7 research outputs found
Introspectiveness of Higher Education Students: Study and Development
The change in strategic guidelines in Russian education is associated with a revision of the goals of teaching and upbringing. However, the emphasis of reforms has shifted towards the formation of the required professional competences at this stage in the development of the education system of the Russian Federation. We think that it is possible to achieve the set goal of higher education through the development of the introspectiveness as a quality of the personality of students. The formation of the introspectiveness in a future specialist will have an effect on the successful mastery, expansion and transformation of social experience, as well as the internal plan of action. Thus, demonstrating the formed introspectiveness as a personality trait, the student is able to organize his educational activities independently, activities to cognize the surrounding reality and his inner world, as well as self-determine in various life situations, including the development of general cultural and professional competences. In this regard, the emphasis in the issue of developing the introspectiveness of students is made on specifying the conditions that must be created at a higher education institution for the manifestation and formation of this personality quality. The purpose of the article is to study the level of the introspectiveness of university students and develop psychological and pedagogical conditions that develop this personality quality. The leading techniques for the study of this problem were the following: Q-sort Technique; the technique for diagnostics of an individual measure of the introspectiveness degree. At the stage of the ascertaining experiment, the levels of the introspectiveness of university students were revealed. The results of the ascertaining experiment convincingly demonstrated the need to organize special work to develop the introspectiveness of students. The authors substantiated that the success of developing students’ introspectiveness is ensured by the created psychological and pedagogical conditions. A model of developing the introspectiveness as a personality quality of a future professional has been developed and tested. The results of this study create opportunities for further development of the problem in the context of the organization of lectures in the learning process for students of different courses and types of specialization. The article is intended for psychologists, tutors, education managers
The Interrelationship between Coping Strategies and Socio-Psychological Competency of University Students’ Personality
In contemporary society characterized by socio-economic and political instability, the problem of studying the factors and mechanisms that contribute to the constructive resolution of life difficulties and counteracting their negative consequences is very important. This paper contains the results of an empirical study of the characteristics and relationships of students’ coping behavior with different levels of their socio-psychological competency. The research methods comprised the following: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). The characteristics of indicators of socio-psychological competency were determined with the use of the technique for assessing socio-communicative competency, as well as a questionnaire that reveals the possibility of using socio-psychological skills by a person in difficult life situations. To study coping behavior, the following were used: “The ways of coping questionnaire” and “The youth coping scale”. The validity and reliability of the research results was ensured by the initial methodological positions, the use of tested tools, representativeness of the research sample, as well as mathematical processing of data with the help of software package for statistical analysis. The conclusions have been drawn that the basis of constructive mechanisms to overcome difficult life situations is a high level of formation of professional skills and abilities, introversion, motivation to achieve success, high intellectual development, moral standards, a high level of development of communication skills. It is these mechanisms that make it possible to resolve problem situations and tasks at work in a productive way. Their absence or a low level of development contributes to the dominance of situational methods of overcoming difficult life situations that impede professional formation and personal development
Formation of the Competences of Social Interaction at the Technical University
The article is devoted to the matters of the formation of universal competences as the basis of higher technical education taking into account the requirements of the Federal State Educational Standards of Higher Education FSES HE 3+ and FSES HE 3++. The necessity of integration of social and humanitarian disciplines into the process of professional engineering training is proved. The authors describe their work on the development of the training course |Principles of Legislation and Social Interaction in Construction”, which united the disciplines “Psychology”, “Sociology”, “Political science”, “Law”. Authors have suggested to use the concept "Me" as the key element of this course, emphasizing personal responsibility of an individual for the social interaction. The authors present the results of the comparative analyses of the progress of the students, who studied the new course and those, who studied traditional separate disciplines. They prove that the results, gained within the competence approach, are significantly better, than the results, possible in case of the use of the traditional approach
Introspectiveness of Higher Education Students: Study and Development
