companies.
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Roloff, Janina, Uta Klusmann, Oliver Lüdtke, and Ulrich Trautwein. "The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study." AERA Open 6, no. 1 (January 2020): 233285841989788. http://dx.doi.org/10.1177/2332858419897884.
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The present study investigated to what degree teachers’ personality traits, cognitive abilities, and academic abilities (high school GPA), which were assessed at the end of high school as well as grades from the first and second state examinations of teacher education, predict later instructional quality. The study combined ratings of instructional quality from 3,768 German secondary school students and their 113 teachers with up to 10 years between assessment of teachers’ personality traits, cognitive abilities, as well as academic abilities at the end of high school and student ratings of instructional quality. Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.
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Thompson, Charles L. "Book Review: The clinical practice of career assessment: Interests, abilities, and personality." Journal of Psychoeducational Assessment 15, no. 1 (March 1997): 70–75. http://dx.doi.org/10.1177/073428299701500107.
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López Gómez, María José, Teresa Bajo Molina, Presentación Padilla Benítez, and Julio Santiago de Torres. "Predicting proficiency in signed language interpreting." Interpreting. International Journal of Research and Practice in Interpreting 9, no. 1 (June 1, 2007): 71–93. http://dx.doi.org/10.1075/intp.9.1.05lop.
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An empirical study was designed to identify which perceptual-motor, cognitive and personality factors may underlie both acquisition of a signed language as a B language and development of signed language interpreting skills. If abilities that are potentially needed are found, a previous assessment of candidates’ potential for developing signed-language interpreting skills could be useful in identifying which students are likely to obtain good results during training. Perceptual-motor and cognitive skills, personality factors and academic background were hypothesized as possible predictors of success. Results showed that perceptual-motor and cognitive abilities are more important than personality traits in predicting proficiency in learning a signed language and developing signed-language interpreting abilities. Perceptual-motor coordination is the most reliable factor for predicting signed language proficiency, followed by other cognitive and personal factors.
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Colle, L., I. Gabbatore, E. Riberi, E. Borroz, F. M. Bosco, and R. Keller. "Mindreading abilities and borderline personality disorder: A comprehensive assessment using the Theory of Mind Assessment Scale." Psychiatry Research 272 (February 2019): 609–17. http://dx.doi.org/10.1016/j.psychres.2018.12.102.
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Murri, Martino Belvederi, Federica Folesani, Silvia Costa, Bruno Biancosino, Luigi Zerbinati, Heifa Ounalli, Agnese Rossetto, Rosangela Caruso, Maria Giulia Nanni, and Luigi Grassi. "The Relationship Between Cognitive Abilities and Trait Clinical Features in Patients With Borderline Personality Disorder." Journal of Personality Disorders 35, no. 5 (October 2021): 730–49. http://dx.doi.org/10.1521/pedi.2021.35.5.730.
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Very few studies have focused on the relationship between cognitive functions and clinical features in borderline personality disorder (BPD). Subjects with BPD and healthy controls were administered the Repeatable Battery for the Assessment of Neuropsychological Status, Trail Making Test A and B, and the Wisconsin Card Sorting Test. The Brief Symptom Inventory (BSI-53) was used to assess the severity of current symptoms. Attachment style was assessed with the Experiences in Close Relationship Questionnaire, identity integration with the Personality Structure Questionnaire, and other domains of personality dysfunction with the RUDE Scale for Personality Dysfunction. Patients with BPD performed significantly worse than healthy controls in all cognitive domains. Cognitive functions, particularly delayed memory and visuospatial abilities, displayed meaningful associations with trait-like clinical features, above the effect of global cognition and state psychopathology. These findings highlight the need to evaluate effects of cognitive rehabilitation on trait features among individuals with BPD.
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Shull, Ronald N., and Daniel L. Dolgin. "Personality and Flight Training Performance." Proceedings of the Human Factors Society Annual Meeting 33, no. 14 (October 1989): 891–95. http://dx.doi.org/10.1177/154193128903301406.
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Current naval aircrew selection research typically focuses on psychomotor and cognitive abilities, but evidence from flight training attrition studies suggests that many failures may be due to personality/motivational factors. This study concerns the relationships found between elements of primary flight training performance and the results of two automated personality assessment instruments: a risk test and a pilot personality questionnaire. Both risk test measures correlated significantly with a simple pass/fail index but not with actual flight grades for either student pilots or flight officers. Several of the pilot personality scales correlated significantly with various flight training criteria but many of these were also not orthogonal to measures of the current Navy/Marine Corps aviation selection test battery, while both risk test measures were.
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Alksne, Antra. "THE PROBLEM OF WILL: PSYCHOLOGICAL, PEDAGOGICAL AND CARITATIVE SOCIAL ASSESSMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 28. http://dx.doi.org/10.17770/sie2016vol1.1495.
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Modern science proves that new psychological patterns that come to existence in early childhood, have an unchanging significance in developing abilities and shaping personality. Learning of social, moral norms relates to family which is influenced by historical, ethno-cultural, socio-cultural and socio-economic environment. Other persons play an important role in setting goals by their personal example. Action reveals the personality of man guided by certain motivation and striving towards defined, true goals. The purpose of the article is to further understanding of the role of will in shaping human personality. The reference literature researches the mechanism and reasons of formation of individual’s will. The basis of this paper consists of conclusions from the works of A.Augustins, A.Rubenis, A.Dannenfelde (anthropological aspect), V.Renge, J.Piaget, A.Abele and other authors (psychological aspect), D.Albrecht, A.Kuznetsova, R.Jansone and other known authors (pedagogical aspect). It is important for the person to be willing to establish his/her fundamental guidelines. Personality possesses its own vitality, creative character that is able to make a conscious choice and act responsibly in order to strengthen the ties with itself, social environment and God. Neither mind of soul, nor will are positioned in the spiritual world.
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Liepa, Diana, Aija Dudkina, and Maruta Sile. "SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING." Problems of Education in the 21st Century 48, no. 1 (November 20, 2012): 81–90. http://dx.doi.org/10.33225/pec/12.48.81.
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Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher’s role in the educational process has always been vital. Especial significance is being attached to the teacher’s personality and professional growth, the teacher’s satisfaction with the life in general and their abilities’ conformity to the demands of the profession. The teacher’s satisfaction serves as a motivation factor in order to advance the educator’s professional competence (high mastery). The teacher’s as a professional’s advancement is closely connected with his personality development. The human’s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher’s personality maintains the professional expertise, promotes professional competences’ advancement. There are relationships between aspects of teacher’s well-being and student’s learning, job performance or other aspects of teaching effectiveness. The teacher’s well-being influences the effectiveness of student’s learning. Key words: compensation, dissatisfaction, professional development, satisfaction with work.
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Vasylkevych, Yaroslava. "Peculiarities of development of creativity of personality in the conditions of boarding schools." HUMANITARIUM 41, no. 1 (December 30, 2019): 27–35. http://dx.doi.org/10.31470/2308-5126-2019-41-1-27-35.
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The article substantiates the necessity of taking into account the psychosocial principle, according to which the analysis of cognitive functions should be carried out in a specific socio-psychological context. An empirical study of the peculiarities of the development of creativity of personality in the conditions of educational institutions of the boarding type is described. The comparative analysis of the test evaluation of creativity, self-assessment of creative characteristics of personality and expert assessment of creative manifestations of students at boarding school and general school was carried out. The statistically significant differences in the test score of creativity by the total indicator of creative thinking and the partial indicators «elaboration» and «name» were revealed; insignificant lower score of all indicators of self-assessment of characteristics of creative personality among boarding school students was revealed; the average score of expert assessments of boarding school teachers are higher at the level of statistical tendency. The results of the structural profile of the creative characteristics of the comparable samples are obtained. It was revealed that the rates of test creativity are lower than norm. It was also discovered that the expert and self-evaluation of the creative characteristics of the students of the boarding school are overestimated. The factors of the environment that have a positive or negative influence on the development of creative abilities are highlighted. It is emphasized that for the development of creativity the latitude of the sphere of communication is of great importance. The development of creative abilities of children in the conditions of the boarding school is impeded by the lack of emotional attachment to an adult, the «forced» nature of communication between children, the regulation of the child’s life, limited personal choices, suppressing of autonomy and initiative.
