Готові списки джерел за темами / Masters; Psychology; OHF

Добірка наукової літератури з теми "Masters; Psychology; OHF"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Masters; Psychology; OHF"

ПОНОМАРЕНКО, Ольга. "ПРОБЛЕМА ОЦІНКИ РІВНІВ ГОТОВНОСТІ МАЙБУТНІХ МАГІСТРІВ ПСИХОЛОГІЇ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ НЕФОРМАЛЬНОЇ ОСВІТИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (квітень 2020): 408–16. http://dx.doi.org/10.31494/2412-9208-2020-1-1-408-416.

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У статті розглянуто авторські підходи до оцінки рівнів готовності майбутніх магістрів психології до професійної діяльності в умовах неформальної освіти. Показано, що концепт «рівень» слід тлумачити як ступінь досягнення майбутнім магістром психології певних результатів підготовки до професійної діяльності в умовах неформальної освіти, які співвідносяться з авторським баченням результатів такої підготовки. З огляду на вітчизняні традиції до сепарації рівнів підготовки та відповідно до сутності досліджуваного феномену, визначено три рівні готовності магістрів психології до професійної діяльності в умовах неформальної освіти: критичний (низький), достатній (середній) і оптимальний (високий). Представлено якісні характеристики ступенів прояву когнітивного, операціонального, аксіологічного критерію за кожним структурним компонентом досліджуваної готовності. Схарактеризовано рівні готовності магістра психології до професійної діяльності в неформальній освіті. Оптимальний рівень готовності магістранта за педагогічним структурним компонентом характеризується повним усвідомленням себе як педагога неформальної освіти особи, яка має психолого-педагогічні знання й вміння, пов’язані з особливостями професійної активності в умовах неформальної освіт. Оптимальний рівень готовності магістранта за підприємницьким структурним компонентом характеризується наявністю оперативних знань нормативно-правової бази неформальної освіти, повним розумінням її перспектив, соціальних та економічних можливостей. Уміння магістранта презентувати себе повністю сформовані, а здатність діяти в умовах невизначеності, прийняття фінансових рішень, розробляти, планувати й управляти освітніми бізнес-проєктами неформальної освіти сформовані. Оптимальний рівень готовності магістранта за технологічним структурним компонентом характеризується знанням про електронні освітні ресурси, Інтернет-сервіси, web-технології тощо, а за лідерським структурним компонентом характеризується високою здатністю здійснювати вплив на інших людей та належно сформованими вміннями переконувати їх. Ключові слова: професійна підготовка, магістри психології, неформальна освіта, оцінка, рівень.

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Holmes, Cooper B., and Megan J. Beishline. "Correct Classification, False Positives, and False Negatives in Predicting Completion of the Ph.d. from GRE Scores." Psychological Reports 79, no. 3 (December 1996): 939–45. http://dx.doi.org/10.2466/pr0.1996.79.3.939.

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Combined Verbal and Quantitative GRE scores were obtained from the records of 24 former students of a master's degree program (from a total of 128 students) who had successfully completed a doctorate in psychology or who had withdrawn from a psychology doctoral program. Success rate by classification with the GRE was calculated using both a cut-off of 1000 and a cut-off of 1100. The results indicated a high false negative rate, that is, students whose GRE scores would not predict success but who obtained a Ph.D.

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Jovanović, Gordana. "How lost and accomplished revolutions shaped psychology: Early Critical Theory (Frankfurt School), Wilhelm Reich, and Vygotsky." Theory & Psychology 30, no. 2 (April 2020): 202–22. http://dx.doi.org/10.1177/0959354320917216.

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On the occasion of recent centenaries of revolutions in Europe (1917, 1918–19), this article examines, within a general theme of different forms of relationships between revolution and psychology, two types of theories. First, this paper analyses Western theories that, while developing under conditions of a missed or lost revolution in Germany, argued for radical social change by referring to Marxism and psychoanalysis as necessary theoretical tools (Frankfurt School and Wilhelm Reich). Second, this paper analyses the influence of the October Revolution on the development of the psychological theory of Lev Vygotsky in the Soviet Union. In sum, psychology under the conditions of missed or lost revolution was conceptualized as a psychology of the unconscious, of the repression of human needs. Psychology under the conditions of accomplished revolution was conceptualized as a historical social psychology of self-mastery of human beings as social beings.

