Artykuły w czasopismach: „Rubinshteĭna”

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Vershik, A. M. "Gennadii Shlemovich Rubinshtein (obituary)". Russian Mathematical Surveys 60, nr 2 (30.04.2005): 337–39. http://dx.doi.org/10.1070/rm2005v060n02abeh000826.

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Zinchenko, V. P. "A Few Words About S.L. Rubinshtein". Russian Education & Society 42, nr 11 (listopad 2000): 85–89. http://dx.doi.org/10.2753/res1060-9393421185.

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Bredikhina, Olga. "S.L. Rubinshtein: The Riddle of Life and Creativity". Journal of Russian & East European Psychology 38, nr 2 (marzec 2000): 56–76. http://dx.doi.org/10.2753/rpo1061-0405380256.

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BOUSCH, THIERRY. "La distance de réarrangement, duale de la fonctionnelle de Bowen". Ergodic Theory and Dynamical Systems 32, nr 3 (5.04.2011): 845–68. http://dx.doi.org/10.1017/s014338571000088x.

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AbstractOn the space of signed invariant measures of Aℕ, one constructs a norm (and hence a distance) that seems to have a particular significance in dynamics. I shall present some of its properties, in particular a duality theorem à la Kantorovich–Rubinshtein, which gives an expression of this distance using couplings.

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Brushlinskii, A. V. "The Principle of Determinism in the Works of S.L. Rubinshtein". Journal of Russian & East European Psychology 31, nr 2 (marzec 1993): 82–92. http://dx.doi.org/10.2753/rpo1061-0405310282.

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Brushlinskii, A. V. "The Principle of Determinism in the Works of S.L. Rubinshtein". Journal of Russian & East European Psychology 40, nr 2 (marzec 2002): 32–44. http://dx.doi.org/10.2753/rpo1061-0405400232.

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McQUERE, GORDON D. "THE MOSCOW CONSERVATORY 1866-1889: NIKOLAI RUBINSHTEIN AND SERGEI TANEEV". Canadian-American Slavic Studies 34, nr 1 (2000): 33–61. http://dx.doi.org/10.1163/221023900x00038.

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Zvereva, N. V., i I. F. Roschina. "To our Readers". Клиническая и специальная психология 6, nr 2 (2017): 1–4. http://dx.doi.org/10.17759/cpse.2017060201.

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The editors’ opening remarks сontains general information about the structure and content of presented journal issue and evaluation of new and classic topics raised by the authors in their articles. The journal issue is devoted to the results of the past conference in memory of the 105th anniversary of one of the founders of Russian diagnostics in medical (clinical) psychology – S.Ya. Rubinshtein (1911–1990).

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M. Deryabina. "R. GRINBERG, A. RUBINSHTEYN. The Individual and the State: The Economic Dilemma". Social Sciences 47, nr 004 (31.12.2016): 103–7. http://dx.doi.org/10.21557/ssc.48032575.

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Kaimanovich, V. A. "The Uniform Distribution on Compact Homogeneous Spaces and the Kantorovich–Rubinshtein Metric". Theory of Probability & Its Applications 30, nr 4 (grudzień 1986): 828–31. http://dx.doi.org/10.1137/1130103.

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Kravchenko, A. S. "Completeness of the Space of Separable Measures in the Kantorovich-Rubinshtein Metric". Siberian Mathematical Journal 47, nr 1 (styczeń 2006): 68–76. http://dx.doi.org/10.1007/s11202-006-0009-6.

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Pavlova, Nadezhda. "The study of subjective and personal characteristics in line with the system-subject approach". Vestnik of Saint Petersburg University. Psychology 13, nr 4 (2023): 462–74. http://dx.doi.org/10.21638/spbu16.2023.402.

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The paper deals with the category formation of "subject" in Russian psychology in line with the subject-activity approach of S.L. Rubinshtein. Then the idea of the subject was developed in the works of A.V. Brushlinsky, as well as in the systemic-subjective approach of E.A. Sergienko. It is shown that S.L. Rubinshtein formulated the position about the subject as an active doer, the creator of his life and history. This position was further significantly enriched by A.V. Brushlinsky due to his continuum-genetic theory and resulted in a new direction – the subject psychology as an integrative study of human psychology. The system-subject approach of E.A. Sergienko is a development of the subject psychology and combines systemic and subject-activity approaches. It substantiates the level understanding of the criteria of subjectivity. It is proposed to consider the categories of subject and personality in the unity of individuality, but at the same time having their own specifics. The personality is a nuclear, content aspect (generation of meanings, values, orientation). While the subject is an individual opportunity for choices, goals, and the implementation of tasks, taking into account both situations, as well as individual orientation and interactions’ meanings. The specific functions of the subject and personality are described. The development concept of subject and personality at the entire ontogenesis stage is presented. A processual understanding of psychological maturity is proposed. Studies clarifying and verifying the system-subject approach are summarized: the subject and the personality characteristics of people of different professions in relation to the time perspective; mental resources for regulating behavior at the late ontogenesis stage. It is concluded that the development principle and the subject psychology can become the basis for a holistic study of human psychology and the unification of various schools and paradigms, theory and practice.

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Podgornik, Rudi. "Book Review: Polymer Physics. M. Rubinshtein and R. H. Colby, Oxford University Press, 2003". Journal of Statistical Physics 115, nr 5/6 (czerwiec 2004): 1757–61. http://dx.doi.org/10.1023/b:joss.0000028242.25527.8b.

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Līduma, Anna. "PEDAGOGICAL PSYCHOLOGICAL CORRELATIONS OF POTENTIALS AND ABILITIES". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (24.07.2015): 570. http://dx.doi.org/10.17770/sie2014vol1.787.

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The existing diverse opinions of pedagogues on innate potentials and abilities stimulated carrying out of the research. The research provides characteristics correlations of potentials and abilities in musical activity. The theoretical basis is found in the verities on the essence of innate potentials and abilities by such psychologists as Rubinshtein, Teplov, Bodalev, etc, music psychologists’ (Mjasishchev and Gotsdiner etc.) verities on manifestations of giftedness and musicality levels. For promotion of pedagogically psychological means, the verities by psychologist Students, pedagogues Dekens and Vikmane are researched. The objective and subjective conditions for activating of potentials and abilities have been researched, the promotion practice of abilities has been analyzed at preschool pedagogical process in x primary school in the school year of 2013/2014.

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Voskoboynikov, Fred. "AN INTRODUCTION TO THE THEORY OF ACTIVITY (To the memory of my dear friend Gregory Bedny)". Science and Education 2020, nr 3 (marzec 2020): 84–91. http://dx.doi.org/10.24195/2414-4665-2020-3-12.

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In this paper we present a brief overview of general, applied and systemic-structural activity theories. Activity Theory (AT) was created in the former Soviet Union by three prominent scholars - Vygotsky, Leont'ev and Rubinshtein. General activity theory was first introduced by the Sergey Rubinshtein (1958). It was further developed in the works of Leont'ev (1977) and Vygotsky (1978). The development of AT was shaped by the practical demand of ergonomics, engineering psychology and education. The important requirement of psychological studies in the former Soviet Union was a possibility to utilize psychology for practical application and particularly in the study of human work and learning. Thus, the effect of practical application on AT is not accidental. With the development of mechanization and automation in the industry, in transport, in the military sphere and in other modern fields of human activity it became obvious, that the direct application of the general activity theory for the study of human activity was not possible. The theory received recognition in the West, and particularly in the USA. We will consider basic concepts of activity theory and will outline some difficulties which Western scientists experience in their interpretation and application of the theory in science and practice. To the response of technological progress, a more advanced theory, namely, applied activity theory (AAT), was created in the works of a number of Soviet psychologists in the 1970s. The Rubinstein-Leont'iev-Vygotsky's general activity theory became the theoretical and philosophical basis of applied activity theory. Creation of AAT was the first step in an attempt to apply activity theory to the study of human activity. The further development of applied activity theory led to the creation of the systemic-structural activity theory (SSAT) as an independent direction of AAT. The theory was founded by Gregory Bedny1 (2007). The creation of SSAT has greatly advanced the science of activity because it can be applied to the study and practice of human work. The focus of this article will be mostly on the Systemic-Structural Activity Theory (SSAT).

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Semenov, Igor. "Philosophical, psychological, organisational and teaching activity of S. L. Rubinshtein in the academic science and university education". St.Tikhons' University Review. Series IV. Pedagogy. Psychology 61 (30.06.2021): 119–44. http://dx.doi.org/10.15382/sturiv202161.119-144.

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Kishkilev, S. Y. "Relationship between the Concepts “Self-Awareness”, “Self-Consciousness”, “Samosoznaniye” and “Samopoznaniye”". Psychological-Educational Studies 10, nr 3 (2018): 46–55. http://dx.doi.org/10.17759/psyedu.2018100305.