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Normann-Eide, Eivind, Bj⊘rnar Torske Antonsen, Elfrida Hartveit Kvarstein, Geir Pedersen, Anja Vaskinn, and Theresa Wilberg. "Are Impairments in Theory of Mind Specific to Borderline Personality Disorder?" Journal of Personality Disorders 34, no. 6 (December 2020): 827–41. http://dx.doi.org/10.1521/pedi_2019_33_417.
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Impaired theory of mind (ToM) is an assumed feature of borderline personality disorder (BPD). Yet, no studies have compared ToM abilities in patients with BPD, other personality disorders, and healthy controls, or investigated the relationship between ToM and severity of psychopathology and interpersonal problems. In this study, ToM was investigated by the Movie for the Assessment of Social Cognition. No differences were found between the three groups in overall ToM abilities. The BPD group was, however, characterized by more excessive ToM (interpreted as hypermentalization). Yet, when differentiating between BPD and further severity indicators, excessive ToM was not specifically associated with a BPD diagnosis per se. Finally, there was a moderate association between hypermentalization and interpersonal problems in the BPD group. This study suggests that BPD patients tend to hypermentalize when they misinterpret social information, and that this tendency is related to the severity of their psychopathology.
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Pamungkas, Teguh Sri, and Andriani Kusumaningrum. "Implementasi Metode Analitycal Hierarchy Process (AHP) pada Sistem Pendukung Keputusan dalam Aspek Penilaian Kedisiplinan Dosen." Jurnal Ilmiah SINUS 21, no. 1 (January 12, 2023): 37. http://dx.doi.org/10.30646/sinus.v21i1.673.
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Lecturer performance assessment is a systematic evaluation of a lecturer's work to determine each lecturer's abilities so that each lecturer can plan future career advancement for each lecturer involved. In addition, the assessment of lecturer performance is able to provide value, evaluate abilities and skills, and improve the work of a lecturer. A system has been developed for implementation of decision support systems. The purpose of this study is to help complete data processing in assessing lecturer performance so that it can help a leader choose the discipline of each lecturer. Data assessment criteria on aspects of lecturer discipline include responsibility, discipline, accuracy, expertise, attendance, personality, and communication. The method used for the lecturer assessment process is AHP (Analytic Hierarchial Process) method. Based on the results of accuracy testing on aspects of lecturer discipline with the confusion matrix testing method, the results of the Analytical Hierarchy Process (AHP) method obtained excellent accuracy values. Using the Analytical Hierarchy Process (AHP) method, an accuracy result of 80% was obtained.
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Niyazova, Amina Abtrakhmanovna, Tatiana Vladimirovna Korotovskikh, Anastasia Alekseevna Bobrova, German Olegovich Savateev, and Iuliia Maratovna Gibadullina. "Development of the creative orientation of the future educator personality through leading social and pedagogical practices." SHS Web of Conferences 101 (2021): 03044. http://dx.doi.org/10.1051/shsconf/202110103044.
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The transformations taking place in modern society necessitate the professional training of a mobile, creative educator who is able to creatively approach the development, implementation and development of innovative technologies in the pedagogical process. The Federal State Educational Standard of Higher Education and the Occupational Standard of an Educator make demands on the personality of a modern educator who has creative abilities and the ability to solve pedagogical problems in practice outside the box. Among the competencies of the 21st century personality, its creativity, which actualizes the process of developing the creative orientation of the future educator, is designated. One of the means of developing the creative orientation of the future educator personality is social and pedagogical practices that ensure the formation of professional skills and the development of creative thinking and cognitive creative activity of future educators. The forms of social and pedagogical practices were volunteer and pedagogical teams, in which socially significant and project activities, developing a creative orientation, creative thinking, and introspection of creative activity, have been identified. The components of the development of the personality creative orientation have been designated: motivational, intellectual-cognitive, reflexive, which formed the basis of the experimental research. The purpose of the research: to theoretically substantiate and to experimentally test the influence of social and pedagogical practices on the creative orientation development of the future educator personality. Research methods: theoretical (analysis of literature, regulatory documents); empirical (study of experience, pedagogical experiment); survey and diagnostic (map of the pedagogical assessment of the educator's abilities to innovative activity (V.A. Slastenin, L.S. Podymova), diagnostics of creative thinking in solving educational problems (I.A. Verchenko, K.Yu. Galushchak, E. Oleinik), the Assessment and Self-Assessment of Professionally Important Qualities technique (N.K. Sergeeva, V.V. Arnautova)); mathematical (methods of statistical processing of research results (F-test (Fisher's criterion))). Research results: the theoretical and methodological approaches to the development of the individual creative orientation have been highlighted; the components of the creative orientation of the future educator personality are developed, positive dynamics has been revealed, and the effectiveness of the use of social and pedagogical practices in the creative orientation development of the future educator, taking into account the methods of mathematical statistics, has been proved. Practical significance: the materials of the paper will be useful to the professional community of lecturers of pedagogical universities and researchers dealing with the problems of developing the creative orientation of the future educator personality.
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Barcons-Castel, Natalia, Albert Fornieles-Deu, and Carme Costas-Moragas. "International Adoption: Assessment of Adaptive and Maladaptive Behavior of Adopted Minors in Spain." Spanish journal of psychology 14, no. 1 (May 2011): 123–32. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n1.10.
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Research on adjustment of internationally adopted children indicates that, although they have adequate development, more emotional and behavioral problems are detected compared with nonadopted children. In this research, emotional and behavioral characteristics of a sample of 52 internationally adopted minors were examined with the BASC (Parent Rating Scales and Self-Report of Personality), comparing the outcomes with 44 nonadopted minors, all of them of ages between 6 and 11 years (mean age = 8.01 years). Results indicate differences between adopted and nonadopted children related to somatization, adopted minors are those that obtain lower scores in the scale, and in the adaptability scale, where nonadopted minors obtain higher scores. Significant differences were found in the adaptive abilities scales, suggesting that nonadopted boys show better abilities than adopted ones, and no differences were found among girls. In general, boys present higher scores in externalizing symptomatology and depression than girls. Among adopted children, time spent in an institution is a variable that has negative impact on the onset of externalizing and internalizing problems. Minors coming from Eastern Europe display more attentional problems, poorer adaptive abilities and poorer interpersonal relations than the rest of the minors. According to the age at placement, attentional problems appear in minors adopted after the age of 3 years.
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McIntosh, Constance E., Maria E. Hernandez-Finch, Cynthia M. Thomas, W. Holmes Finch, Asia R. Hulse, Pamela K. Brelage, and David E. McIntosh. "Evaluating self-efficacy and personality differences of nursing students in clinical simulation." Journal of Nursing Education and Practice 10, no. 9 (May 24, 2020): 12. http://dx.doi.org/10.5430/jnep.v10n9p12.
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Background: This present research was conducted to evaluate the efficacy of a clinical simulation where senior nursing students cared for a standardized patient with Autism Spectrum Disorder (ASD). The goal of the simulation was to teach the nursing students how to work with children with autism. In addition, the study aimed to determine if individual differences in personality affect students’ abilities to complete the simulation and how a student’s personality may affect their perceptions of the simulation. Projected outcomes included learning the use of appropriate communication strategies, improved assessment skills, prioritization of care, development of problem-solving skills, and decision-making abilities when dealing with children with ASD.Methods: Simulations are verified as effective training mechanisms to increase students’ self-efficacy in multiple nursing settings. Therefore, seventy-five senior baccalaureate nursing students completed the standardized patient simulation for care of an individual with ASD. The effect on the students’ self-efficacy was measured using the Occupational and Academic Self-Efficacy for Nursing Measure, the IPEP-NEO short form, and an ASD simulation study questionnaire.Results and conclusions: Logistic regression was used to investigate the relationship between personality measures and experience with ASD. The higher the openness and extraversion scores the more likely respondents were to disclose positive benefits in relation to expectations, communication strategies, teamwork, and reflection.