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Hornby, Peter A., and Margaret D. Anderson. "Putting the Student in the Driver's Seat: A Learner Centered, Self-Paced, Computer Managed, Introductory Psychology Course." Journal of Educational Technology Systems 24, no. 2 (December 1995): 173–79. http://dx.doi.org/10.2190/6y3h-pykv-hafx-wmkf.

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This article describes a new introductory psychology course that is offered at SUNY Plattsburgh using the POISE Curriculum Information System. This course uses a traditional textbook and covers the same material as most introductory psychology courses; however, it uses a self-paced, mastery approach to learning, and is managed and delivered over the Plattsburgh computer network. Lectures have been replaced with open laboratory hours where students may come for assistance or to complete computer based activities. These activities include computerized, “self-assessments,” which students take to evaluate their own learning. When prepared, students take supervised, on-line exams. Because the lab is linked to the campus network, students may take their self-assessments from various locations on or off campus, day or night. Students also complete other learning activities in addition to mastering the material in the textbook. These include computerized tutorials and computer demonstrations, videos, journal articles, and public lectures. Students choose from among these activities and may, within reason, proceed through the course at their own pace. Students also use the campus e-mail system to communicate with their teaching assistants and with the instructor. The course is being offered for the third semester in the fall of 1995.

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Lubyanova, Marina A., and Tatyana F. Belousova. "Methodological Competence of a Foreign Language Teacher: Psychological Component." Proceedings of Southern Federal University. Philology 2020, no. 4 (December 25, 2020): 193–202. http://dx.doi.org/10.18522/1995-0640-2020-4-193-202.

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The article is dedicated to the examination of integral approach to the methodological competence concept of the teacher of the foreign language. The authors consider it a necessary component of the methodological competence – the possession by teacher of the psychological knowledge, which has direct influence on the mastery by the students of the foreign language. In the article it is represented the survey of scientific literature regarding the interrelation of psychological data in the field of general psychology and psycholinguistics with the process of teaching foreign languages, possibility of their application in the practice of instruction, and also training of specialist. The important condition of moulding the psychological component of the professional competence of the teacher is the support of the educational and developmental psychology, however, for the teacher of the foreign language it is especially important to manage scientific information about the psychological features of creation and perception of speech, the processes of communication and vocal behaviour, and the knowledge of the processes of memorization, keeping in mind and forgetting the material, special features of the formation of lingual habits and vocal skills.

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Kolodny, Robert C. "In memory of William H. Masters." Journal of Sex Research 38, no. 3 (August 2001): 274–76. http://dx.doi.org/10.1080/00224490109552096.

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Robson, Bonnie E. "Competition in Sport, Music, and Dance." Medical Problems of Performing Artists 19, no. 4 (December 1, 2004): 160–66. http://dx.doi.org/10.21091/mppa.2004.4026.

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This paper reviews the literature in sports psychology that may be relevant in the study of competition in music and dance education, giving the reader a basis for comparison of the arts literature. Opinions vary on whether competition is good or bad for the developing child. Some believe that competitiveness is innate behavior and that competition is a motivation for high achievement. Others believe that competition detracts from performance as the increased stress and anxiety lead to a decrease in focus and, perhaps, to a decrease in self-esteem, especially for individuals with an ego orientation (a focus on comparison with others) as opposed to a mastery orientation (focus on improvement of one’s own skills). The instruments used to measure the temperamental characteristics related to competition are discussed, including the Competitive Trait Anxiety Inventory and the Competitive State Anxiety Inventory. The paper then discusses the specific research that has been done on competition in music education and in dance education. Further research is needed to determine how much competition is healthy and whether the work in sports psychology can be adapted to research in the arts.

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Lake, Warren, William (Bill) E. Boyd, and Wendy Boyd. "Transforming student expectations through a real-time feedback process and the introduction of concepts of self-efficacy - surprising results of a university-wide experiment." Journal of University Teaching and Learning Practice 15, no. 5 (December 1, 2018): 51–74. http://dx.doi.org/10.53761/1.15.5.5.