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The article presents a comparative description of the concepts «self-awareness», «self-consciousness», «samosoznaniye» and «samopoznaniye» in English and Russian psychological literature. Reflected the results of scientific papers on various components of "I", compared the approaches to study these phenomena, given the characteristic of methods of their empirical study. As the basic approaches to understanding the studied phenomenon’s we took works of Silvia P. J., Duval T. S. (A theory of objective self-awareness), Fenigstein A., Scheier M. F., Buss A. H. (Public and private self-consciousness: Assessment and theory), Rubinshteyn S.L. (Being and consciousness), Stolin V.V. (Self-awareness of personality), Сhesnokova I.I. (The problem of self-awareness in psychology). Established differences in understanding of these phenomena, which are considered to be contiguous. The author makes an attempt to interpret foreign terms and offers their translation. This work will be one of the steps towards the unification of psychological terms and theories.

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Sokolova, E. E. "The Dialectical Logic of S.L. Rubinshtein and A.N. Leontiev and the Logical Foundations of Contemporary Psychology's Network Paradigm". Journal of Russian & East European Psychology 51, nr 4 (lipiec 2013): 67–93. http://dx.doi.org/10.2753/rpo1061-0405510404.

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Algartova, Gulzhan, Mergembay Kurgambekov i Gulmira Kudassova. "Development of technical creativity of Kazakh youth is the basis of socio-economic and cultural development of the whole state". New Trends and Issues Proceedings on Humanities and Social Sciences 8, nr 3 (4.10.2021): 203–15. http://dx.doi.org/10.18844/prosoc.v8i3.6412.

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The problem of technical creativity as a type of spiritual production is the subject of socio-philosophical research, which has its own content and structure. The purpose of the presented article is to disseminate the results of the study on the formation of the foundations of technical creativity among the Kazakh youth of secondary schools of the Aktobe region in the period 2017-2020.The methodological apparatus of the research: the socio-philosophical problems of technical creativity were introduced by the researchers S. L Rubinshtein, P. S. Engelmeyer; psychological characteristics of personality abilities - Ch. Spearman, V.N.Druzhinin; communicative, regulatory and cognitive functions of the psyche - B.F. Lomov, S.V. Myskin Research base: participants in the pedagogical process of secondary schools No. 23,17,27,1,26, Aktobe, Aktobe region of the Republic of Kazakhstan. According to the research results - the levels of creativity were highlighted: low, medium, sufficient, high; the functional capabilities of a subject teacher, focused on the development of creative thinking, activation of imagination Key words: technical creativity, Kazakhstani youth, practical activity, general education, functionality, levels of creativity

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Romanovsky, N. V. "The Experience of Using of Social and Creative Activity in the Psychological Rehabilitation of People with Disabilities". Psychological-Educational Studies 11, nr 4 (2019): 157–70. http://dx.doi.org/10.17759/psyedu.2019110413.

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The article aim is analyzing the effect of innovative ergo and art therapy techniques “Ebru” in the social and creative rehabilitation of people with severe movement disorders using the example of working with a young man (26 years old) with a with spinal cord injury. The article gives a detailed description of this technique, which is the best suited for people with such disorders, because it is quite easy to learn, for drawing it is not necessary to be able to carry out subtle differentiated movements of the hands. The article describes the rehabilitation strategy used, identifies the advantages and limitations when working with this category of persons with disabilities, defines the conditions under which the advantages of the method can be fully realized. In order to study the personality characteristics of the rehabilitant, psychological diagnostics was carried out using the methods: Dembo-Rubinshtejn self-assessment method, questionnaire "Quality of life" (S. Kreitler), test "Life Orientation Test", test of hardiness, method "Dreams, hope, fears and anxiety" (A.M. Prikhozhan), and "Tree" method. The environmental resources of the rehabilitant are also analyzed. The question about creation a complex rehabilitation environment is raised.

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Bezgodova, S. A., A. V. Miklyaeva i V. V. Tereshchenko. "Attitude to Coming-of-Age in Adolescents of Saint-Petersburg and Smolensk in Context of their Resiliency". Bulletin of Kemerovo State University, nr 3 (27.10.2018): 77–84. http://dx.doi.org/10.21603/2078-8975-2018-3-77-84.

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The article features an empirical study of the attitude of adolescents to coming-of-age with various resiliency in St. Petersburgand Smolensk. The research employed a modified version of the Dembo-Rubinshtein selfevaluation methodology. The actual and ideal self-esteem of the teenagers was measured in terms of «adulthood», «willingness to be an adult» and «desire to grow up»; their resilience was assessed with the help of a screening version of the Resiliency. The characteristics of the regulatory, moral and reflexive spheres were assessed according to the Self-Assessment Scale of Personal Maturity. The research demonstrated that adolescents from Smolenskassessed their desire to grow up significantly higher than those from St. Petersburg, while their level of actual and ideal self esteem of adulthood remained the same. The adolescents from St. Petersburgshowed lower rates of conative, reflexive and moral maturity, as well as resiliency, primarily in terms of involvement and control. Depending on the strategy of growing up, resiliency is a resource (for an internally coordinated strategy of coming-of-age) or a personal condition for exercising control over one's own life (for an internally conflicting strategy of coming-of-age). The data obtained are used in the psychological and pedagogical accompaniment of adolescents growing up in different sociocultural conditions. There is a tendency to further research on the influence of socio-cultural factors on the implementation of a particular coming-of age strategy and teenagers’ attitude.

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Andronnikova, O. O. "PSYCHO-EMOTIONAL CHARACTERISTICS OF BOYS AND GIRLS WITH DEATH ANXIETY". Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, nr 1 (2022): 50–57. http://dx.doi.org/10.18323/2221-5662-2022-1-50-57.

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The paper studies psycho-emotional characteristics of adolescents with different types of attitudes towards death. The theme of death becomes especially relevant and requires understanding during adolescence, sensitive to existential fears. In adolescence, an attitude towards death is developed, which depends both on the individual experience of facing death and on other personal characteristics of an adolescent. In the future, this attitude can affect psychological health, the definition of the meaning of life, and the specifics of behavior. The paper analyzes the psychological ideas of fear of death and the factors of its occurrence and the characteristics of adolescence, describes the features of thanatophobia manifestation in teenage years. Based on a theoretical review, the author hypothesized that self-esteem, anxiety, depression, and attitude towards death affect the emergence of thanatophobia in adolescence. The empirical sample consisted of teenagers (N=172) from Novosibirsk schools aged 15–17 years, from which 70 boys and 102 girls are. The average age of survivors was 15.8 years (max=17, min=15). In the study, the researcher used the following techniques: D. Templer Death Anxiety Scale; the “Metaphors of personal death” method by J. McLennan; the Beck Depression Scale; the Kondash scale of socio-situational anxiety; and Dembo-Rubinshtein technique for measuring self-esteem. The dispersion analysis showed that differences in the level of ambitions, negative metaphors of death, and preoccupation with physical changes are significant in terms of gender-role. The correlation analysis identified the relationship between the perception of death and death anxiety.

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Hurina, Zoia. "Formation of the life competence as the basis for personalized development of a primary school child". HUMANITARIUM 41, nr 1 (30.12.2019): 74–81. http://dx.doi.org/10.31470/2308-5126-2019-41-1-74-81.

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The article presents the research theoretical analysis of personality’s competence, it reveals its components and characteristics; the competence is considered from the point of view of cultural-historical theory of higher psychic functions made by L. Vyhotskyi, according to which the intellectual development of personality is implemented through acquisition by meanings of words and visual symbols, as well as it demonstrates the procedural-active approach (S. Rubinshtein, A. Brushlynskyi, L. Venher), in which the key concept is «thinking and ability», and it is determined that the essence of intellectual education should consist in formation of personality’s ability to understand and generate the new thoughts. Competence is defined by scientists as the ability to make decisions and bear responsibility for their implementation in various fields of human activity. The concept of competence implies combination of physical and intellectual qualities of a person and the properties necessary for independent and effective way out from different life situations. Competence implies the appropriate level of personal mechanisms development, such as repetition, identification, imitation, empathy, reflection, image of «I», conscience, corresponding to age opportunities and individual life stories of a child. In psychological and pedagogical literature, different aspects of competence are considered: competence in communication, cognitive competence, social and psychological competence, life competence, etc. Communicative competence is considered as a system of internal resources necessary for building the effective communication in a certain range of situations during the interpersonal interaction. Cognitive competence makes it possible to determine what is true and what is false. Competence in the emotional-volitional sphere implies the preschooler’s morality formation. As the indicators of vital competence the scientists determine the activity of a child in gaming, subject-practical activities, communication and basic qualities formation in personality.

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Dolgorma Ts., Anudarieva, Kopylova Lyubov V. i Lesnyanskaya Zhanna A. "Opportunities for the Formation of an Ecological Culture of University Students Through the Implementation of a Social Project for the Management of Solid Municipal Waste". Scholarly Notes of Transbaikal State University 17, nr 1 (luty 2022): 37–47. http://dx.doi.org/10.21209/2658-7114-2021-17-1-37-47.