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Fatikhova, L. F., and E. F. Sayfutdiyarova. "Parental Assessment of Safe Behaviour in Children of Primary School, Adolescent and Young Age." Психологическая наука и образование 25, no. 2 (2020): 59–71. http://dx.doi.org/10.17759/pse.2020250205.
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The article deals with the issue of studying safety behaviour in psychology from the point of view of factors that influence this phenomenon. It presents results of a research aimed at understanding how parents assess safe behaviour of their children with and without mental disorders depending on the child’s age. Our hypothesis was that parental assessments of their children’s personality traits associated with safe behaviours would differ according to the children’s age (primary school, adolescent and young age) and mental abilities. The study involved 204 subjects: 136 parents of children without mental disorders (128 females and 8 males) and 68 parents of children with mental disorders (58 females and 10 males).We used the semantic differential method: the parents were asked to assess their children’s personal qualities associated with safe behaviour. The semantic differential was formed with two-pole scales of antonymous adjectives that described personality traits in terms of safe behavior. The adjectives were divided into groups based on three assessment factors: Assessment, Strength, and Activity. The research findings allow us to assume that the age factor has no influence on the manifestation of personal features related to safe behaviour. Yet, mental disorders affect their formation in every assessment factor: Assessment (p≤0,001), Strength (p≤0,01), Activity (p≤0,001).The findings can be useful in creating programmes aimed at developing safe lifestyle both in healthy and mentally disabled children and adolescents.
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Borecka-Biernat, Danuta. "Avoidant Coping Strategies in Adolescents in Situations of Social Conflict: An Attempt to Identify Personality Indicators." Kultura i Edukacja 138, no. 4 (2022): 78–93. http://dx.doi.org/10.15804/kie.2022.04.05.
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The study aimed to determine the personality indicators of the avoidant coping strategy in adolescent youth in situations of social conflict. The Rosenberg Self-Esteem Scale (adapted by I. Dzwonkowska, K. Lachowicz-Tabaczek, and M. Łaguna), the Stress Assessment Questionnaire (Kwestionariusz Oceny Stresu, KOS) designed by D. Włodarczyk and K. Wrześniewski, and Questionnaire for Coping Strategies in Adolescents in Situations of Social Conflict (Kwestionariusz do badania strategii radzenia sobie młodzieży w sytuacji konfliktu społecznego) created by Borecka-Biernat (2012). The empirical research was conducted in middle schools on 893 adolescents (468 girls and 425 boys) aged 13 to 15. An analysis of the research results indicates that a young person’s low assessment of own abilities and the assessment of a situation of conflict as a threat or harm/loss co-occur with the avoidant coping strategy in situations of social conflict.
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Mazilov, Vladimir A., and Irina A. Kudenko. "Self-Assessment of Pedagogical Abilities in the Professional Training of Elementary School Teachers." Integration of Education 26, no. 3 (September 30, 2022): 466–82. http://dx.doi.org/10.15507/1991-9468.108.026.202203.466-482.
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Introduction. The article analyzes the development of self-esteem of the pedagogical abilities of students – future primary school teachers. The relevance of the study is determined by the ambiguity of modern data on the nature of the influence of self-esteem on the professional training of teachers and the need to manage the development of the personality and activities of the future teacher in the context of the introduction of updated educational standards. The purpose of the article is to establish the psychological features of the development of self-esteem of the pedagogical abilities of students, as well as the nature of its connection with the motivation for learning and the reflection of educational and professional activities. Materials and Methods. The study sample consisted of 1st–4th year undergraduate students of the Pedagogical University studying in the field of “Primary Education” (n = 104). In order to study the psychological characteristics of self-esteem of pedagogical abilities, motivation for learning and reflection of activity, self-assessment scales and standardized questionnaires were used. Processing of the results was carried out by methods of primary descriptive statistics, methods of comparison and correlation analysis. Results. The dynamics of changes in the perceptions of students - future primary school teachers about the correspondence of their abilities to the teaching profession is analyzed. The role of self-esteem of abilities in the development of learning motivation at the university and reflection of educational and professional activities is shown. It has been established that a high self-esteem of pedagogical abilities has a negative impact on adaptation to study at a university and the adoption of new means and methods of educational and professional activities for a school graduate. The psychological mechanism for launching the development of a professional educational program is the realization of the discrepancy between the developed methods of educational activity and the requirements of the university. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher’s work and his professional training. The conclusions and generalizations presented in the article make it possible to improve not only the process of professional pedagogical education, but also the system of psychological and pedagogical support for the development of students – future primary school teachers.
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Литвиненко, Ольга. "Socio-psychological features of the adaptation potential of modern youth." Теоретичні і прикладні проблеми психології, no. 2(52) (2020): 144–66. http://dx.doi.org/10.33216/2219-2654-2020-52-2-144-166.
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The article presents the results of theoretical and empirical research on the study of socio-psychological features of the adaptive potential of modern youth. The structural relationships between the elements of the system of adaptability are studied and the forces of connection between them are determined. The influences of personal qualities, interpersonal and family relations of modern youth (according to the questionnaire of N. Pezeshkian) on the determinants of health are considered. The conceptual approaches to the creation of a hierarchically-parity model of the adaptive potential of modern youth are substantiated. The main adaptability as components of the adaptive potential of the personality has been identified: intrapersonal, interpersonal, absence of maladaptation disorders, adaptability of personal socio-psychological potential and competence. The first four adaptations reflect the personality assessment of their own abilities and capabilities for implementing the adaptation process, while competence-based adaptability reflects directly the actions that respondents use to adapt to new conditions of functioning. It is shown that the adaptive potential of the personality is realized at the following levels: individual, personal, and the level of socio-psychological characteristics. The independence of competence adaptability from personal abilities, its reliance on individual properties and social characteristics is revealed. The structural relationships between the elements of the adaptability system are investigated and the relationships between them are determined. Identified statistically significant correlation relationships in the areas of dependence: «Intra-personal adaptability – Interpersonal adaptability», «Intra-personal adaptability – Lack of maladaptation disorders», «Personal socio-psychological potential – Interpersonal adaptability», «Absence of maladaptation aspirations personality social and psychological potential».
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Hell, Benedikt, Bart Wille, and Stefan Höft. "New Developments in the Assessment of Vocational Interests and Implications for Research and Practice." Zeitschrift für Arbeits- und Organisationspsychologie A&O 60, no. 2 (April 2016): 59–64. http://dx.doi.org/10.1026/0932-4089/a000213.
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Abstract. The assessment and research of vocational interests have a long history in psychology. Our bibliometric analysis shows a steep rise in publication numbers focused on vocational interests immediately after John Holland’s (1959) seminal work and a newly awakened impetus especially in German-speaking countries since the 1990’s. Contemporary research focuses on new structural models of vocational interests and attempts to further consolidate the construct validity of interests by delving deeper into the associations with personality and cognitive abilities. The enormous research activity of the past couple of decades culminated in two meta-analyses on the criterion-related validity of vocational interests, which reveal moderate validities with respect to occupational criteria, yet sophisticated matching algorithms and more detailed interest models raise expectations for a more precise prediction. The studies included in this special issue contribute to this vivid field of research by (1) rethinking the relationship between creative and investigative interests in particular and the Big Five personality traits, (2) analyzing the interlink between secondary vocational interest constructs and several indicators of career preparedness, (3) testing Gottfredson’s developmental theory of occupational aspirations, and (4) investigating the perceived benefits of online self-assessments in an experimental pretest-posttest control group design.
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Liubar, Ruslana, and Inna Liubar. "FORMATION OF PROFESSIONAL CONSCIOUSNESS OF FUTURE TEACHERS." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 108–11. http://dx.doi.org/10.36550/2415-7988-2020-1-191-108-111.