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A core indicator of success at University is the grade a student achieves following a period of study. A student’s ability to achieve expected grades is often understood in terms of learning and study processes that the student is capable of, chooses to adopt, or masters. However, psychology tells us that our selfefficacy is a major determinant of how we select activities, how much effort we expend on them, and how long we sustain effort. The importance of self-efficacy in supporting a student’s study choices, effort and sustainability – and hence in the student’s capacity for success – is clear. Providing students with an understanding of the role of self-efficacy provides a transformative moment in the student’s growth as a university student. This paper examines the effectiveness of a specific method, point-of-contact feedback, in lifting students’ awareness of self-efficacy. The ability of the survey to support student metacognition through a social persuasion design, particularly for students originally targeting lower grades, demonstrates that point-of-contact feedback can assist students to improve their awareness and understanding of a learning concept. The outcome of this one-off survey is a demonstrated transformation of student expectations regarding their grades and the way they intend to engage their studies.

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Jurayeva, Mokhinur S. "CHILDREN OF PRESCHOOL AGE DEVELOP COGNITIVE PROCESSES AND CRITICAL COGNITION AND DEVELOP EFFECTIVE REFLEXIVE ACTIVITIES." Oriental Journal of Education 02, no. 01 (May 1, 2022): 130–36. http://dx.doi.org/10.37547/supsci-oje-02-01-20.

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In ontogenesis, the period from 3 to 7 years is the age period of the kindergarten. Taking into account that there are very rapid qualitative changes in the psychology of preschool children, it is possible to divide the pre-school age into 3 periods (3-4 years), the junior preschool period (4-5 years), the junior kindergarten period (6-7 years), and the senior kindergarten period into 6-7 years. The child in the process of development begins a relationship with the world of subjects and phenomena created by the generation of personality. The child actively mastered and mastered all the achievements that humanity has achieved. Basically, from this period, the independent activity of the child begins to intensify. The education given to children of kindergarten age is a period of mastering their complex movements, formation of elementary hygiene, cultural and labor skills, development of speech and formation of the R with the first bud of social morality and aesthetic taste.

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Sue-Chan, Christina, and Kelly Fisher. "Take-off or abort? Chief Smith and Flight Line in NAS Ionian." CASE Journal 14, no. 1 (January 2, 2018): 6–24. http://dx.doi.org/10.1108/tcj-11-2016-0089.

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Synopsis This case presents the leadership challenges that Chief Petty Officer Amanda Smith navigated as the first woman assigned to lead a Flight Line work center at NAS Ionian, an organization that was characterized by a culture of “hegemonic masculinity.” Failure to effectively lead the work center could have catastrophic consequences, including death of service personnel. Flight Line work centers, located in naval air stations throughout the world, serviced the air operations of aircraft carriers of the US Navy and provided allied air support. The assignment was a test of Smith’s leadership because the NAS Ionian Flight Line had experienced a spate of misconduct by personnel and had failed important maintenance inspections. Chief Smith was tasked to improve the morale and performance of the work center’s sailors who had diverse personal and professional backgrounds. She was also directed to ensure that the work center passed important maintenance inspections despite the challenges of dealing with subordinates, rank peers, and senior officers who had never previously worked with a woman in her role. Research methodology The case study is based on primary data collected from the protagonist, a.k.a. Amanda Smith. The primary data are supplemented with secondary data from published sources. The names of the air station and the protagonist have been altered to protect the identity of individuals in the case. Relevant courses and levels The case is applicable to senior undergraduate courses in HRM performance or talent management, training and development as well as in MBA or other Master’s level courses in management, industrial-organizational psychology, organizational behavior and leadership. Theoretical bases The case deals with leadership style (e.g. Initiating structure – organizing work, giving structure to the work context, defining role responsibility, scheduling work activities; consideration – building camaraderie, respect, trust, and liking between leaders and followers); organizational culture; diversity management; power and influence; and performance management.

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Дисертації з теми "Masters; Psychology; OHF"

Bui, Bang Huy. "Development of algorithms for processing psychology data." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36007/1/36007_Bui_1997.pdf.

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This thesis presents the current analysis technique applied to certain psychology data and outlines alternative engineering approaches to such analysis. Current research on panic disorder involves data measurement and analysis of many physiological, neuro-chemical and psychological variables. Due to the complexity of and little knowledge about the human body, there are no firm theories on what actually gives rise to these variables, ie. what results in a rise in negative cognition or distress level. Current studies [1, 2] have reported that the patients cognitive responses tend to be more closely related to the distress level than other quantities and the heart rate is related to the distress level but on a smaller scale. However, the conclusions drawn from the results were not definitive. Engineering analysis techniques carried out indicated that the cognitions of the patients play an important role in the mechanisms of panic. This thus confirmed the results obtained by current studies in a more rigorous manner.