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The article describes the assessment of the practice of active participation of university students in the implementation of activities of the social project “Organization of environmental education and the formation of environmental culture of the younger generation in the field of solid waste management.” The aim of the study was to form the ecological culture of university students through their participation in environmental education activities as part of a social project. The methodological basis for studying the problem of environmental education and the formation of environmental culture of university students is represented by the works of E. V. Girusov, S. N. Glazachev, A. N. Zakhlebny, I. D. Zverev, A. N. Leontyev, N. N. Marfenin, S. L. Rubinshtein, A. D. Ursula, V. A. Yasvin and others. The research methods are: analysis, synthesis, comparison, generalization of scientific literature on the research problem, psychological and diagnostic testing. In the course of the study ascertaining stage implementation, the diagnostics of the level of the ecological culture formation of university students has been carried out. The results have showed the presence of a problem – an insufficient (average) level of ecological culture formation, which indicated the need for work aimed at its further formation. The formative stage has been aimed at attracting volunteer students to participate in the project, through the organization and conduct of environmental campaigns, creative contests, events for environmental education and education of the target group, helping to form their understanding of the importance of separate collection and recycling of waste. The study of the possibility of the ecological culture formation of university students has not been completed, it is planned to conduct a control stage to assess the effectiveness of environmental education work.

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Andreeva, A. D., L. A. Begunova i A. G. Lisichkina. "Features of the Internal Position of an Adult in Modern Students of Early Adolescence". Психологическая наука и образование 28, nr 2 (1.06.2023): 58–69. http://dx.doi.org/10.17759/pse.2023280205.

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<p>The article presents the results of an empirical study dealing with the features of the adult internal position as a motivational basis for self-determination in modern high school and college students. The study aims to analyze the adult internal position in adolescent students, which is seen as a confluence of the social need for autonomy and the cognitive need for professional education. The hypothesis was tested that the peculiarity of the studied psychological phenomenon is due to the fact that the external conditions of development (environmental factors and institutional requirements for growing up) outpace the formation of internal conditions that ensure the modern young people’s individual psychological readiness for self-determination. We tested the assumption that the institutional requirements for adulthood outpaced the modern young people’s individual psychological readiness for self-determination. Standardized scale methods were used to diagnose the level of professional identity (A. Azbel), the level of ambition and self-esteem (the Dembo-Rubinshtein scale modified by A. Prikhozhan), the level of subjective control (modified by A. Gretsov), as well as to study the emotional attitude towards learning (modified by A. Andreeva-A. Prikhozhan). The sample of the study is 191 people, high school and colleges students from Moscow and Orsk. Correlative, cluster and factor analysis of the data obtained confirmed the assumptions made about the structure of the adult internal position in the early youth and the features of its formation in post-industrial societies. It is shown that the formation of the professional identity of modern high school and college students is more consistent with the objective requirements of the social situation, rather than the level of personal maturity necessary for making informed decisions.</p>

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Kostrigin, A. "Quantitative Analysis of the Publications of the Institute of Psychology of the Russian Academy of Sciences on the Scientiﬁc Direction of the Methodology of Psychology in 2002–20216". Psikhologicheskii zhurnal 43, nr 5 (2022): 99. http://dx.doi.org/10.31857/s020595920022788-2.

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The article substantiates a new object of quantitative historical-psychological research – publications in a certain scientific direction. The authors refer to the study of the scientific direction of methodology of psychology in the publications of the Institute of Psychology of the Russian Academy of Sciences for 2002–2021. The criteria for selecting research material (publications and their content for creating a text corpus) are described, indicators of bibliometric and scientometric analysis are listed, and procedures for determining separate indicators of analysis of a text corpus of publications are considered. The results of a quantitative analysis of the publications of the Institute of Psychology on the methodology of psychology (a total of 18 books – author's and collective monographs, collections of articles) are presented for five-year periods (2002–2006, 2007–2011, 2012–2016, 2017–2021), the following indicators are demonstrated: the distribution of the number and the volume of publications, the frequency of new and recurring authors, the share of authorship of the Institute's employees, the frequency of words for the entire study period and the key phrases of text corpora by five years, the number of citations of each publication and groups of publications by period, articles with the largest number of citations, the share of citations of publications by methodology psychology among the citations of all editions of the Institute of Psychology. It is concluded that methodological issues are significant for the research activities of the staff of the Institute of Psychology, but a narrow circle of researchers is formed around it (both employees of the Institute and authors from other organizations). The methodological publications discuss the Institute's traditional methodological approaches (complex, systemic, and subjective) and principles (of development), problems of developmental psychology, methodological issues of certain branches of psychology and various applied fields, consider the concepts of prominent scientists who influenced the theoretical and methodological developments of the Institute (B G. Ananiev, S.L. Rubinshtein) and those who directly formed methodological issues at the Institute (A.V. Brushlinsky, B.F. Lomov, K.K. Platonov, Ya.A. Ponomarev).

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Shabanov, Artyom G. "Professional Self-determination of Adolescents (on the Example of the Primary Branch of the Russian Movement of Children and Youth)". Siberian Pedagogical Journal, nr 4 (7.09.2023): 35–45. http://dx.doi.org/10.15293/1813-4718.2304.04.

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The article substantiates the significance of the activities of the adviser to the director for education and interaction with children’s public associations for the professional self-determination of adolescents. The socialization of adolescents is an important process in the development of a personality and consists of many aspects, such as socio-economic, political, cultural, professional, etc. Within the framework of this topic, the main aspect of the socialization of adolescents will be social and professional self-determination through the activities of a public organization of children and youth. In our opinion, this is one of the effective means that can help adolescents not only make a more informed choice that comes through understanding their capabilities and goals. The article determines with the help of what methods and forms the successful professional self-determination of adolescents in the public organization of children and youth will be carried out. The purpose of the article is a theoretical substantiation and experimental confirmation of the methods and forms of professional self-determination of adolescents on the example of the primary department of the Russian Movement of Children and Youth. The theoretical and methodological basis of the study was: the ideas about the relationship between the individual and the social L. S. Vygotsky, A. N. Leontiev, S. L. Rubinshtein; approaches to the socialization of teachers, psychologists, sociologists A. G. Asmolov, A. V. Petrovsky, A. V. Mudrik, Yu. B. Boltunov, A. I. Shcherbakov, S. G. Gellerstein, the concept of individuality A. Anastasi and L. Tyler; the theory of job satisfaction by Herzberg, the concept of “individual style of activity” by E. A. Klimov, the theory of professional suitability by K. M. Gurevich. In conclusion, the implemented measures for the preliminary selection of children according to their personality type and preferred professional activities in the directions of the primary department of the RDDM, as well as the systematization of career guidance work, are shown.

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Romenkova, Valentīna. "THE PROBLEM OF ADAPTATION OF PRESCHOOL CHILDREN FOR A PRESCHOOL INSTITUTION". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (3.07.2023): 100–109. http://dx.doi.org/10.17770/sie2023vol2.7145.

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The problem of adaptation of the child in kindergarten is still rather relevant. Despite the fact that the issue was raised by the classics of preschool pedagogy and psychology (Rubinshtein, 1957; Aksarina, 1977; Bure, 2014; Bozhovich, 1967), there are currently no answers to several important questions related to adaptation in general and to the adaptation of children. This is due to the complexity and diversity of the adaptation mechanism inherent in all living beings. The process of adaptation studied by different sciences affects different levels of adaptation to changing environmental conditions: from cells to society.In relation to a preschool child, it is important to determine the structure of the adaptation process, including such diverse phenomena as the nature of sleep, nutrition, health indicators, emotional state, as well as attitudes towards relatives and alien adults and children, the ability to actively act in a new social environment. The idea of this study grew out of the need to hierarchize the child's individual ways of responding to a new environment and to determine the sequence and timing of normative adaptation. Currently, there are very different assessments of the ability of a preschool child to be included in a social environment that is conditionally unfamiliar to him.Firstly, most authors consider the adaptation period to be extremely painful and difficult for a child, in which he is able to receive a load of difficult experiences and health disorders. The severity of the process is often estimated by the level of morbidity in children during the period of adaptation. Secondly, the course of the adaptation process itself is determined from 2 weeks to six months. Also, the specifics of children of different ages getting used to kindergarten, as well as the time when the beginning of his attending is the most favorable, has not been studied.The aim of the study is to determine the structure of the process of adaptation of children of primary preschool age in a kindergarten.

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Miloradova, N. E. "Scenario tendencies of professional genesis of investigators of pre-trial investigation agencies of the National police of Ukraine". Law and Safety 76, nr 1 (20.02.2020): 153–51. http://dx.doi.org/10.32631/pb.2020.1.22.