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The article is based on the analysis of scientific sources, reveals the essence of the concept of «professional self-consciousness», identifies the factors of its formation. Various forms of self-consciousness, its components, stages and levels of development of this complex formation are considered. The concept of «self-education» as a certain level of personality development, its self-consciousness is considered. Ways of professional abilities development, introduction of new forms and training methods are given. The components of professional self-consciousness include professional interests and attitudes, the desire to engage the chosen type of professional activity; diverse general and professionally necessary knowledge, cognitive skills and abilities; effective solution of professional situations, creativity as a recession from stereotypes in solving professional problems; adequate assessment of their professional qualities, attitude as a professional to himself. The author identifies the main aspects of professional self-consciousness of future teachers, identifies pedagogical conditions that contribute the process of professional self-consciousness: the usage of personality-oriented approach in the learning process, development of creative and communicative abilities, personal awareness of professional self-development, adequate self-esteem, motivational-pedagogical self-education, application of special methods and techniques of teaching in the process of training future teachers. There are methods and techniques that highlight the effectiveness of this process, namely: the study of professional literature, the study of foreign and national pedagogical experience; participation in professional competitions, contests, conferences; creative tasks performances of professional orientation; usage of game teaching methods, business role-playing games, etc.; discussion of success and failures in the process of performing creative work; determination of acquired knowledge, formation of skills and abilities that are necessary for one's own professional activity; formation of a critical attitude to one's own activity; planning their activities and analysis of what has been done; perception of own positive and negative qualities in pedagogical work. Thus, the formation of professional self-consciousness of the future teacher is a motivated, purposeful activity that leads to improve professional knowledge, skills and abilities, the development of professionally significant personal abilities and qualities.
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Kulida, Oksana. "Professional Reflection as Constituent of Personality Self-Development of Future Lawyer." Ukrainian Journal of Educational Studies and Information Technology 5, no. 4 (December 29, 2017): 99–111. http://dx.doi.org/10.32919/uesit.2017.04.09.
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In the article the professional training of a future specialist is analyzed; development, self-development, self-determination and self-reflection are its main tasks. It is proved that reflection plays the synthesizing role and encourages the widening of the personality limits. The reflection essence is personality’s realizing oneself as a potential or a real subject of a particular professional activity. According to the lawyers’ professional training results this activity determines not only proper specifics of the attitude to a profession but one’s personal or social life. It has been justified that professional self-reflection is carried out as the initial professional self-determination of a personality and the series of professional choices. It is noted that the positive attitude to oneself encourages the positive attitude to the future and awareness of one’s abilities in achieving a goal is taking place on the conditions of a positive attitude to future. It has been proved that one of the main components influencing the formation of today’s specialist abilities in achieving success in professional activity and professional self-actualization is the high level of the formed professional self-consciousness. The model of professional self-reflection of a future specialist corresponds to the psychological structure of self-consciousness and it has three subsequent interconnected stages: professional self-knowing, self-attitude and self-regulation, the content of which is determined by peculiarities of professional activity of a specialist and requirements set by a personality to one’s professional knowledge, skills and professionally important qualities. It is emphasized that professional self-reflection specifies the understanding oneself as a subject of a particular professional activity and involves the availability of: the conscious process of forming one’s attitude to the professional-working sphere; self-assessment of one’s individual psychological qualities and comparing one’s abilities with psychological requirements to a profession; the constant search for senses in a professional activity; self-regulation of behavior carried out through correlation of inner-personal and social-professional needs and directed to reaching a set goal.
It has been proved that reflection activity is an important condition of self-development of a personality, an indicator of personal and professional values and senses determining the culture of activity. Reflection activity is considered as one of the ways education modernization and a mechanism of independent development, search, discovery, creation or making a new product, constructing individual experience, experimental check of external impacts, stereotypes, activity patterns, self-development forecasting.
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Kritikos, Petros, Vasso Papadimitriou, and Georgios N. Aretoulis. "Required Project Designers' Attributes as Perceived by Male and Female Engineers." International Journal of Decision Support System Technology 13, no. 4 (October 2021): 17–32. http://dx.doi.org/10.4018/ijdsst.2021100102.
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Project designer (PD) personality defines the way PDs cooperate with the project team, make decisions, and influence the project performance. The current research focused on identifying attributes associated with successful PDs as considered by male and female project engineers. In this context, a five-year questionnaire survey collected 423 responses from Greek engineers. The survey recorded data regarding the respondents and the scores assigned to the required PDs attributes. The methodological approach included an SPSS database, followed by descriptive statistics analysis, independent sample t-test, and correlation analysis. It became obvious that gender influences the assessment and selection of desired PD personality characteristics. Female engineers tend to assign the highest Likert scale-based scores, whereas male respondents tend to assign lower scores. The most highly ranked abilities included “responsibility,” “reliability,” and “obedience to rules.” The findings facilitate the implementation of multi-criteria decision-making tools for efficient project teams.
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Simonenko, S. I., and L. A. Sokolov. "Online Human Risk Assessment at the Industrial Plants." Occupational Safety in Industry, no. 3 (March 2021): 81–87. http://dx.doi.org/10.24000/0409-2961-2021-3-81-87.
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Risks of the employee unsafe behavior associated with their abilities and personal qualities are considered. The methodology is presented in the article concerning the risk assessment of unsafe behavior using online assessment by knowledge tests, ability tests and a professional personality questionnaire Deep Safety developed by Detech. The results of the employee online assessment are presented. The analysis of the criterion sample showed that the level of abilities and the level of expression of safety competencies affects both the number of cases of unsafe behavior and the overall results of work. A positive correlation was also found between the level of verbal intelligence and the propensity for safe behavior. Four safety competencies have the greatest correlation with the actual severity of safe behavior — they are law-abiding (following the rules), adherence to principles (intolerance to violations), responsibility, non-conflict. The first three of them have a positive correlation, while employees who are examples of safe behavior demonstrate a higher level of conflict. This can be explained by the fact that when they encounter violations or unsafe behavior, they openly point out this, suppress violations not being afraid to go to confrontation in the interests of ensuring safety. Online assessment is a fast and cost effective way of assessment, and, moreover, easily integrates with the professional tests and other assessment tools. We recommend that such an assessment be carried out in labor collectives with an interval of 1.5–2 years, which makes it possible to track the dynamics of indicators. One more advantage of this assessment system is that it allows not only to identify those who are prone to unsafe behavior, but to form the best strategy for interaction with the employee, to recruit labor collectives, in which, for example, the low law-abidingness of some employees would be compensated for by the high integrity of the manager and team-mates.
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Klemme, Ines, and Anssi Karvonen. "Learned parasite avoidance is driven by host personality and resistance to infection in a fish–trematode interaction." Proceedings of the Royal Society B: Biological Sciences 283, no. 1838 (September 14, 2016): 20161148. http://dx.doi.org/10.1098/rspb.2016.1148.
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Cognitive abilities related to the assessment of risk improve survival. While earlier studies have examined the ability of animals to learn to avoid predators, learned parasite avoidance has received little interest. In a series of behavioural trials with the trematode parasite Diplostomum pseudospathaceum , we asked whether sea trout ( Salmo trutta trutta ) hosts show associative learning in the context of parasitism and if so, whether learning capacity is related to the likelihood of infection mediated through host personality and resistance. We show that animals are capable of learning to avoid visual cues associated with the presence of parasites. However, avoidance behaviour ceased after the likely activation of host resistance following consecutive exposures during learning, suggesting that resistance to infection outweighs avoidance. Further, we found a positive relationship between learning ability and boldness, suggesting a compensation of risky lifestyles through increased investment in cognitive abilities. By contrast, an increased risk of infection due to low resistance was not balanced by learning ability. Instead, these traits were positively related, which may be explained by inherent physiological qualities controlling both traits. Overall, the results demonstrate that parasitism, in addition to other biological interactions such as predation, is an important selective factor in the evolution of animal cognition.