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Sobotker, Nicolette Leigh-Ann. "Psychology Masters students’ experiences of conducting supervised research in their non-mother-tongue." University of the Western Cape, 2018. http://hdl.handle.net/11394/6878.

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Magister Artium (Psychology) - MA(Psych)
Completion rates of postgraduate students are relatively low worldwide. Completion rates in South Africa are currently 20% for Masters students and 13% for Doctoral students. Differences between South African universities that are attributed to the political history and racially patterned ways of allocating resources and facilitating development have been identified by the literature. Recent student protests identified issues of access, representivity and language amongst others, as important concerns requiring redress. Research has shown that postgraduate graduation rates are higher among first language English speaking students than non-mother-tongue English speakers. This study utilized a collective case study design to explore the experiences of Psychology Masters students doing thesis work in their non-mother-tongue. The study was underpinned by a Social Constructionist framework. Participants were selected using purposive sampling. Semi-structured interviews were used to collect data and the transcribed interviews were analysed using thematic analysis. Measures such as, member-checking, inquiry audit, providing thick descriptions, and reflexivity were employed to ensure all four aspects of trustworthiness. Ethics clearance was obtained from the Human and Social Science Research Ethics Committee of the University of the Western Cape. Permission to conduct the study at the identified institution was obtained from the Registrar. The Ethics Rules of Conduct under the Health Professions Act were fully adhered to. Results indicated that participants struggled with conceptual thinking, reading, writing and speaking. Findings also illustrated that emotional support from family and friends is vital and highlighted characteristics of helpful supervisory relationships. On a latent level, three underlying forms of rhetoric were identified from participants’ descriptions of their experience. These are skill, power, and identity. These are discussed as products of the social structures and institutional practices that undergird them.

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Mullins, Tarryn B. "Exploration of Psychology Masters students' subjective experiences of establishing a working alliance with their research supervisor." University of the Western Cape, 2017. http://hdl.handle.net/11394/6279.

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Magister Artium - MA (Psychology)
The state of postgraduate studies in South Africa has come under renewed enquiry in recent years as concern is placed on the inconsistency between postgraduate enrolment and graduation rates. The discrepancy between the enrolment and completion rates is attributable to a range of factors. Literature identified the supervisory relationship as an important and significant factor in predicting completion. The establishment of a good working alliance in the beginning of the thesis process has been identified as a crucial task. As a result, it is useful to gain insight into how students set about establishing working relationships with new supervisors and how they rate the quality thereof. The present study was conducted with Psychology Masters students who were in their first semester of the first enrolment in the Community and Health Sciences faculty at the University of the Western Cape. Attachment theory provided the theoretical framework for the study as it posits that the quality of current relationships are a function of early relationship experiences. Thus students were thought to draw on earlier experiences when setting about establishing new relationships such as the supervisory relationship. The study was exploratory and descriptive in nature. Semi-structured interviews were conducted with eleven eligible participants who have been selected purposively. Transcriptions have been subjected to a Thematic Analysis. Ethics clearance has been requested from and granted by the Senate Research Committee and all relevant ethics principles such as, confidentiality, anonymity, voluntary participation and informed consent, have been adhered to. Findings indicated that supervision was a central component for graduate completion, underscoring the importance of early supervisory sessions to form a strong working alliance. Furthermore, the findings indicated that the supervisor's role in providing the expertise and support largely contributed to the success of establishing strong and productive supervisory relationships. Participants perceived strong supervisory relationships as necessary to foster completion of higher degree requirements. The development of a new supervisory relationship activated relational patterns for students that underscored the importance of recognizing the supervisory relationship as a relationship.

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Kline, Seth A. "The Perceived Relevance of Training in Industrial/Organizational Psychology at the Terminal Master's Level." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1369.

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The purpose of this study was to replicate and expand upon the survey research by Erffmeyer and Mendel (1990) on the perceived relevance of graduate training in industrial-organizational (I-O) psychology at the terminal master’s level. A review of the literature discussed core competencies, as well as the advantages of internship experiences and thesis requirements. Results indicated that graduates view their training as well targeted towards knowledge and skills they regard as useful at their internship, first job, and current position. Results also indicated that graduates viewed their internship experiences as highly beneficial and worthwhile experiences, regardless of their supervisor. Results additionally indicated that graduates value the thesis requirement significantly more than current students and view the knowledge, skills, and abilities associated with completing a thesis as high in usefulness. Implications and limitations of these findings are discussed, and directions for future research on master’s level I-O training are discussed.