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The author of the article has presented results of a thorough analysis of international (A. Adler, E. Bern, R. Brasington, T. Keller, C. Toich, S.B. Karpman, K. Steiner, etc.) and domestic (K. O. Abulkhanova-Slavska, O. O. Bodalov, Ye. I. Holovakha, E. F. Zeier, Ye. O. Klimov, N. S. Priazhnikova, Ye. Yu. Priazhnikov, S. L. Rubinshtein, E. E. Symaniuk, etc.) approaches to consider specific features of professional development of individuals and formation of scenario tendencies for self-deployment within personal and professional fields. Based on the analysis of the works of the mentioned scholars the author has distinguished and substantiated the existence and has provided characteristics to five basic types of scenarios of professional genesis of investigators: rapidly growing (gradual increase of indicators of all basic psychological characteristics); growing (increase in indicators of one or two basic psychological characteristics); averaged (absence of changes in indicators of basic psychological characteristics, presence of average indicators of basic psychological characteristics); decreasing (decrease in indicators of one or two basic psychological characteristics) and rapidly decreasing (gradual decrease in indicators of all basic psychological characteristics). It has been stated that it is possible to distinguish within each of these scenarios, variants of the scenario depending on the level of manifestation of indicators of the basic psychological characteristics of professional genesis. The list of possible advantages and risks of the development of the scenarios of professional genesis of investigators has been determined. The advantages and risks are related to both external and internal factors. It has been emphasized that it is necessary to pay attention to the fact that the transition from one stage to another and from stage to stage within the stage can produce changes in their characteristics while analyzing scenario tendencies of the employees of investigative units. It has been noted that the study of professional genesis of investigators starting from the stage of conscious choice of the professional path up to the moment of dismissal from the National Police through the prism of scenario approach makes it possible to comprehensively analyze professional self-deployment of individuals through the analysis of the correlation and mutual interaction of indicators of the basic psychological characteristics and conditions of the professional environment within each of the stages.

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Olkhova, Yu V. "FEATURES OF DEVELOPMENT OF LIFE-BUILDING COMPETENCE IN HIGH SCHOOL STUDENTS". Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 62, nr 4 (30.12.2022): 135–50. http://dx.doi.org/10.25146/1995-0861-2022-62-4-375.

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Statement of the problem. The category of life planning is used in the Federal Educational Standard to describe the educational outcomes of secondary school students: graduates must demonstrate the willingness and ability to set goals and make life plans. However, the document itself does not define the concept and does not systematically describe the conditions for the formation of the ability to set and implement life plans. Our study proposes the concept of life-building competence, which provides high school students with the readiness and ability to make life plans, describes its component and level structure. The purpose of the article is to describe the features of the development of life-building competence in high school students. The theoretical and methodological basis of the study includes the provisions of existential psychology and pedagogy (L. Biswanger, M. Heidegger, A. Langle, M.I. Rozhkov, O.I. Andreeva, etc.), the concept of the life path (Sh. Buhler, S. L. Rubinshtein, B.G. Ananiev, I.S. Kon), the concept of life planning (O.S. Rapotsevich, A.V. Napris, I.N. Astafyeva, etc.), competence-based approach to education (I. A. Zimnyaya, A.V. Khutorskoy, Yu.G. Tatur, etc.), ecological-personal approach to the study of the educational environment (W. Bronfenbrenner, V.A. Yasvin). In the course of the study, a theoretical analysis of scientific sources on the research problem was made, a diagnostic complex was developed and implemented, aimed at determining the levels of life arrangement in high school students, methods of mathematical data processing were applied. Research results. In the course of a theoretical study, the authors defined the concept of a life plan, the concept of life-building competence, and described the components of competence. In the course of an empirical study, the levels of development of each component and the competence of life arrangement in general among high school students in the city of Krasnoyarsk were identified. Conclusion. Conclusions are drawn about which components of life-building competence in high school students are developed at a high level and are resourceful for the development of other components, and which components require purposeful development. The distribution of students according to the developmental levels of life-building competence is presented. The requirement for an educational environment that ensures the development of life-building competence in high school students is formulated.

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Semenov, Igor Nikitovich. "To the 50th anniversary of the Institute of Psychology in the system of the Academy of Sciences and the 100th anniversary of the school of S. L. Rubinshtein: scientific and organizational contribution of its creative andhuman capital". Izvestia of the Russian Akademy of Education, nr 3 (2022): 163–80. http://dx.doi.org/10.51944/20738498_2022_3_163.

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Комаров, А. В. "“Might be Useful Later”. Student Exercises and Orchestrations by Tchaikovsky". Научный вестник Московской консерватории, nr 1(32) (28.03.2018): 84–131. http://dx.doi.org/10.26176/mosconsv.2018.32.1.04.

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Предлагаемая статья представляет собой комплексное исследование малоизученной сферы творческого наследия П. И. Чайковского — его ученических работ. Эта группа сочинений датируется 1863–1864 годами, когда будущий композитор проходил обучение в классе инструментовки А. Г. Рубинштейна в Санкт-Петербургской консерватории. Особый интерес к данной области продиктован, главным образом, тенденциями современного исторического и теоретического музыкознания. В последнее время в исследовательской литературе часто обсуждается тема профессионального становления композитора на фоне определенного исторического этапа музыкального образования. Рассмотрение этой темы на примере одного из самых выдающихся представителей музыкального искусства имеет особую важность и интерес. Сохранилось 19 ученических работ Чайковского. Среди них 15 оригинальных пьес для различных инструментальных составов и 4 инструментовки произведений других композиторов. В статье освещена история написания работ, воссоздан контекст их появления в учебном курсе Санкт-Петербургской консерватории, проанализирована специфика авторской записи пьес и отмечены особенности музыкальной композиции. Ученические работы Чайковского представлены и как уникальные свидетельства композиторского образования в начальный период работы Санкт-Петербургской консерватории, и как первые творческие опыты Чайковского, в которых он проявил себя весьма неординарно, и как область находок целого ряда композиционных приёмов, использованных позднее. Исследование ученических работ показало, что данная область является важным компонентом наследия великого композитора, и знакомство с ней поможет лучше понять характерные черты творческого облика Чайковского вообще. The proposed paper represents a comprehensive study of the little-known sphere of Pyotr Tchaikovsky’s creative heritage — his student exercises. This group of works dates from 1863–1864, by the time when the future composer has been studied in the class of orchestration by Anton Rubinshtein at the St. Petersburg Conservatory. Interest in this area relates to contemporary tendencies of historical and theoretical musicology. Recently, the research literature deals with the topic of the professional development of the composer against the background of a certain historical stage of music education. The subject considered on the example of one of the most outstanding representatives of musical art is of special importance and interest. 19 student exercises by Tchaikovsky come up to our days. Among them are 15 original pieces for different instrumental combinations and 4 orchestrations of works by other composers. The paper highlights the history of composing works, recreates the context of their appearance in the educational course of the St. Petersburg Conservatory, analyzes the specifics of the author’s notation of pieces and notes the features of their composition. Student exercises by Tchaikovsky are presented as unique evidence of education of composer in the early period of the work of the St. Petersburg Conservatory, and as the first creative experiences of Tchaikovsky where he showed himself very uncommonly, and as a field of findings of several compositional acceptances used later. The study of student works showed that this area is an important component of the great composer’s heritage, and acquaintance with it will help to better understand the characteristic features of the creative face of Tchaikovsky in general.

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Осницкий, А. К. "Personal and behavioral aspects of cognitive, communicative and regulatory abilities". Психолого-педагогический поиск, nr 4(68) (22.12.2023): 115–27. http://dx.doi.org/10.37724/rsu.2023.68.4.014.

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Рассматриваются проблемы исследования когнитивных, коммуникативных и регулятивных способностей с позиций деятельностного подхода (А. Н. Леонтьев, С. Л. Рубинштейн, Б. М. Теплов). В соответствии с взглядами С. Л. Рубинштейна уточнено понятие деятельности как проектируемой, целенаправленной активности, подчеркнут социальный аспект освоения деятельности и ее отличия от реактивного и импульсивного поведения. Сопоставлены подходы Б. М. Теплова, А. Н. Леонтьева и С. Л. Рубинштейна к определению способностей, выявлены сходство и различия в их теоретических позициях. Представлена ретроспектива исследований способностей в научной школе Б. М. Теплова, где, помимо познавательных, коммуникативных и предметно преобразующих, рассматриваются способности человека к саморегуляции своего поведения и действий. Подчеркнута значимость современной модели М. К. Кабардова «Учитель — Метод — Ученик» для диагностики и развития способностей учащихся и педагогов в их взаимодействии, в рамках которой исследование общей способности к саморегуляции осуществляется преимущественно через изучение конкретных механизмов осознанной системы саморегуляции (О. А. Конопкин) и сформированности компонентов ценностного, рефлексивного, операционального, коммуникативного регуляторного опыта и «привычной активизации». Раскрыты возможности развития регуляторного опыта и общей способности человека к саморегуляции и представлена методика, позволяющая провести диагностику сформированности регуляторного опыта учащихся и педагогов в профессиональном самоопределении. Обращено внимание на присущую отечественной психологии ориентацию на необходимость формирования рефлексивного опыта на всех этапах развития и обучения человека. The problems of studying cognitive, communicative and regulatory abilities are considered within the activity approach (A. N. Leontyev, S. L. Rubinshtein, B. M. Teplov). The paper treats the concept of activity according to S. L. Rubinstein, as designed purposeful actions. We also focus on the social aspect of performing such activity and on its differences from reactive or impulsive behavior. The article compares the approaches of B. M. Teplov, A. N. Leontyev and S. L. Rubinstein to determining abilities, and reveals similarities and differences in the scholars’ theoretical positions. Retrospective research into abilities in B. M. Teplov’s school is presented, which considered, in addition to cognitive, communicative and subject-transforming abilities, a person’s ability to self-regulate his/her behavior and actions. We note the importance of the modern model suggested by M. K. Kabardov “Teacher — Method — Student” for diagnostics and development of abilities of students and teachers in their interaction. Within its framework, it is possible to study the general ability to self-regulation, mainly through the study of specific mechanisms of the conscious system of self-regulation (O. A. Konopkin) and the formation of the components of value-based, reflexive, operational, and communicative regulatory experience and “habitual activation.” The research demonstrates possibilities of development of regulatory experience and a person’s general ability for self-regulation and suggests a methodology that makes it possible to diagnose the formation of the regulatory experience of students and teachers in professional self-determination. Attention is drawn to the inherent focus of Russian psychology on the need to form reflective experience at all stages of human development and learning.

