Učinak modela razvoja vodstva na meku vještinu vodstva srednjoškolaca

The aim of this work is to describe a model of efficient leadership qualities development among students in the process of soft skills acquisition. The research was implemented in School No. 98 and Lyceum No. 177 (Kazan). It included a total of 144 students in grades 8-10. The study comprised of a diagnostic, experimental and final phase. At the diagnostic phase, the level of leadership among secondary school students was determined according to the method developed by Zharikov and Krushelnitsky. The model was tested and introduced into secondary education during the experimental phase. A comparative analysis of the results obtained at the diagnostic and final phase in all grade revealed an increase in the number of respondents with moderate and high leadership potential. This fact indicates that the implementation of the leadership development model can be considered successful and may be used in other educational institutions. The introduction of the leadership development model will contribute to further improvement of leadership qualities and soft skills among students. The results of this study can be used as a reference for subsequent research in this field.Cilj je ovoga rada opisati model učinkovitoga razvoja osobina vodstva učenika u procesu stjecanja „mekih vještina“. Istraživanje je provedeno u Školi 98 i Liceju 177 (Kazan), a obuhvatilo je ukupno 144 učenika od osmoga do desetoga razreda. Istraživanje se sastojalo od dijagnostičke, eksperimentalne i završne faze. Razina vodstva srednjoškolaca utvrđena je tijekom dijagnostičke faze prema metodi koju su razvili Zharikov i Krushelnitsky. Model je testiran i uveden u srednjoškolski obrazovni sustav u eksperimentalnoj fazi. Komparativna analiza rezultata dobivenih u dijagnostičkoj i završnoj fazi u svim razredima pokazuje povećanje broja sudionika s umjerenim do visokim potencijalom vodstva. Ova je činjenica pokazatelj uspješnosti primjene modela razvoja vodstva i mogućnosti njegove implementacije u drugim obrazovnim institucijama. Pretpostavlja se kako bi uvođenje modela razvoja vodstva doprinijelo daljem poboljšanju karakteristika vođenja i „mekih vještina“ među učenicima. Rezultati ove studije mogu se upotrijebiti kao referenca za dalja istraživanja u ovom području

Professional self-development of future specialists in the field of ecological psychology in the context of distance learning

Professional self-development as is one of the key targets of the higher education system. The digital transformation of the professional training sphere analyses the features of future specialists’ self-assessment of individual ability to transform themselves, their living conditions and professional activities. The information about the influence of the distance-learning format on professional self-esteem and self-development in future specialists are poorly systematized in the modern scientific literature. The aim of the article is the study of future educational psychologists and social educators’ attitude to the distance learning as a resource for self-development, the analysis of the correlation between future professionals’ quality evaluation of the organization and content of distance learning process in the period of the pandemic and self-assessment of their skills. We used the empirical methods: survey methods to collect data from respondents. The subject is the opportunities for self-development of the future specialist of the psycho-pedagogical fields in the conditions of distance format of obtaining a profession. The mathematical and mathematical statistics methods were used. The sample set of respondents consisted of 57 2-4 years students of full-time and part-time education of the Faculty of Psychology and Social Pedagogy of the State University of Humanities and Technology, Orekhovo-Zuyevo