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JENSEN, JIMMY, MAY LINDGREN, ANN WIRSÉN MEURLING, DAVID H. INGVAR, and STEN LEVANDER. "Dyslexia among Swedish prison inmates in relation to neuropsychology and personality." Journal of the International Neuropsychological Society 5, no. 5 (July 1999): 452–61. http://dx.doi.org/10.1017/s1355617799555070.
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Several investigations have reported high frequencies of reading and writing disabilities in criminal populations. The aims of the present study were to assess the frequency of dyslexia among Swedish prison inmates and to relate dyslexia to other indices of neuropsychological functions. Sixty-three prison inmates with Swedish as their native language, age 19 to 57 years, were examined by interviews, tests of academic achievement, and neuropsychological assessment. Twenty-six (41%) were diagnosed as dyslexic. As expected, the dyslexic group performed more poorly on verbal tests as compared to the normal readers among the prison inmates, but they also performed more poorly on tests measuring nonverbal abilities. The dyslexic group had higher frequencies of paranoid and avoidant personality disorders compared to the nondyslexics. They also reported higher levels of anxiety and suspicion and a lower degree of socialization. Previous studies report low IQ to be associated with criminal propensity, supporting the interpretation that a double handicap (dyslexia and low IQ) increases the risk of entering a criminal career and remaining in it. (JINS, 1999, 5, 452–461.)
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Umnyashova, I. B. "Analysis of Approaches to the Assessment of Psychological Well-Being of Students." Вестник практической психологии образования 16, no. 3 (2019): 94–105. http://dx.doi.org/10.17759/bppe.2019160306.
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The psychological well-being is an essential condition of development and socialization of students. There are several approaches to understandIng and assessing psychological well-being of children and teenagers. The psychological well-being of school schoolchildren is considered by researchers as subjective feeling satisfaction of life or as a condition of psychological health. Multiple-factor models of psychological well-being (M. Yagoda, K. Riff, Yu.V. Bessonova, A.M. Prikhozhan) indicate the connection of psychological well-being with physiological and socio-psychological characteristics of the personality, which are the basis for self-realization of a person. To develop a program of psychological and pedagogical support aimed at strengthening the psychological wellbeing of schoolchildren, it is relevant to assess the emotional sphere (anxiety, depression, etc.), the cognitive sphere (optimism, reflective abilities), as well as the diagnosis of the characteristics of the social situation of development and the environment child, especially the family development situation and psychological safety of the educational organization.
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NERKARARYAN, ALETA. "INDIVIDUAL FORMS OF STUDENTS’ LEARNING ACTIVITIES AND ASSESSMENT PSYCHO-PEDAGOGICAL MEANS OF ACADEMIC SUCCESS." Main Issues Of Pedagogy And Psychology 10, no. 1 (April 4, 2016): 45–56. http://dx.doi.org/10.24234/miopap.v10i1.147.
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The development theory of individual style of educational and cognitive activities allows modern students to reach the necessary and satisfactory degree in order to individualize teaching activities at biology lessons. The teacher-guide’s work is already defined technologically: successful management and guidance at any stage and of any activity is always done by periodic algorithms, which areinitial conditions analysis and issues segregation, resources evaluation and targeting, planning, real process management and correction, results analysis. According to K. Platonov, dynamic system environment of personality must motivate students to find out and gain knowledge, capacity, skills, also it must shape students’ knowledge, capacity and skills system, develop their cognition by developing psycho-physiological factors. In the case of the above mentioned form of teaching at the lessons of biology, the teacher-guide and the teacher-partner will succeed in developing students’ organizational, communication, information, thinking, as well as educational abilities and skills.
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NERKARARYAN, ALETA. "INDIVIDUAL FORMS OF STUDENTS’ LEARNING ACTIVITIES AND PSYCHO-PEDAGOGICAL ASSESSMENT MEANS OF ACADEMIC SUCCESS." Main Issues Of Pedagogy And Psychology 11, no. 2 (September 29, 2016): 51–61. http://dx.doi.org/10.24234/miopap.v11i2.236.
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The development theory of individual style of educational and cognitive activities allows modern students to reach the necessary and satisfactory degree in order to individualize teaching activities at biology lessons.The teacher-guide’s work is already defined technologically: successful management and guidance at any stage and of any activity is always done by periodic algorithms, which are initial conditions analysis and issues segregation, resources evaluation and targeting, planning, real process management and correction, results analysis. According to K. Platonov, dynamic system environment of personality must motivate students to find out and gain knowledge, capacity, skills, also it must shape students’ knowledge, capacity and skills system, develop their cognition by developing psycho-physiological factors. In the case of the above mentioned form of teaching at the lessons of biology, the teacher-guide and the teacher-partner will succeed in developing students’ organizational, communication, information, thinking, as well as educational abilities and skills.
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Robi, Salma Rafif, and Aria Bayu Pangestu. "The Effect of Job Description and Personality Towards Business Performance: A Case Study of RonaRias Startup." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 8 (August 10, 2021): 567–77. http://dx.doi.org/10.47405/mjssh.v6i8.968.
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Human Resource Management exists in a company or organization because of employees or people who work together to achieve the company's vision. Human Resource Management can help to see the performance of employees and all their achievements in the company. A group of people in a company or organization is called a team. Start-ups are new startup companies that are still leading to product development and market research. A startup team refers to a group of people with a specific idea that leads to executing a business. So, usually, a team that aims to build a start-up starts execution with limited human resources. The existence of these limitations requires the team at the start-up to analyze the part of the work that needs to be filled with people who are suitable for their positions. So it is essential to do a job analysis and job description for each role or position. Roles at work can be carried out with the competencies possessed by team members; for that reason, it is important to be aware of one's abilities and the work interests they have. Furthermore, a person's personality shows how a person's work style or decisions on every problem. Myers and Briggs's theory divides personality types into 16 out of four large-scale psychologist types: extrovert/introvert, observant/intuitive, feeling/thinking, assessing/looking for prospects. So, Human Resource Management has become necessary for all categories of companies, newly established and successful ones, to control and improve their employees to make a better company. RonaRias is a start-up company engaged in the beauty industry that provides make-up and model services for weddings, engagements, and product photos. Established in January 2021, but the development of income is continually declining. It is necessary to identify the problem, find the cause to be resolved and become a business that continues to show growth. The problem is that there are limited abilities and positions that people in their respective fields do not fill. Therefore, the researcher decided to analyze the abilities that the team members were aware of and conduct an assessment of their personality types. The RonaRias team's personality type assessment was carried out by filling out the online NERIS Type Explorer® Scale. Knowing the team personality type from RonaRias helps researchers understand the background of team members' work styles and why they have these competencies. As is the case for marketing, his intuitive nature encourages him to continue to think creatively because he is an INFP-T. This research was conducted with a qualitative approach. Conduct semi-structural interview sessions and focus group discussions with variable indicators related to job interest, business building, and job loyalty. The data obtained from the interviews and focus group discussions was processed using open coding to determine the negative and positive tendencies of the respondents' answers. After the analysis, the researcher saw that the competence of the respondents and their work styles were related to the type of personality they had. So, as a start-up founder, it is vital to know each other's personalities to allocate work according to their interests and take care of each other according to their respective personalities. The researcher also recommends that start-up founders pay attention to aspects of human resource management because employees are essential to achieving company goals. So it needs to be done by people who are following their fields.
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Lechner, Clemens M., Thomas Knopf, Christopher M. Napolitano, Beatrice Rammstedt, Brent W. Roberts, Christopher J. Soto, and Marion Spengler. "The Behavioral, Emotional, and Social Skills Inventory (BESSI): Psychometric Properties of a German-Language Adaptation, Temporal Stabilities of the Skills, and Associations with Personality and Intelligence." Journal of Intelligence 10, no. 3 (September 5, 2022): 63. http://dx.doi.org/10.3390/jintelligence10030063.