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Kharlamenkova, N. E., D. A. Nikitina, N. E. Shatalova i E. N. Dymova. "Psychological Consequences of Experienced Stress in Childhood — Phenomena of "Abandonment" and "Involvement"". Клиническая и специальная психология 11, nr 3 (2022): 71–96. http://dx.doi.org/10.17759/cpse.2022110303.

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The article deals with the fundamental problem of psychology, devoted to the theoretical analysis of the specifics of the child's experience of stressful situations with different levels of traumatization. Along with the lack of childhood stress understanding and research, the very principles of differentiation between every day and traumatic stress remain the least studied. In the theory of post-traumatic stress, it has been proven that one of the criteria for the danger/safety of a life situation is a person's subjective evaluation of the life threat degree. Such an assessment is based on the individual's representations of psychological safety and its components, such as "internal comfort", "experience/awareness" and "positive environment". In the course of a theoretical analysis of the problem of child's stress, we have shown in the article that a child's feeling of internal comfort and stability depends on the degree of the environment activity, its ability not only to protect the child, but also to provide additional opportunities. In accordance with the purpose of the work, the primary emphasis is not on the resourcefulness of the child's social environment, but on its limitation — the phenomena of "abandonment" and "involvement", which are analyzed taking into account a specific context — the impact on the child of everyday stressors and stressors of high intensity. The methodological basis of the study was the system (B.F. Lomov) and subject-activity approaches (S.L. Rubinshtein, A.V. Brushlinsky and others), the dynamic approach to the study of personality (L.I. Antsyferova). Focusing on these approaches has allowed us to consider the child stress in accordance with a whole system of factors (the nature of the stressor, supporting/non-supporting social environment, etc.). The methods of abstraction, formalization and interpretation are used as theoretical procedures. On the basis of an expert assessment, the features of reactions to everyday stress (situations of interaction of a child with parents and peers) are highlighted, which, unlike traumatic stress (situations of an extreme nature), are not determined by the impact of a specific stressor, but arise as a response to a latent cause of a diffuse nature associated with violation of social and information safety of the child. Manifestations of everyday stress act as a child's reaction to the feeling of "abandonment", which turns out to be associated with emotional, social and informational deprivation, with the leveling or distortion by adults of the child's social roles (the role structure of interaction). The feeling of being "involved" in the context of a traumatic event is accompanied by physical deprivation and a more intense experience of emotional deprivation (emotional rejection), including the child in non-normative social relations and imposing obligations on him that do not correspond to the level of the child's physical, social and mental maturity. The phenomena of abandonment and involvement are analyzed using examples of various situations of everyday and psycho-traumatic nature.

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Ivanova, A. V., i M. D. Olesova. "Formation of value orientations in students through the olonkho epic". Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, nr 4 (27.12.2023): 14–19. http://dx.doi.org/10.25587/2587-5604-2023-4-14-19.

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The choice of the research topic stems from the relevance of forming value orientations in young people in modern conditions, and the insufficient theoretical and practical development of the problem, taking into account regional, in particular ethno-pedagogical conditions. During any crisis in society, the most vulnerable segment of the population is young people. Education faces the task of forming value orientations of students based on traditional values: family values, national culture, healthylifestyle, etc. This article examines the epic as a means of forming value orientations of students. When developing approaches to content and logic, the research relied on the works of: philosophers L. V. Baeva, D. A. Leontyev, N. O. Lossky and others; sociologists V. G. Alekseev, V. P. Tugarinov, V. A. Yadov and others; psychologists B. S. Alishev, A. G. Asmolov, B. S. Bratus and others; and teachers A. V. Kiryakova, D. A. Nemtsova, M. A. Rasulova and others. Our study is also based on humanistic ideas of personalityoriented education, developed in the research of N. A. Alekseev, E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya and others; the theory of the activity approach in the works of G. S. Batishchev, E. V. Ilyenkov, S. L. Rubinshtein, V.D. Shadrikov and others; ideas and provisions of ethnopedagogy by G. N. Volkov, N. D. Nikandrov, I. S. Portnyagin, A. D. Semenova and others. The development of the program “The potential of the Olonkho epic in education” was carried out on the basis of the works of Yakut scholars N. V. Emelyanov, V. V. Illarionov, P. A. Oyunsky and others. To realize the purpose of the research and the content of the material, the following research methods were used: general theoretical (analysis and synthesis, deduction and generalization); empirical (observation, expert survey, questionnaires, experimental work, quantitative and qualitative analysis of the results obtained). The article defines the theoretical and pedagogical foundations and develops rational pedagogical ways to ensure the formation of value orientations of students in secondary vocational education institutions (SVE). The effectiveness of the process of forming value orientations in secondary vocational education institutions is achieved by creating a program for introducing the younger generation to the national culture of the Sakha people through the Olonkho epic. As a result of the implementation of the developed program “The potential of the Olonkho epic in education”, fundamental changes occurred in the educational activities of secondary vocational education. Results of the study in the control group (CG) and the experimental group (EG) at the end of the experiment: high level in CG – 10% (10 people), EG – 24% (24 people); average level in CG – 69% (69 people), EG – 70% (70 people); low level in CG – 21% (21), EG – 6% (6 people). The data obtained from the CG and EG allow us to conclude that interest in moral values prevails over the interest in material values. The study confirmed the effectiveness and feasibility of the proposed program “The potential of the Olonkho epic in education.”

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Zhanburbayeva, A. M., i E. K. Breitigam. "Educational and research activities of students: creating effective pedagogical conditions during the pandemic". Education and science journal 24, nr 8 (28.09.2022): 33–63. http://dx.doi.org/10.17853/1994-5639-2022-8-33-63.

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Introduction. The rapidly growing pace of updating the content of education, informatisation and humanisation of the learning process are also changing the approaches to organising the educational activities of students. This problem became especially acute during the 2020 COVID-19 pandemic, when general education schools began to massively switch to distance learning.Aim. The research aims to analyse the effectiveness of the pedagogical conditions for the formation of educational and research activities of students in schools in Kazakhstan during the pandemic.Methodology and research methods. To achieve this goal, the authors conducted an experimental study, which involved 196 students and 20 teachers of secondary schools of the Altai district of the East Kazakhstan region of the Republic of Kazakhstan. The research methodological framework is based on the following approaches: personality-oriented and activity-based (B .G. Ananiev, L. S. Vygotsky, S. L. Rubinshtein), systemic (V. G. Afanasiev, V. N. Sadovsky, E. G. Yudin) and axiological (K. A. Abulkhanova, A. G. Asmolov, A. A. Derkach). The leading theoretical research methods were the analysis of psychological and pedagogical literature, advanced pedagogical experience, dissertations and scientific research. The main empirical research methods were a pedagogical experiment, survey and observation. Diagnostic and statistical methods were used to evaluate the results of the study.Results. The pedagogical conditions for the formation of educational and research activities of students are determined (complex use of methods for solving educational and research problems; creation of problem situations; application of the project method; use of means for the development of critical thinking (special questions, situation analysis, reflective essay); organisation of students’ activities at the lesson in the following order: joint activity → independent activity and independent activity → joint activity, organisation of special intellectual games, study of special courses). Motivational, cognitive, activity and personal components of educational and research activities were identified. The authors presented the analysis of the results of the experimental study (the increase in the level of development of motivational, cognitive, activity and personal components of educational and research activities). The criteria for evaluating the effectiveness of the process of formation of educational and research activities of students were formulated. The criteria for evaluating the motivational component were determined as the leading motives of learning: from external and social to cognitive motives. The criteria for evaluating the cognitive component determined students’ understanding of the text of the educational and research task, as well as understanding the issue, the correct and rational way of solving it. The criteria for evaluating the activity component were the skills and abilities of students acquired as a result of educational and research activities. The criteria for assessing the development of the personal component determined the ratio of the levels of self-regulation, self-organisation, self-education and self-development of students.Scientific novelty. The pedagogical conditions for the formation of educational and research activities have been identified, theoretically substantiated, and their effectiveness during the pandemic period has been proven.Practical significance. The research results are interdisciplinary in nature and can be used to organise the learning process among students in grades 5–11 of general education schools, as well as to improve teacher methodology training.

