University Students’ Personal and Professional Development: The Socio-Cultural Environment Effect

AbstractTaking into account the role of socio-cultural environment in human development, the paper focuses on examining university students’ subjective evaluation of their local settings in the context of basic values realizability. Being one of the main factors of human behaviour and activity, basic values from this perspective can be viewed as an indicator of the socio-cultural environment potential. The study presented involved methods of exploring one's personal potential, career orientations and subjective evaluation of basic values realizability in the local settings. The results obtained are discussed in terms of university students’ personal and professional development

Features of formation of implicit theories and their relation to the student's intellectual and personal potential

Foreign and domestic psychologists’ theoretical concepts of implicit theories of intellect and personality and the degree of influence of these theories on learning and a person's success are analyzed. The results of an empirical study of interrelations of analytical intellect and personal potential with students’ established implicit theories are presented. There is a discussion of the hypothesis according to which students who have a higher level of personal potential and higher intellectual parameters understand personality and intellect as phenomena which develop throughout life

Intellectual and personality factors in the achievement of high exam effectiveness in first-year Russian university students

The goals set forth in regulatory documents for the development of Russian education presuppose quantitative evaluation of factors and conditions that ensure students’ achievement of high competence, personality development, and self-realization. Evaluation of intellectual and personality characteristics of first-year university students and study of the relationship among these characteristics thus become important tasks

An educational technology for developing professionally-oriented EFL communicative competence: its acmeological potential

AbstractThis paper addresses the problem of creating effective educational technologies aimed at developing university students’ professionally-oriented EFL communicative competence in research-oriented higher educational settings. Two techniques (mini-research and individual educational trajectory), being actional components of the educational technology developed, were analyzed from the acmeological potential perspective based on the study undertaken. The study participants were undergraduates and master's students majoring in non-language-related fields