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Social, emotional, and behavioral (SEB) skills comprise a broad set of abilities that are essential for building and maintaining relationships, regulating emotions, selecting and pursuing goals, or exploring novel stimuli. Toward an improved SEB skill assessment, Soto and colleagues recently introduced the Behavioral, Emotional, and Social Skills Inventory (BESSI). Measuring 32 facets from 5 domains with 192 items (assessment duration: ~15 min), BESSI constitutes the most extensive SEB inventory to date. However, so far, BESSI exists only in English. In three studies, we comprehensively validated a novel German-language adaptation, BESSI-G. Moreover, we expanded evidence on BESSI in three ways by (1) assessing the psychometric properties of the 32 individual skill facets, in addition to their domain-level structure; (2) providing first insights into the temporal stabilities of the 32 facets over 1.5 and 8 months; and (3) investigating the domains’ and facets’ associations with intelligence, in addition to personality traits. Results show that BESSI-G exhibits good psychometric properties (unidimensionality, reliability, factorial validity). Its domain-level structure is highly similar to that of the English-language source version. The facets show high temporal stabilities, convergent validity with personality traits, and discriminant validity with fluid and crystallized intelligence. We discuss implications for research on SEB skills.
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Williams, Paula G., Holly K. Rau, Yana Suchy, Sommer R. Thorgusen, and Timothy W. Smith. "On the validity of self-report assessment of cognitive abilities: Attentional control scale associations with cognitive performance, emotional adjustment, and personality." Psychological Assessment 29, no. 5 (May 2017): 519–30. http://dx.doi.org/10.1037/pas0000361.
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Kaur, Sukhamjit. "Effect of Religiosity and Moral Identity Internalization on Prosocial Behaviour." Journal of Human Values 26, no. 2 (March 5, 2020): 186–98. http://dx.doi.org/10.1177/0971685820901402.
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The main aim of the present research was to study the religiosity and moral identity internalization as effective variables of prosocial behaviour. Sample consisted of 400 emerging adults (females) in the age range of 18–24. All participants completed questionnaire measures, namely religiosity scale (Bhushan, 1970), moral identity inventory (Aquino & Reed, 2002, Journal of Personality and Social Psychology, 83, 1423–1440) and prosocial personality battery (Penner, Fritzsche, Craiger & Friefeld, 1995, Advances in Personality Assessment (vol. 10, pp. 147–184). Hillsdale, NJ: Lea). The data were subjected to 2 × 2 analysis of variance. The results of ANOVA clearly revealed that highly religious people are more responsible socially, exhibit higher empathic concern, are more able to take others perspective, have higher prosocial moral reasoning capabilities, are more helpful, altruistic and demonstrate a high level of other oriented empathy. High moral identity internalization leads to socially responsible behaviour, along with higher empathic concern and perspective-taking abilities. Individuals with high level of moral identity were found capable to use prosocial moral reasoning, and they also exhibited higher levels of other oriented empathy. Religiosity and moral identity internalization interacted with each other to produce a combined effect on mutual concern moral reasoning.
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Ball, Harriet A., Marta Swirski, Margaret Newson, Elizabeth J. Coulthard, and Catherine M. Pennington. "Differentiating Functional Cognitive Disorder from Early Neurodegeneration: A Clinic-Based Study." Brain Sciences 11, no. 6 (June 17, 2021): 800. http://dx.doi.org/10.3390/brainsci11060800.
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Functional cognitive disorder (FCD) is a relatively common cause of cognitive symptoms, characterised by inconsistency between symptoms and observed or self-reported cognitive functioning. We aimed to improve the clinical characterisation of FCD, in particular its differentiation from early neurodegeneration. Two patient cohorts were recruited from a UK-based tertiary cognitive clinic, diagnosed following clinical assessment, investigation and expert multidisciplinary team review: FCD, (n = 21), and neurodegenerative Mild Cognitive Impairment (nMCI, n = 17). We separately recruited a healthy control group (n = 25). All participants completed an assessment battery including: Hopkins Verbal Learning Test-Revised (HVLT-R), Trail Making Test Part B (TMT-B); Depression Anxiety and Stress Scale (DASS) and Minnesota Multiphasic Personality Inventory (MMPI-2RF). In comparison to healthy controls, the FCD and nMCI groups were equally impaired on trail making, immediate recall, and recognition tasks; had equally elevated mood symptoms; showed similar aberration on a range of personality measures; and had similar difficulties on inbuilt performance validity tests. However, participants with FCD performed significantly better than nMCI on HVLT-R delayed free recall and retention (regression coefficient −10.34, p = 0.01). Mood, personality and certain cognitive abilities were similarly altered across nMCI and FCD groups. However, those with FCD displayed spared delayed recall and retention, in comparison to impaired immediate recall and recognition. This pattern, which is distinct from that seen in prodromal neurodegeneration, is a marker of internal inconsistency. Differentiating FCD from nMCI is challenging, and the identification of positive neuropsychometric features of FCD is an important contribution to this emerging area of cognitive neurology.
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M, Kloeris, and Birath J. "A-088 Case Report: Neuropsychological Assessment of Giant Axonal Neuropathy in Adulthood." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 881. http://dx.doi.org/10.1093/arclin/acaa068.088.
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Abstract Objective Giant axonal neuropathy (GAN) is a progressive condition marked by abnormally large/dysfunctional axons. Childhood neurological symptoms (e.g., ataxia, loss of sensation, strength, and reflexes in limbs, and visual and hearing problems) eventually lead to central nervous system impairment (e.g., seizures, paralysis, and cognitive decline). The scant literature on cognition in GAN is mixed, with findings from no impairment all the way to dementia. We present a case of an adult GAN patient with milder symptoms. Method A 55-year-old Hispanic male with 13 years of education was referred from outpatient neurology for neuropsychological evaluation in a county hospital setting. He was symptomatic in childhood, but was not diagnosed with GAN until 2018. A comprehensive neuropsychological evaluation was conducted. His presentation was notable for anxious and restricted affect, rapid speech, and intense gaze. He appeared immature and at times guarded about his symptoms and history. Results Cognitive test results were valid and indicated normal-range IQ and generally intact cognitive abilities with mixed performances (and mild deficits) in visual memory and executive functioning. The MMPI-2-RF was invalid due to elevations on multiple validity scales, possibly due to limited insight and/or impression management (L-r highest). Conclusions The results add to the limited literature on cognition in GAN by describing a milder case. Our patient demonstrated some mixed cognitive difficulties as well as idiosyncrasies in personality that could reflect immaturity and/or reduced insight. In addition to further exploring its cognitive effects, future research into GAN should include the evaluation of personality and insight/metacognition in patients with milder symptoms.
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Dumbrauska, Anita. "ACTUALITY OF TWINS UPBRINGING/SELF-UPBRINGING IN CONTEMPORARY SOCIETY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 520–29. http://dx.doi.org/10.17770/sie2018vol1.3295.
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In this research the culture history methodology approach has been used for the research of theoretical sources on upbringing/self-upbringing correlations. The objective and subjective factors influencing upbringing/self-upbringing characterizing the individual twins personality have been defined and given the analysis of the correlated components: temperament, attitudes, abilities, volition. The upbringing fosters self-upbringing, where volition and goal-directed action serve as the development opportunity for human abilities, while the twins individuality fostering techniques (undertaking of commitments, self-analysis, self-reporting, self-control, self-assessment) provide an opportunity to each child for self-upbringing, independent choice by herself/himself, autonomous action and the responsibility for the results of her/his own individual self-upbringing. The research drew the conclusions that development and enhancement of each twin's freedom, autonomy and responsibility is fostered by upbringing/ self-upbringing. By scientific literature research, each twin's individuality upbringing criteria (independent choice, autonomy and responsibility) were studied, thus, providing opportunity for further research of the twin's individuality upbringing dynamics in practice.
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Polovinkina, A. Y., L. P. Ovchinnikova, and V. N. Mikhelkevich. "ASSESSMENT OF THE FORMATION OF PROFESSIONAL COMPETENCIES OF TRANSPORT UNIVERSITY STUDENTS." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 75 (2020): 75–80. http://dx.doi.org/10.37313/2413-9645-2020-22-75-75-80.