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Uvarova, I. A. "FEATURES OF VALUE-MOTIVATIONAL AND COGNITIVE COMPONENTS OF READINESS-FOR-CHANGE COMPETENCE IN MANAGERS". Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 62, nr 4 (30.12.2022): 169–82. http://dx.doi.org/10.25146/1995-0861-2022-62-4-377.

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Statement of the problem. In the context of global threats and uncertainty, readiness for change becomes not only an important personal characteristic and competence of a manager, but also a key factor in the successful implementation of organizational changes and in the competitiveness of an enterprise [Naumtseva, 2016, Lukhmanova, 2019]. The accomplished nature of all components of this competence: value-motivational, cognitive, emotional-volitional, behavioral and reflexive – is a necessary resource for the introduction of reforms and innovations, or for the successful adaptation of an enterprise in a constantly changing socio-economic context. In this regard, the set of important competence characteristics of a modern manager includes the ability and readiness to use innovative approaches and technologies, both in organizing their own individual style of activity and in optimizing all areas of the enterprise’s activity [Kirillov, 2015]. Such abilities as part of managerial competence are formed due to the cognitive and motivational-semantic aspect within the framework of the newly formed structure, readiness for change. Therefore, it is important to consider the essence of these components and rationalize their impact on the effectiveness of changes, both intrapersonal and organizational. The purpose of the article is to specify the behavioral indicators of the formation of the value-motivational and cognitive aspects of readiness for change and to discuss the features of the value-motivational and cognitive components of the readiness-for-change competence among managers. The theoretical and methodological basis of the study is the general psychological theory of set (D.N. Uznadze), subject-activity approach (S.L. Rubinshtein, B.G. Ananiev, V.A. Krutetsky, K.K. Platonov, etc.), competence-based approach (Yu.G. Tatur, I.A. Zimnyaya, A.V. Khutorskoy, etc.), integrative approach (M.I. Faerman), competence-based approach in managing innovative changes (T.A. Terekhova), innovative approach (L.A. Zhuravlev), psychological readiness for innovation (S.R. Yagolkovsky, O.V. Sovetova, M.I. Kiloshenko, E.V. Ivanova, V.E. Klochko, O.M. Krasnoryadtseva), and works devoted to psychological problems and mechanisms of formation of readiness for activity (M.I. Dyachenko, L.A. Kandybovich, R.D. Sanzhaeva, O.V. Makhova). The study involved 150 employees of a group of companies in the IT/Telecom sphere in Krasnoyarsk. The California Personality Inventory (CPI) and the Schwartz personal values questionnaire were used for assessment. Statistical data processing included a comparison of samples and an analysis of the interdependence of characteristics. Research results. The main results of the study are the obtained characteristics of the formation of the value-motivational and cognitive components of the readiness-for-change competence in the following categories: top management, middle management, and specialists. It is noted that in order to develop the readiness-for-change competence, managers need to work with such values as stimulation and independence, which activate the internal motivation of creativity and the desire for novelty both at the personal level and at the level of the corporate environment. The cognitive component is quite well developed in specialists, middle-level managers, and top managers. This indicates, on the one hand, that talent acquisition is performed in accordance with the established requirements for the position, and on the other hand, that the professional competences are developed in the process of performing work tasks. However, for middle-level managers and top managers, the flexibility scale (Fx) requires development, while this is not necessary for specialists as part of their regulated activities. Conclusion. One of the psychological and pedagogical prerequisites for the development of the readiness-for-change competence in managers is the development and implementation of a corporate training program that would stimulate development of the individual components of the readiness-for-change competence and the competence as a whole.

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Закиева, Р. Р. "UNIVERSITY QUALITY MANAGEMENT IN PROFESSIONAL EDUCATION: PRACTICE AND ANALYSIS". Вестник Адыгейского государственного университета, серия «Педагогика и психология», nr 4(308) (1.02.2023): 82–89. http://dx.doi.org/10.53598/2410-3004-2022-4-308-82-89.

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В данном исследовании рассматривается проблема управления качеством образования на основе оценки профессионального развития студентов направления подготовки 11.03.04 «Электроника и наноэлектроника». Любое содержание может быть усвоено только посредством адекватного ему метода. Эффективная педагогическая технология есть не что иное, как инструмент создания благоприятных условий для развития обучающихся. На каждой ступени развития всегда есть центральное новообразование, являющееся им для всего процесса развития и характеризующее перестройку всей личности в целом на новой основе (Л.В. Выготский). Именно переживание выступает «строительным материалом» личностных свойств (С.Л. Рубинштейн). Проделанное и пережитое образуют так называемый опыт личности - квинтэссенцию её внутреннего мира (В.В. Сериков). Целостность педагогического процесса обусловлена единством его содержательной (критериев, индикаторов, методик, технологий, инструментариев и т.д.) и процессуальной (процедур оценки профессиональной готовности) сторон. Нельзя спроектировать формирование качества образования у студента, не зная, как и при каких условиях это качество развивается, какие психологические механизмы его развития нужно актуализировать при помощи соответствующих педагогических средств. Для решения этой задачи необходимо выйти за пределы чистой педагогики и обратиться к психологии развития, социологии образовательных сред, закономерностям функционирования сетевой личности в современном информационном пространстве и т.д. Целью исследования является обоснование технологии оценки уровня сформированности компетентности выпускника технического университета. В ходе исследования были определены критерии и индикаторы, требующие оценивания. В результате подготовки и участия во внутривузовских мероприятиях студенты экспериментальной группы (оценивались по мотивационно-смысловому, когнитивному, деятельностно-практическому и профессионально-рефлексивному критериям) показали более высокие результаты развития и саморазвития по сравнению со студентами, у которых оценивались лишь когнитивные критерии, предусмотренные учебным планом, что подтверждается статистически значимыми различиями This study examines the education quality management based on the assessment of the professional development of students in the field of study 11.03.04 "Electronics and Nanoelectronics". Any content can be learned only by means of a method adequate to it. Effective pedagogical technology is nothing more than a tool for creating favorable conditions for the development of students. At each stage of development, there is always a central neoformation, as it were, leading to the entire development process and characterizing the restructuring of the entire personality as a whole on a new basis (L.V. Vygotsky). It is the experience that acts as the “building material” of personal properties (S.L. Rubinshtein). What has been done and experienced form the so-called experience of the individual - the quintessence of his inner world (V.V. Serikov). The integrity of the pedagogical process is due to the unity of its substantive (criteria, indicators, methods, technologies, tools, etc.) and procedural (professional readiness assessment procedures) sides. It is impossible to design the formation of the quality of education in a student without knowing how and under what conditions this quality develops, what psychological mechanisms of its development need to be updated with the help of appropriate pedagogical means. To solve this problem, it is necessary to go beyond pure pedagogy and turn to the psychology of development, the sociology of educational environments, the patterns of functioning of the network personality in the modern information space, and so on. The purpose of the study is to substantiate the technology for assessing the level of competence formation of a graduate of a technical university. The study identified criteria and indicators that require evaluation. As a result of preparation and participation in intrauniversity events, students of the experimental group (assessed according to motivational-semantic, cognitive, activity-practical and professional-reflexive criteria) showed higher results of development and self-development compared to students who were evaluated only by cognitive criteria provided for by the educational plan, which is confirmed by statistically significant differences

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Lynnyk, M. S. "Rostislav Genika: performer, teacher, composer". Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 54, nr 54 (10.12.2019): 39–54. http://dx.doi.org/10.34064/khnum1-54.03.