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Chitanga, Jabulani. "Internalisation of the research supervisor : experiences and perceptions of psychology masters students at a historically disadvantaged university." University of the Western Cape, 2016. http://hdl.handle.net/11394/5245.

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Magister Artium (Psychology) - MA(Psych)
Knowledge-based competition within a globalising economy is prompting a fresh consideration of the role of higher education in development and growth. Previously, it was often viewed as an expensive and inefficient public service that largely benefited the wealthy and privileged. It is now understood to make a necessary contribution to the success of national efforts to boost productivity, competitiveness and economic growth. Several governments see universities as engines for change and expansion of prosperity. There is also an increasing recognition that Higher Education has become dominated by a market-driven, consumerist service ethic and that this may have an impact on the style of research output and research supervision that academics adopt for a new knowledge economy. Research education or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. Students in post-graduation degree programmes across the world conduct research projects as a requirement to complete degrees A thesis or dissertation develops the ability to work independently and critically, the ability to develop arguments, and awareness and use of advanced methodological designs that pertain to the student's discipline of study. Thus such learning is argued to be facilitated in the context of research advisement or supervision. Through this process the student might adopt or internalise values and attitudes of the supervisor regarding research. This process is referred to as internalisation of the research supervisor, thereby contributing to the development of the student researchers. The theoretical framework chosen for this study was social constructionism. The aim of this present study was to explore the perceptions and experiences of students in relation to the internalisation of the supervisor that may take place during research supervision. The study utilised in-depth semi-structured interviews to collect data. Eleven participants from various supervisors consented to be part of the study. These were recruited using purposive sampling. The ethics considerations of the study adhered to the guidelines stipulated by Ethics committee of the University. Data was transcribed, and analysed using thematic analysis. The findings of this study indicate factors contributing to internalisation vary depending on aspects such as personalities of both the supervisor and the student, perceived quality of supervision and the supervision process itself. Findings also suggest that internalisation, whether positive or negative, of the research supervisor took place among the participants.

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Ranellucci, John. "Unmasking the academic achievement potential of mastery-approach goals: a mastery-focused intervention." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121332.

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The effects of three interventions developed to boost academic achievement among mastery-oriented students were evaluated on three variables assumed to explain the weak relationship between mastery-approach goals and academic achievement, namely interest-based studying, perceived task difficulty, and social desirability. Undergraduate students (N = 177) completed relevant self-report measures at the beginning and end of the semester, with participants randomly assigned after the first questionnaire to one of three intervention conditions (interest-based studying, perceived task difficulty, or social desirability intervention) or a control condition. Dummy coded sequential multiple regressions showed the only variable to consistently be predicted by the intervention conditions to be interest-based studying, with this effect being moderated by students' prior achievement and mastery-approach goals. Furthermore, none of the interventions had a direct or indirect effect on academic achievement. Results are discussed in terms of their contribution to theory and practice.
Les effets de trois interventions développées afin de stimuler la réussite scolaire chez les élèves orientés vers la maîtrise ont été évalués quant à trois variables qui sont considérées comme étant responsable de cet effet, notamment, les intérêts par rapport à l'étude, la difficulté perçue de la tâche, et la désirabilité sociale. Les étudiants de premier cycle (N =177) ont complété les mesures d'auto-évaluation pertinentes au début et à la fin du semestre. À la suite du premier questionnaire, les participants ont été assigné au hasard à l'une des trois conditions d'intervention (les intérêts par rapport à l'étude, la difficulté perçue de la tâche, et la désirabilité sociale) ou un groupe control. Les résultats de régression multiple et successive avec variable muette ont démontré que la seule variable à toujours être prédite par les conditions d'intervention est les intérêts par rapport à l'étude, avec ces effets étant modéré par l'accomplissement académique préalable et les buts de maîtrise.

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Hurter, Kim. "Usefulness of the neo PI-R personality profiles in the selection of psychology master's applicants." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/d1009640.