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The article contains the results of scientific research on solving modern problems of teaching students in a transport University by developing their creative abilities. Through the use of a personal-oriented approach in the educational process, the future specialist has the opportunity to make the right choice and develop abilities in different types of engineering activities: design, research, production and technological, and organizational and managerial. It is shown by practical consideration how to upgrade a certain set of competencies that are necessary for future professional activity, develop those personal qualities that will contribute to further self-improvement in accordance with the chosen type of engineering activity in the process of mastering academic disciplines with the use of personality-oriented technologies. Using a personalityoriented approach, the psychophysiological properties of the person are taken into account: the type of thinking, the type of memory, the level of memorization; emotional and volitional qualities: temperament, emotionality, will, stress resistance; characterological properties of the person: leadership, self-esteem, level of claims, adaptive mobility. The importance of professional inclinations is shown: in project work – reproducing memory, spatial imagination; in research activities–abstract thinking, facilitating memory; in production and technological activities, and in organizational and administrative activities – communication, leadership, adaptive mobility, strong will, tolerance. In order to determine the levels of students 'professional competencies, the authors developed a set of control tests that allow to identify and evaluate students' knowledge that are necessary for the successful implementation of all four types of engineering activities, as well as the student's acquired skills to perform professional functions in the corresponding types of engineering activities. The effectiveness of the personal-oriented approach is proved by comparing the levels of formation of mandatory and personal-oriented professional competencies.
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Mazilov, Vladimir A., and Yurii N. Slepko. "Development of the Psychological System of Pedagogical Abilities of Students – Future Primary School Teachers." Economic History 25, no. 3 (September 30, 2021): 463–81. http://dx.doi.org/10.15507/1991-9468.104.025.202103.463-481.
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Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.
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Intan Fathimah Ahmadah and Rooselyna Ekawati. "STUDENTS’ METACOGNITION PROCESS IN SOLVING MATHEMATICAL PROBLEMS IN TERMS OF KEIRSEY’S PERSONALITY TYPE." EduTeach : Jurnal Edukasi dan Teknologi Pembelajaran 2, no. 1 (February 1, 2021): 42–55. http://dx.doi.org/10.37859/eduteach.v2i1.2368.
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Metacognition plays an important role in problem-solving activities. It will help students to find what the problem is and understand how to get the solution. This study aimed at describing the student's metacognition process based on Keirsey's personality types. This research used qualitative method with descriptive approach and it was conducted involving eight students who have equal mathematical abilities and the same gender. The selected students represented Keirsey’s personality types. They were carried out through two types of tests, namely the Keirsey Temperament Sorter and the Mathematics Ability Test. The result showed that each personality type could through indicators of the metacognition process. However, there are some indicator components missed. Rational and idealist student have not been able to carry out the metacognition process in the regulation stage properly. Guardian and artisan student have been able to carry out the metacognition process well. This study suggests the teacher can facilitate students in each personality type by determining the appropriate learning model, learning activities, and assessments to obtain better results.
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Matic, Radenko M., María Huertas Gonzalez-Serrano, Jelena Damnjanović, Branka Maksimovic, Nataša Papić-Blagojević, Isidora Milošević, and Jovan Vuković. "Professional competencies development of sports science students: the need for more entrepreneurship education." Management & Marketing. Challenges for the Knowledge Society 17, s1 (October 1, 2022): 426–48. http://dx.doi.org/10.2478/mmcks-2022-0024.
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Abstract As a high priority for moving the sports industry forward, the sports market ecosystem requires the development of professional competencies and improving the entrepreneurship education of sports science students. During the last years, entrepreneurship has gained importance in the sports sector to maintain competitiveness. Thus, universities need to promote sports sciences students’ entrepreneurial competencies to improve employability. This research aimed to analyze the differences between first-year and fourth-year sports science students regarding the merit of professional competencies within entrepreneurship education. Both groups of students completed a set of tests presenting professional success factors. Cognitive abilities were measured with Intelligence Structure Battery (INSSV - Short Form, S2) and personality traits with Big Five Structure Inventory (BFSI, short-form, S1). Data were processed with confirmatory factor analysis and multigroup moderation analysis. The model showed acceptable fit indices (NFI=0.89, CFI=0.97, and RMSEA=0.08). The multigroup moderation analysis results indicated that the strongest effect on work aspects of the personality of the first-year sports science students comes from Conscientiousness (β=0.97), Openness (β=0.79), and Agreeableness (β=0.72). In contrast, this impact on fourth-year sports science students exists from Extraversion (β=0.85), Emotional stability (β=0.80), and Openness (β=0.80). On another side, an analysis of cognitive abilities revealed that the strongest effect was produced by numerical ability (β=0.94; β=0.84, respectively). The results demonstrated that sub-samples do not differ regarding the latent dimensions of human resources assessment. These results lead to necessary changes in the sports curriculum of the study program related to entrepreneurship education.
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Petrov, V. E., and A. V. Kokurin. "Assessment of interpersonal compatibility of military personnel on the basis of the study of the hierarchy of personality qualities." Psychology and Law 8, no. 1 (2018): 110–18. http://dx.doi.org/10.17759/psylaw.2018080108.
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The article is devoted to the development of the assessment approach diagnol (pairwise) compatibility of professions at particular risk. The assessment of interpersonal compatibility in the line of duty in groups (settlements, crews, outfits, etc.) necessary unity of ideas about the qualities of the ideal colleague (colleague). The technique of determining the relevant personal qualities are pairwise compatible soldiers. The metric basis of measurement amounted to the admission ranking list of 15 socially approved qualities. As a result of the empirical study 163 patients were statistically significant differences in the hierarchy as to the relevance of personality traits among military personnel of different degrees diagnol compatibility. The generated regression model assessing interpersonal compatibility, defined by its normative values and the algorithm works with the method. Testing of the proposed diagnostic approach, as well as the study of the type of distribution of the resulting indicator. The differential abilities of the algorithm of classification of diagnostic images of compatible and incompatible faces are estimated. The technique can be used to assess interpersonal compatibility, not only the military but law enforcement. The approach is aimed at improving the activities of the representatives of the professions at particular risk.
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Leonova, O. I., and E. I. Polikarkina. "Mechanisms for Creating a Psychologically Safe Learning Environment in an Educational Institution of General Education." Psychological-Educational Studies 6, no. 3 (2014): 276–85. http://dx.doi.org/10.17759/psyedu.2014060326.
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At the moment the question of how to create and maintain the psychological safety of the educational environment of the school is not sufficiently studied. Meanwhile, there has been proved its positive effect on the psychological health of students, their emotional and personal well-being, the formation of a meta-subjective and personal educational outcomes. This paper describes a study the purpose of which was to examine and verify empiricaly the features of management activities in the educational organization to create a psychologically safe learning environment. We studied personality traits of the Head of an educational organization by the procedure "Troubleshooting leadership abilities" (E. Zharikova, E. Krushelnytsky), techniques "Diagnosis of the level of burnout" (V.V. Boyko), methods of self-management style assessment (A.V. Agrashenkova, modified by E.P. Ilyin), and methods for rapid assessment of health, activity, mood (SAN). We proposed mechanisms to solve the problem of creating a comfortable and safe learning environment in the educational organization of general education.
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Cheng, Jeremy, Megan E. O’Connell, and J. Stephen Wormith. "Bridging Neuropsychology and Forensic Psychology: Executive Function Overlaps With the Central Eight Risk and Need Factors." International Journal of Offender Therapy and Comparative Criminology 63, no. 4 (September 30, 2018): 558–73. http://dx.doi.org/10.1177/0306624x18803818.
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Recent research expanded theoretical frameworks of criminality to include biosocial perspectives. This article advances the biosocial integration into traditional criminological theories by focusing on the potential contribution of executive function (EF) to Andrews and Bonta’s risk-need-responsivity (RNR) model. EF encompasses a collection of abilities critical to adaptive human functioning, many of which seem to underlie criminogenic risk and need factors. Although the assessment of EF can be elusive, research suggests that offenders with antisocial personality disorder (ASPD) experience EF deficits. Theoretical analysis on neuropsychological and forensic concepts suggests that unitary and discrete EF domains underlie the “Central Eight” criminogenic factors that are related to criminal behavior and, by extension, the RNR model of forensic assessment and treatment. Research and conceptual limitations of the current neuropsychological and forensic literature are discussed along with the limits of our theoretical analysis. A call for more theoretical and applied forensic neuropsychological research is presented.