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Under consideration are various facets of the creative work of Rostislav Genika, a comprehensively educated musician, universally gifted personality, one of the founders of the Kharkov piano school. The research is based on the study of critical reviews of R. Genika’s and his students’ concerts. Under analysis is the main genre of R. Genika as a composer and pianist – a transcription represented by the piece “Concert Paraphrase” to the motive of “Kupava’s Complaints” from P. Tchaikovsky’s music to the play “The Snow Maiden” by A. Ostrovsky. Rostislav Genika (1859 – 1942?) focused on piano art, which can be considered the key basis of all his theoretical, historical and musical-critical generalizations and conclusions, as well as practical activities as a performer, teacher and composer. The education received by R. Genika in the class of N. Rubinstein at the Moscow Conservatory prompted the Kharkov musician to pay tribute to piano performance in the early stages of his career. The information about the pianist R. Genika, which came to us from publications in the press and the memoirs of his colleagues, gives an opportunity to reconstruct, although not in full, the style of his piano playing as a soloist, ensemble performer and accompanist. All this together constituted the subject of a comprehensive review and the relevance of this article. The research material includes reviews of R. Genika’s concerts and an example of his composer’s heritage in the field of piano music – a transcription “Concert Paraphrase” to the motive “Kupava’s Complaints” from P. Tchaikovsky’s music to the play “The Snow Maiden” by A. Ostrovsky. The purpose of the paper is to reveal the universalism of the composer’s talent, the scale of his work, which was mainly focused on piano performance, through the analysis of various aspects of Rostislav Genika’s creative work. It would be wrong to call R. Genika a concert pianist in the traditional sense of the word. He had few solo concerts in his practice and they refer to the very beginning of his work career in Kharkov. As a concertist, he mostly performed works mastered in the class of N. Rubinstein, as well as piano parts in various ensembles, learnt by him when playing with “K. Gorsky Quartet” and other ensemble performers. The piano repertoire of R. Genika included pieces by I. S. Bach, G. Handel, D. Scarlatti, L. van Beethoven, K. M. Weber, F. Liszt, F. Chopin, R. Schumann, M. Mussorgsky, P. Tchaikovsky and others. Raised on the best examples of piano music, R. Genika appreciated such an interpretation that would meet not only the criteria of "accuracy", but would also be spiritually filled, sublimely emotional, and not outwardly ostentatious. Since the first days of working in Kharkov R. Genika, was able to combine lecturing, performing and correspondent activities with piano pedagogy. The sphere of pedagogy was one of the prevailing and time-consuming in his life. There is quite little information about R. Genika as a teacher and it can be found mainly in the reviews of his students’ concerts, in the notes of the local press as well as in the reports on academic concerts and exams at Kharkov Music College and Conservatory. The personal pianistic experience of R. Genika and the pedagogical style of his teacher N. Rubinshtein affected the choice of virtuoso programs and concert programs for his students. R. Genika’s composing experiments are closely related to his concert-pianistic and pedagogical work, as well as to the study of piano music history. The circle of his genre interests in this area was quite symptomatic. As an ardent supporter of concert pianism traditions R. Genika considered the genre of transcriptions and arangementds in the Liszt-Talberg spirit to be a new wave in piano literature of that time, a promising direction. This is how his transcriptions to the motives from “Parsifal” by R. Wagner, a piano arrangement of the “Arabic Dance” from the “Nutcracker” by P. Tchaikovsky, a fantasy “Abyss” to the motive of E. Grieg appeared. R. Genika also wrote short pieces intended for his concerts, as well as for educational practice. Unfortunately, the score of these works are still either not found or not preserved. An exception is the “Concert Paraphrase” to the motive of “Kupava’s Complaints” from P. Tchaikovsky’s music to the play “Snow Maiden” by A. Ostrovsky (author’s handwritten text dedicated to the pianist V. Timanova). Being a pianist was very important for R. Genika. Understanding pianism as a musical aesthetic phenomenon resulted in a multifaceted and deep understanding of the essence of musical art, which was characteristic of R. Genika as a music educator. The musician thought of himself precisely as a “generalist” who could handle any music profession – a performer’s, teacher’s, or researcher’s one. Hence, further study of the creative and critical heritage of R. Genika will invariably affect the spheres of other areas of musical art (opera, chamber, etc.). Such universal personalities as R. Genika have always been an engine for the musical-historical process, idea generator of the era. Nowadays such universal musicians, who would be a kind of "litmus test" of their time and faithfully served the art, are still in need. One of such outstanding figures in Ukraine, a universal personality was Valerii Oleksandrovych Bohdanov (07/13/1939 㶹– 10/10/2017) – performer, teacher, scientific researcher, composer. His multifaceted activities encompassed a wide range of musical art and were reflected in many years of pedagogical work, a large number of research works, transcriptions, and composer’s experiments. We would like to hope that this anniversary collection dedicated to V. Bogdanov will serve as a prelude to a deep and comprehensive study of the life and work of this bright and extraordinary musician.

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Yurova, K., i I. Yurov. "S. L. RUBINSHTEIN AND THE PSYCHOLOGY OF TOTALITARISM". European Journal of Education and Applied Psychology, 9.12.2020, 3–10. http://dx.doi.org/10.29013/ejeap-20-4-3-10.

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"Awards and Prizes". Вестник Российской академии наук 93, nr 5 (1.05.2023): 489–500. http://dx.doi.org/10.31857/s0869587323050122.

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V.M. Vasil’ev was awarded the 2022 Primakov Gold Medal. E.P. Velikhov and M.V. Koval’chuk were awarded the 2023 Kurchatov Gold Medal. M.N. Erokhin was awarded the 2023 Goryachkin Gold Medal. L.V. Kireicheva was awarded the 2022 Kostyakov Gold Medal. E.A. Korneva was awarded the 2022 Davydovskii Gold Medal. A.I. Martynov was awarded the 2022 Botkin Gold Medal. S.S. Pertsov was awarded the 2023 Anokhin Gold Medal. M.I. Sekacheva was awarded the 2022 Blokhin Gold Medal. D.I. Berman was awarded the 2022 Sukachev Prize. A.B. Vasil’eva was awarded the 2022 Schmalhausen Prize. A.K. Vershovskii and A.K. Dmitriev were awarded the 2022 Rozhdestvenskii Prize. A.A. Galyaev, P.V. Lysenko, and V.P. Yakhno were awarded the 2022 Petrov Prize. S.V. Golubev, I.V. Izotov, and V.A. Skalyga were awarded the 2022 Artsimovich Prize. T.A. Gorshkova was awarded the 2022 Timiryazev Prize. E.A. Il’in was awarded the 2022 Orbeli Prize. S.N. Kochetkov, L.A. Aleksandrova, and A.L. Khandazhinskaya were awarded the 2022 Shemyakin Prize. V.I. Maevskii, S.Yu. Malkov, and A.A. Rubinshtein were awarded the 2022 Kondratiev Prize. A.E. Mironov was awarded the 2022 Lyapunov Prize. S.L. Nikolaev was awarded the 2022 Pushkin Prize. K.V. Titov, G.V. Gurin, and P.K. Konosavskii were awarded the 2021 Golitsyn Prize. V.Yu. Khomich and S.I. Moshkunov were awarded the 2021 Yablochkov Prize.

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Savchenkov, A. V., N. V. Uvarina i G. V. Shchagina. "Implementation in the educational process of the university of modern interactive educational technologies aimed at the development of flexible skills of future teachers". Vestnik of Minin University 11, nr 2 (30.06.2023). http://dx.doi.org/10.26795/2307-1281-2023-11-2-5.

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Introduction. Educational activities at the university and the training of future teachers in it have a number of features and significant shortcomings, which are indicated in this article. The inclusion of interactive educational technologies in the educational process is aimed at eliminating all the above shortcomings and trends in educational activities at the university. On the one hand, they make the educational process more diverse and interesting for the modern generation, on the other hand, they allow you to effectively form the flexible skills of future teachers. Based on the foregoing, the purpose of this article is to analyze the possibilities of interactive educational technologies in the formation of flexible skills for future teachers.Materials and Methods. The methodological basis of the study was systemic (I. V. Blauberg, Yu. K. Babansky, Yu. A. Konarzhevsky and others), axiological (I. A. Abakumova, M. V. Boguslavsky, M. S. Kagan, V. A. Karakovsky, A. V. Kiryakova and others), contextual (A. A. Verbitsky, D. F. Ilyasov, S. V. Tarasov, Z. I. Tyumaseva, I. G. Shendrik, V. A. Yasvin and others), nuclear (A. V. Barsukova, V. I. Dolgova, O. I. Ruban, O. A. Shumakova and others) and person-oriented approaches (N. A. Alekseev, E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya and others); structural approach to the study of personality S. L. Rubinshtein, the concept of the need to prepare future teachers for educational activities (A. N. Tkacheva and others). Research methods: analysis of theoretical and legal literature, generalization, formulation of conclusions, analysis of practical experience.Results. In the course of using interactive educational technologies in the educational process of the university, there is an exchange of professional and social experience, a mechanism of mutual learning and mutual enrichment is launched. Within the framework of this study, interactive educational technologies are considered as a key mechanism for the formation of students' flexible skills. One of the popular and popular interactive technologies is educational quests, which involve immersion in the plot and the search for solutions to the tasks. The article presents the developed program for conducting web quests at the university, which contributes to the development of students' flexible skills, such as empathy, emotional intelligence, communication skills, time management, public speaking skills. A model for educating flexible skills of future teachers at a university through interactive educational technologies has been developed, which contributes to the formation of the studied skills through the use of the context and design of a video game, allows students to be involved in volunteer and socially significant activities, and use the opportunities of organized training sessions.Discussion and Conclusions. Interactive educational technologies are a promising and effective means of developing students' flexible skills by introducing the necessary diversity into the educational process of the university, using the possibilities of digital technologies, and gamification of the educational process.