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Each year, psychology departments across South Africa are faced with the arduous task of selecting the most suitable candidates to fill their Clinical, Counselling, Educational, and Industrial Psychology master’s coursework programmes. Although various criteria are considered in this process, personality has long been considered an important variable in the screening and selection of master’s psychology applicants, and some sort of personality assessment is commonly utilized by selection committees as part of the screening and selection procedures. While there are many different theoretical perspectives on personality and various personality assessment measures available, the Five-Factor Model (FFM) of personality has gained considerable attention over the last decade as a comprehensive and universal conceptualization of a broad trait structure for human personality. Currently, the Revised NEO Personality Inventory (NEO PI-R) is considered to be one of the best commercially available measures of the personality traits proposed by this model. The NEO PI-R provides a comprehensive measure of adult personality, has been extensively researched, and has demonstrated its utility across many different cultures, languages, and contexts. The aim of this study was to explore and describe the personality profiles of short-listed master’s psychology applicants at a higher education institution in South Africa, using the NEO PI-R, in an effort to explore the use of NEO PI-R profiles in the selection of master’s psychology applicants. The study was exploratory descriptive in nature and employed a quantitative research method. The sample of 247 participants was selected according to non-probability convenience sampling and was sourced from an archival research database. As part of the application process at the higher education institution, applicants were required to complete various tests, tasks, and questionnaires. The questionnaires selected for this study included a biographical questionnaire, used to describe the biographical variables of the sample, and the NEO PI-R (Costa & McCrae, 1992), used as a measure of personality. The NEO PI-R has been found to have good validity and reliability, with reliability in particular having being established in the South African context. Descriptive and inferential statistics, including correlations, cluster xiv analysis, and multivariate analysis of variance (ANOVA), were utilized to analyze the data. Key findings revealed that overall, the group of short-listed master’s psychology applicants could be described as being emotionally well-adjusted and sociable, which is in line with previous national and international research. In addition, a cluster analysis revealed three significantly different personality subgroups within the total sample, thus highlighting the heterogeneous nature of this sample of applicants. Each of the three personality subgroups exhibited significantly different personality traits which were judged to be more or less suitable for potential psychologists-in-training. Clusters 1 and 2 exhibited the most desirable personality characteristics in relation to selection into a master’s psychology programme, while Cluster 3 exhibited the least desirable traits. Various classification functions were derived which classified applicants into “selected” and “not selected” groups as well as the three personality subgroups, which could aid selection committees in the future to screen out potentially unsuitable candidates earlier in the selection process. It was concluded that the use of NEO PI-R personality profiles could aid the screening and selection of short-listed master’s psychology applicants.

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Zayac, Ryan M. Johnston James M. "Direct instruction reading effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Zayac_Ryan_14.pdf.

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Bowers, Susan P. "Widowed men's self-sufficiency and levels of mastery /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487865929455512.

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Chastan, Mariah M. "Mapping electronic resources to identify regional stakeholders for the Master of Science Degree in Applied Psychology." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005chastanm.pdf.

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Книги з теми "Masters; Psychology; OHF"

Sapogova, Elena. Developmental psychology and age psychology. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/997107.

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The textbook contains systematized information about psychological, socio-cultural, historical-ethnographic, psychobiological and other aspects of the development of a person changing over time. The first section is devoted to general theoretical problems of developmental psychology, the second to the analysis of different ages. The comprehensive nature of the manual makes it possible to solve the problems of formation in the professional consciousness of a stable complex of scientific categories and concepts, with the help of which the factual diversity of manifestations of the mental life of a developing person is described in psychology; familiarization with classical and modern interpretations of human development, with different variants of psychological interpretation of its essence, nature, mechanisms, driving forces and contradictions; disclosure of dialectics and phenomenology of the formation of a person as a cultural and historical subject; formation of ideas about the complexity and ambiguity of the evolution of a child as a human being; understanding the basic laws of the formation of personality and individuality of a person at each stage of its development. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for the study of the discipline "Developmental psychology, age psychology" during the professional training of psychologists in universities and is aimed at students of bachelor's and master's degrees in psychology faculties of classical and pedagogical universities, humanities and medical universities, as well as graduate students, psychology teachers and practical psychologists who are improving their qualifications in the field of age psychology.

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Semenova, Vera. Gender psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1059426.