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Simonet, Daniel V., Katherine E. Miller, Kevin L. Askew, Kenneth E. Sumner, Marcello Mortillaro, and Katja Schlegel. "How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test." Journal of Intelligence 9, no. 1 (March 5, 2021): 14. http://dx.doi.org/10.3390/jintelligence9010014.
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Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point average (GPA) and affective engagement in opposing directions, after controlling for fluid general ability and the Big Five personality traits. Results are qualified by psychometric analyses suggesting only emotion regulation has enough determinacy and reliable variance beyond a general ability factor to be treated as a manifest score in analyses and interpretation. Findings call for renewed, albeit tempered, research on EI as a multidimensional intelligence and highlight the need for refined assessment of emotional perception, understanding, and management to allow focused analyses of different EI abilities.
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Stoliarenko, Olena, Oksana Stoliarenko, Viktoriia Prokopchuk, Larysa Zhuravlova, Iryna Demchenko, Liliia Martynets, and Volodimir Yakovliv. "Fostering a Values-Based Attitude towards a Person in Secondary Schools in the Post-Soviet Space." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 166–88. http://dx.doi.org/10.18662/rrem/13.3/446.
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The article justifies the idea that a child is at the heart of educational activity. Subsequently, an educational activity aims to increase the creative potential and social activity of humane personality and recognize the priority of the free development of personality, the value of human beings and preserve their environment. Accordingly, the article aims to develop and verify the conceptual and methodological principles of the scientific and methodical system for cultivating a values-based attitude towards personality in students and introduce the technologies that will enhance their social decency. The article analyzes theoretical foundations, defines the principles and pedagogical conditions for developing the system of values-based orientations in students from the post-Soviet space on the example of Ukraine and verifies the effectiveness of these conditions experimentally. The experimental stage of the research employs the following methods to obtain the initial data: brainstorming, questionnaires, the methodology of unfinished sentences, “Q-sorting”, diagnosing the socio-psychological adaptation, diagnosing indicators and forms of aggression, empathic abilities, revealing the ability of effective cooperation and constructive communication, assertive behaviour (Diagnosis of accepting others, Goodwill scale, Express trust diagnostics, Express diagnostics of the level of person’s social isolation); a methodology for identifying the attitude “altruism-egoism” of the personality, value orientations, the integral person’s self-esteem, the assessment of moral development. Through all the parts of the experiment, the positive moves in learning the basic humanistic values were done in the value structure of the personality. The analysis of the data gathered during the investigation gives reasons to state, that during the experiment systematic changes of the educational process were made, the level of fostering a values-based attitude to a person among students has increased.
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Liu, Renxuan. "The Relationship between Empathic Deficits and Risk of Antisocial Personality Disorder." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 152–57. http://dx.doi.org/10.54097/ehss.v8i.4241.
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Individuals with antisocial personality disorder (ASPD) account for 2-3% of the overall population, jeopardizing society by violating the laws, mistreating others with disregard, and even more severe attacks. Though with abundant research investigating the etiology of ASPD, empathy, as a critical feature of people with ASPD, has been neglected. Empathy, broadly referring to the ability to perceive others’ feelings and thoughts, plays a vital role in social interactions. Lack of empathy might lead to less prosocial functions and reinforce antisocial behaviors. Hence, the present review sorted the previous studies regarding the relationship between empathetic traits and the development of antisocial personality disorder from the aspects of different dimensions of empathy, direct causation, and neural activity. In general, one dimension of empathy—empathetic concern was found related to the formation of ASPD. Prosociality and parental behaviors are indirectly related to ASPD by affecting empathetic abilities. Innate empathy deficit in toddlerhood also accounts for the ASPD. From the neural aspect, activities in the amygdala, anterior insula, and connectivity between the bilateral amygdala and PCC and precuneus are found to correlate with ASPD while processing emotional cues. Though the relationship between empathy and ASPD is determined, future investigation should focus on other empathy dimensions, detailed findings for different levels of CU traits, and better reliability through assessment. In general, this review might contribute to the prevention and intervention of ASPD by attaching more importance to empathetic traits and parental guidance.
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Tinella, Luigi, Alessandro Oronzo Caffò, Antonella Lopez, Francesco Nardulli, Ignazio Grattagliano, and Andrea Bosco. "Reassessing Fitness-to-Drive in Drinker Drivers: The Role of Cognition and Personality." International Journal of Environmental Research and Public Health 18, no. 23 (December 5, 2021): 12828. http://dx.doi.org/10.3390/ijerph182312828.
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Drunken driving is among the main challenges for road safety by causing worldwide motor-vehicle crashes with severe injuries and deaths. The reassessment of fitness-to-drive in drivers stopped for drunken driving includes mainly psychological examinations. The present study aimed to investigate the effectiveness and the consistency of selected variables of different psychological driving-related dimensions (i.e., cognitive skills and personality) in discriminating 90 male drinker drivers (DD) from matched non-drinkers controls. The Montreal Cognitive Assessment (MoCA), the Mental Rotation Test (MRT), and the Perspective-Taking Test (PT) were administered to assess overall cognitive functioning, and object- and self-based spatial transformation abilities, respectively. Participants completed a computerized test measuring resilience of attention (DT), reaction times (RT), and perceptual speed (ATAVT). The Personality Psychopathology Five scales (i.e., PSY-5: Aggressiveness-AGGR, Psychoticism-PSYC, Disconstraint-DISC, Negative-Emotionality-NEGE, and Introversion-INTR) the validity scale (L) and the dissimulation index (F-K) were scored from the Minnesota Multiphasic Personality Inventory (MMPI-2). A logistic binomial regression analysis (backward subtraction method) was used to identify discriminant predictors. A prediction analysis (ROC curve method) was performed on the final model. Results showed that the scores obtained in MRT, DT, and the personality measures of PSYC, DISC, NEGE, and INTR significantly discriminated DD from their matched controls with moderate-to-good values of accuracy (0.79), sensitivity (0.80), and specificity (0.79), as well as a good AUC value (0.89). In some cases, the personality dimensions provided—reliable—unexpected results. Low scores of PSYC, NEGE, and INTR were found to predict the membership to the DD group; results are discussed with reference to response management. Personality measures should be assessed with particular attention in a forensic context because they are more prone to be feigned than cognitive ones. Overall, the present study confirmed the relevance of integrating different driving-related psychological dimensions in the evaluation of fitness-to-drive showing the usefulness of standardized tools for the reassessment of drinker drivers.
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Varga, Erika, Zoltán Szira, Kinga Ilona Bárdos, and László Hajós. "The Most Relevant Labour Market Competencies for Employers and their Assessment by Students." Practice and Theory in Systems of Education 11, no. 2 (May 1, 2016): 95–104. http://dx.doi.org/10.1515/ptse-2016-0012.
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Abstract Our paper is aimed at examining what principal business competencies (can) enhance the success and competitiveness of employees according to the employers and we also wish to explore what personality traits have a decisive effect on the decision-making mechanism in taking on new staff. At present employers can make selection from a lot of fresh graduates in economics so for them it is essential to know the competencies by which they are classified and ranked by the employers. However, it is also important to bear in mind from which aspects their opinion meet the employers′ expectations. Based on surveying the employers′ expectations, the required competencies play a vital role in the hiring process and they are mainly acquired in practical trainings. An answer is also sought to the question of how the rank order of competencies have been changed, how their role was appreciated and reevaluated and what skills and abilities are no longer or only to a slight extent necessary for success in the labour market vs. the ones that were not required previously but have become indispensable these days. One of our further objectives was to create and test a competency structure tailored to the current Hungarian labour market situation and specialities on the basis of the professional literature.