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Slepenkova, E. A., i N. D. Bazarnova. "Evaluation of the performance of the class teacher: the experience of Minin University". Vestnik of Minin University 10, nr 4 (12.12.2022). http://dx.doi.org/10.26795/2307-1281-2022-10-4-1.

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Introduction. The article summarizes the results of the first year of work on the implementation of the scientific project "Evaluation of the effectiveness of the class teacher (including the development of performance criteria)" (730000F.99.1.BV10AA00006). The research is aimed at developing theoretical and methodological foundations for evaluating the effectiveness of the activities of class teachers in a modern school. The relevance of the task is determined by the significantly increased public attention in recent years to the organization of the educational activities of the school and the lack of unified, generally recognized criteria for evaluating the effectiveness of the key figure in the educational process of the school: the class teacher. Materials and Methods. The theoretical and methodological basis of the study is a set of methodological approaches: system-activity approach (V. V. Davydov, A. N. Leontiev, S. L. Rubinshtein, D. B. Edkonin); acmeological (G. M. Derkach, V. N. Maksimova); personality-oriented (E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya); competence (A. V. Khutorskoy, I. A. Zimnyaya); criterion-level (I. A. Zimnyaya, N. B. Avalueva); task (V. I. Slobodchikov, G. A. Ignatieva); integrative, complex (A. P. Belyaeva). The following research methods were used: system analysis and synthesis, comparative and comparative, theoretical modeling, survey, method of expert assessments, study and generalization of pedagogical experience, methods of statistical processing of results. Results. The research team substantiated a structural-functional model for evaluating the effectiveness of the class teacher. On its basis, an integrative criterion matrix for evaluating the effectiveness of the class teacher was developed, including procedural, personal and productive blocks, each of which contains certain criteria and indicators. They are built taking into account the invariant areas of activity of the class teacher (activities for the education and socialization of the personality of the student, work with parents, with the class, with subject teachers, with social partners) and the corresponding analysis and evaluation technology. A method for evaluating the effectiveness of a class teacher's activity has been constructed as a way of a comprehensive diagnosis of his professional activity, the quality of interaction with all participants in educational relations and determining the degree of development of his professional and personal competencies. It includes an integrative criteria matrix, a class teacher's professiogram, procedural "packages", modern practice-oriented diagnostic tools. Practice-oriented tools of the assessment tool have been developed, which are part of the methodology, which provide objectivity, clarify the content of the assessment and significantly expand the possibilities for determining the effectiveness of the class teacher. These diagnostic tools are represented by checklists, graphic cases, questionnaires. The results of the study were tested, reviewed and discussed in seven constituent entities of the Russian Federation (St. Petersburg, Kaliningrad, Nizhny Novgorod, Moscow, Kirov, Ulyanovsk, Samara regions) online and offline in the context of determining their practical applicability. A positive response was received in the professional pedagogical community. Discussion and Conclusions. Theoretical and methodological foundations for assessing the effectiveness of class teachers have been developed on the basis of the above methodological approaches and a set of sound principles (openness, optimality and objectivity, consistency, criteria-based clarity, collegiality, a combination of expert assessment and self-assessment, etc.). The results of the study can be used in the mass practice of analyzing and evaluating the effectiveness of class teachers. In addition, they can be used in the professional training of future teachers at the undergraduate and graduate levels in the development of special courses on the organization of educational activities at school, as well as in the research work of graduate students studying the organization of educational activities of class teachers. The results of the study can be used in advanced training courses for teachers who perform the functions of class teachers, educational advisers, deputy directors of schools for educational work when designing additional professional educational programs on educational issues.

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Savchenko, Olena, Heorhii Kalmykov i Liudmyla Malimon. "Reflective Style and Speech Production During Academic Task Solving In University Students". East European Journal of Psycholinguistics 7, nr 1 (30.06.2020). http://dx.doi.org/10.29038/eejpl.2020.7.1.sav.

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The aim of the article is to examine the relationship between students’ reflective information processing style and speech production during academic tasks solving. The study applies Index of Learning Styles Questionnaire (Felder & Solomon, 2001) to examine four pairs of learning styles, notably active –reflective, sensing – intuitive, visual – verbal and sequential - global. The study applies functional analysis suggested by Naydonov (2008). The students were asked to solve the academic tasks aligned with their knowledge of the academic module. The study applies analysis of fourteen categories according to the following two criteria, notably considering the content/meaning of students’ responses and type of solution. The findings indicate that students with a high level of reflective and verbal style less frequently apply category text (34.55±12.39), comparatively with students with a low level of reflective та verbal style (65.94±4.13). Students with a high level of reflective and verbal style more frequently apply category tools (6.61±1.96) and less frequently category intentions (1.69±1.78) comparatively with students with a low level of reflective and verbal style (1.06±.78 and 2.30±.71, respectively). Category models are more frequent in students with a medium level of reflective style (3.61±.99), comparatively with students with a high (2.05±2.76) and a low (2.69±1.01) level. Therefore, speech production in categories of models and tools evaluates the best solutions in the academic setting, providing an efficient academic task solving. References Боса, В. П. Мовленнєва компетентність майбутніх учителів іноземних мов: методологія проблеми. Восточный Европейский научный журнал: международный польский научный журнал. 2017, 11 (27), Ч. 3, 8-13. Залевская А. А. «Рефлексия» и «языковое сознание»: вопросы терминологии. Вестник Тверского государственного университета. Серия «Филология». 2015, 4, 29–36. Карпов А. В. Психология рефлексивных механизмов деятельности. М. : Изд-во «Институт психологии РАН», 2004. Кулик О. Поняття рефлексії, її сутність та роль у методиці навчання української мови. Українська мова і література в школі. 2014, 3, 2–7. Найдьонов М. І. Формування системи рефлексивного управління в організаціях. К.: Міленіум, 2008. Рубинштейн С. Л. Бытие и сознание. Человек и мир. СПб.: Питер, 2003. Савченко О. В. Рефлексивна компетентність особистості. Херсон : ПП Вишемирський В. С., 2016. Савченко О. В. Стиль розв’язання проблемно-конфліктної ситуації як аспект аналізу життєвого шляху особистості. Вісник Одеського національного університету. Серія : Психологія. 2015, Т. 20, 2 (36), Ч. 1, 142–152. Семенов И. Н., Степанов С. Ю. Рефлексия в организации творческого мышления и саморазвития личности. Вопросы психологии. 1983, № 2, 35–42. Старовойтенко Е. Б. Культурная психология личности. М.: Академический проспект : Гаудемус, 2007. Холодная М. А. Когнитивные стили. О природе индивидуального ума. СПб.: Питер, 2004. Шаров А. С. Онтология психологических механизмов рефлексии. Вестник Омского государственного педагогического университета : электрон. науч. журнал. 2006. Режим доступа : http://sfrik.omskreg.ru/res/. Щедровицкий Г. П. Процессы и структуры в мышлении: курс лекций. Из архива Г. П. Щедровицкого. М.: «Путь», 2003, Т. 6. Felder R.M. & Solomon B.A. Index of learning styles questionnaire. North Carolina State University, 2001. Retrieved from http://www2.ncsu.edu/unity/lockers/users/f/felder/ public/ILSdir/ILS-a.html. Kagan J. Reflection-impulsivity: the generality and dynamics of conceptual tempo. Journal of Abnormal Psychology. 1965, 77, 17–24. Vygranka Т. The Features of Formation of Speech Competence of Future Philologists in the Educational Process of Institution of Higher Education. International Academy Journal Web of Scholar. 2019, 5(35), 26-30. https://doi.org/10.31435/rsglobal_wos/31052019/6502. References (translated and transliterated) Bosa, V. P. (2017). Movlennieva kompetentnist maybutnikh uchyteliv inozemnykh mov: metodolohiya problemy. Vostochnyj Evropejskij nauchnyj zhurnal: mezhdunarodnyj polskij nauchnyj zhurnal, 11 (27), P. 3, 8-13. Zalevskaya, A. A. (2015). «Refleksiya» i «yazykovoe soznanie»: voprosy terminologii ["Reflection" and "linguistic consciousness": questions of terminology]. Vestnik Tverskogo gosudarstvennogo universiteta. Seriya «Filologiya», 4, 29–36. Karpov, A. V. (2004). Psihologiya Refleksivnyh Mehanizmov Deyatelnosti [Psychology of reflective mechanisms of activity]. Moscow: Izd-vo «Institut psihologii RAN». Kulyk, O. (2014). Poniattia refleksiyi, yii sutnist ta rol u metodytsi navchannia ukrayinskoyi movy [The concept of reflection, its essence and role in the methodology of teaching the Ukrainian language]. Ukrayinska mova i literatura v shkoli, 3, 2–7. Naydonov, M. І. (2008). 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