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The textbook reveals the main range of issues of a new branch of psychological science — gender psychology. It is based on the author's lecture course, which has been read to psychology students for many years. The textbook is structured in such a way that students can master the most important concepts and provisions of the gender approach, which forms the theoretical and methodological basis of gender psychology, its subject, as well as the skills of gender analysis of social reality and the psyche of a modern person. The article presents the problems reflecting the structure of gender psychology, supplemented by the presentation of some socio-psychological aspects of human sexuality. The theoretical material is illustrated by various examples. At the end of each chapter, there are questions and tasks that allow you to better understand the content. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is aimed at bachelor students studying in the field of training 37.03.01 "Psychology" of all profiles, teachers of psychological faculties, as well as specialists in the field of academic and practical psychology.

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Novikov, Anatoliy, and Natal'ya Novikova. Mathematical methods in psychology (speech therapy). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018182.

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The tutorial discusses the necessary mathematical methods and approaches used for investigation and practical applications in psychology (speech therapy). In examples and assignments (with answers) are given found in the practical work of psychologists in various techniques that allow you to master the computational procedures of statistical processing of data. In parallel with manual processing are the processing of data using MS Excel and SPSS. Shows a combination of Excel and SPSS packages. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for students enrolled in the 37.03.01 direction of training "Psychology". Can also be useful to graduate students and professionals, focused on applied problems in psychology.

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Gross, Ronald. Peak learning: A master course in learning how to learn. Los Angeles: Jeremy P. Tarcher, Inc., 1991.

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Luk'yanova, Inna, Svetlana Utenkova, Rinat Gimranov, and Ol'ga Anikeeva. Family studies. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1818581.

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The textbook examines the legal foundations of marriage and family relations, the life cycle, the sociology and psychology of the family, as well as the problems of families raising a child with developmental disabilities. The variety of approaches to the family in social work, general and special pedagogy and psychology is revealed. The content of the textbook meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in the fields of "Sociology and social work", "Special (defectological) education", masters, postgraduates, teachers, as well as sociologists, psychologists, teachers and workers of other professions working with the family.

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J, Vollmer Lisa, and Princeton Review (Firm), eds. What to do with your psychology or sociology degree. 2nd ed. New York: Random House, 2007.

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Bernitzke, Fred Heinz. Mastery-Learning-Strategie als Unterrichtsalternative: Empirische Studie zur Effektivität der Mastery-Learning-Strategie und zu Interdependenzen mit Schülermerkmalen. Frankfurt am Main: P. Lang, 1987.

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Jensen, Eric. Superteaching: Master strategies for building student success. [S.l.]: [s.n.], 1988.

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Living the dream: The four pillars of life mastery. Tarentum, PA: Word Association Publishers, 2010.

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Barnes, Jennifer. Learning preference scales: Handbook and test master set: teachers, students, parents. Hawthorn, Victoria: ACER, 1992.

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Частини книг з теми "Masters; Psychology; OHF"

Prokopowicz, Piotr, Virginia K. Choi, and Michele J. Gelfand. "Masters of Both." In The Psychology of Extremism, 140–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003030898-7.

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Dege, Martin. "Master-Slave Dialectic." In Encyclopedia of Critical Psychology, 1151–56. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_594.

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Gobet, Fernand. "The Eye of the Master." In The Psychology of Chess, 7–12. New York : Routledge, 2019. | Series: The Psychology of Everything: Routledge, 2018. http://dx.doi.org/10.4324/9781315441887-2.

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Bargdill, Richard. "Master Hui’s Grave." In Existential Psychology and the Way of the Tao, 90–98. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315542485-7.

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Bulhan, Hussein Abdilahi. "Master and Slave Paradigms." In Frantz Fanon and the Psychology of Oppression, 101–27. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2269-4_6.

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O'Connor, Patricia, and Richard D. Tucker. "The case for master's degree training in psychology for practice in the public sector." In Service needs of the seriously mentally ill: Training implications for psychology., 81–84. Washington: American Psychological Association, 1990. http://dx.doi.org/10.1037/10077-015.

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Hargrove, David Scott. "Toward an integrated model for specialized master's and doctoral psychology training to serve the chronically mentally ill." In Service needs of the seriously mentally ill: Training implications for psychology., 125–28. Washington: American Psychological Association, 1990. http://dx.doi.org/10.1037/10077-023.

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Fabbricatore, Rosa, and Francesco Palumbo. "Clustering students according to their proficiency: a comparison between different approaches based on item response theory models." In Proceedings e report, 43–48. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.09.

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Evaluating learners' competencies is a crucial concern in education, and home and classroom structured tests represent an effective assessment tool. Structured tests consist of sets of items that can refer to several abilities or more than one topic. Several statistical approaches allow evaluating students considering the items in a multidimensional way, accounting for their structure. According to the evaluation's ending aim, the assessment process assigns a final grade to each student or clusters students in homogeneous groups according to their level of mastery and ability. The latter represents a helpful tool for developing tailored recommendations and remediations for each group. At this aim, latent class models represent a reference. In the item response theory (IRT) paradigm, the multidimensional latent class IRT models, releasing both the traditional constraints of unidimensionality and continuous nature of the latent trait, allow to detect sub-populations of homogeneous students according to their proficiency level also accounting for the multidimensional nature of their ability. Moreover, the semi-parametric formulation leads to several advantages in practice: It avoids normality assumptions that may not hold and reduces the computation demanding. This study compares the results of the multidimensional latent class IRT models with those obtained by a two-step procedure, which consists of firstly modeling a multidimensional IRT model to estimate students' ability and then applying a clustering algorithm to classify students accordingly. Regarding the latter, parametric and non-parametric approaches were considered. Data refer to the admission test for the degree course in psychology exploited in 2014 at the University of Naples Federico II. Students involved were N=944, and their ability dimensions were defined according to the domains assessed by the entrance exam, namely Humanities, Reading and Comprehension, Mathematics, Science, and English. In particular, a multidimensional two-parameter logistic IRT model for dichotomously-scored items was considered for students' ability estimation.

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Holmes, A. "The Psychology of the Printed Word." In Masters of Advertising Copy, 327–45. Routledge, 2020. http://dx.doi.org/10.4324/9781315763019-21.

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"‘Attacking the Enemy’s Plans’ and the Concept of ‘The Center of Gravity’: Eastern Psychology and Western Mechanics." In Masters of War, 60–68. Routledge, 2005. http://dx.doi.org/10.4324/9780203017746-10.

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Тези доповідей конференцій з теми "Masters; Psychology; OHF"

NICOLAE, URSULA ANA-MARIA, and OANA MARIA CATARGIU. "General patterns of interests and undergraduate psychology students’ preferences for Master programs in Psychology." In Psychology and the realities of the contemporary world. Romanian Society of Experimental Applied Psychology, 2016. http://dx.doi.org/10.15303/rjeap.2016.si1.a59.

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Abramovskih, Natalya V. "Experience Of Creating Innovative And Developmental Environment In Masters’ Professional Training." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.3.

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CISMAS, SUZANA CARMEN, ION DONA, and GABRIELA IONELA ANDREIASU. "Mentoring Master Degree Students in Business Engineering." In Psychology and the realities of the contemporary world. Romanian Society of Experimental Applied Psychology, 2016. http://dx.doi.org/10.15303/rjeap.2016.si1.a37.

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Mayer, A. "Teacher’s Speech: Facilitative Technologies In Master’s Programmes In Education." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.50.

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Tolmachova, Vera V. "Professional Becoming And Self-Development Of Master’s Degree Students." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.94.

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Katashinskikh, Varvara. "PROBLEMS OF INSTITUTIONALIZATION OF MASTERS DEGREE IN RUSSIA." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.111.

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Goryunova, Luydmila, Sergei Fedorov, Lada Vereshagina, Victoria Pogrebitskaya, Olga Voronina, Nikolai Lepekhin, and Marina Kruglova. "Psychological factors of personal safety culture of electric network masters." In Proceedings of the II International Scientific-Practical Conference "Psychology of Extreme Professions" (ISPCPEP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ispcpep-19.2019.16.

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Heazlewood, I., J. J Walsh, M. Climstein, K. Adams, T. Sevene, M. DeBeliso, and J. J Kettunen. "Participant motivation: A comparison of male and female athletes competing at the 2009 World Masters Games." In 2015 Asian Congress of Applied Psychology (ACAP 2015). WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814723398_0016.

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Osiodlo, V. I., and V. O. Skrypnikova. "Interactive technologies in development of intercultural competence of future Masters of Military management." In PEDAGOGY AND PSYCHOLOGY IN THE MODERN WORLD: INTERACTION VECTORS. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-078-0-29.

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Tarasov, V. M., H. V. Karakurkchi, and M. I. Palamar. "PECULIARITIES OF DESIGNING MASTER'S EDUCATIONAL PROGRAMS FOR TRAINING OFFICERS OF OPERATIONAL LEVEL." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-43.

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