The change in strategic guidelines in Russian education is associated with a revision of the goals of teaching and upbringing. However, the emphasis of reforms has shifted towards the formation of the required professional competences at this stage in the development of the education system of the Russian Federation. We think that it is possible to achieve the set goal of higher education through the development of the introspectiveness as a quality of the personality of students. The formation of the introspectiveness in a future specialist will have an effect on the successful mastery, expansion and transformation of social experience, as well as the internal plan of action. Thus, demonstrating the formed introspectiveness as a personality trait, the student is able to organize his educational activities independently, activities to cognize the surrounding reality and his inner world, as well as self-determine in various life situations, including the development of general cultural and professional competences. In this regard, the emphasis in the issue of developing the introspectiveness of students is made on specifying the conditions that must be created at a higher education institution for the manifestation and formation of this personality quality. The purpose of the article is to study the level of the introspectiveness of university students and develop psychological and pedagogical conditions that develop this personality quality. The leading techniques for the study of this problem were the following: Q-sort Technique; the technique for diagnostics of an individual measure of the introspectiveness degree. At the stage of the ascertaining experiment, the levels of the introspectiveness of university students were revealed. The results of the ascertaining experiment convincingly demonstrated the need to organize special work to develop the introspectiveness of students. The authors substantiated that the success of developing students’ introspectiveness is ensured by the created psychological and pedagogical conditions. A model of developing the introspectiveness as a personality quality of a future professional has been developed and tested. The results of this study create opportunities for further development of the problem in the context of the organization of lectures in the learning process for students of different courses and types of specialization. The article is intended for psychologists, tutors, education managers.El cambio en las pautas estratégicas en la educación rusa está asociado con una revisión de los
objetivos de la enseñanza y la educación. Sin embargo, el énfasis de las reformas se ha desplazado
hacia la formación de las competencias profesionales necesarias en esta etapa del desarrollo del
sistema educativo de la Federación de Rusia. Pensamos que es posible lograr el objetivo planteado
de la educación superior a través del desarrollo de la introspectividad como una cualidad de la
personalidad de los estudiantes. La formación de la introspectividad en un futuro especialista tendrá
un efecto en el dominio, expansión y transformación exitosa de la experiencia social, así como en el
plan de acción interno. Así, demostrando la introspectividad formada como un rasgo de
personalidad, el estudiante es capaz de organizar sus actividades educativas de forma independiente,
actividades para conocer la realidad circundante y su mundo interior, así como autodeterminarse en
diversas situaciones de la vida, incluido el desarrollo de la cultura general. y competencias
profesionales. En este sentido, el énfasis en el tema del desarrollo de la introspectividad de los
estudiantes se hace en especificar las condiciones que deben crearse en una institución de educación
superior para la manifestación y formación de esta cualidad de personalidad. El propósito del artículo
es estudiar el nivel de introspectividad de los estudiantes universitarios y desarrollar las condiciones
psicológicas y pedagógicas que desarrollan esta cualidad de personalidad. Las principales técnicas
para el estudio de este problema fueron las siguientes: técnica de Q-sort; la técnica para el
diagnóstico de una medida individual del grado de introspectividad. En la etapa del experimento de
determinación, se revelaron los niveles de introspectividad de los estudiantes universitarios. Los
resultados del experimento de comprobación demostraron de manera convincente la necesidad de
organizar un trabajo especial para desarrollar la introspectividad de los estudiantes. Los autores
corroboraron que el éxito en el desarrollo de la introspectividad de los estudiantes está garantizado
por las condiciones psicológicas y pedagógicas creadas. Se ha desarrollado y probado un modelo de
desarrollo de la introspectividad como cualidad de personalidad de un futuro profesional. Los
resultados de este estudio crean oportunidades para un mayor desarrollo del problema en el contexto
de la organización de conferencias en el proceso de aprendizaje para estudiantes de diferentes cursos
y tipos de especialización. El artículo está dirigido a psicólogos, tutores, gestores educativos
The Interrelationship between Coping Strategies and Socio-Psychological Competency of University Students’ Personality
In contemporary society characterized by socio-economic and political instability, the problem of studying the factors and mechanisms that contribute to the constructive resolution of life difficulties and counteracting their negative consequences is very important. This paper contains the results of an empirical study of the characteristics and relationships of students’ coping behavior with different levels of their socio-psychological competency. The research methods comprised the following: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). The characteristics of indicators of socio-psychological competency were determined with the use of the technique for assessing socio-communicative competency, as well as a questionnaire that reveals the possibility of using socio-psychological skills by a person in difficult life situations. To study coping behavior, the following were used: “The ways of coping questionnaire” and “The youth coping scale”. The validity and reliability of the research results was ensured by the initial methodological positions, the use of tested tools, representativeness of the research sample, as well as mathematical processing of data with the help of software package for statistical analysis. The conclusions have been drawn that the basis of constructive mechanisms to overcome difficult life situations is a high level of formation of professional skills and abilities, introversion, motivation to achieve success, high intellectual development, moral standards, a high level of development of communication skills. It is these mechanisms that make it possible to resolve problem situations and tasks at work in a productive way. Their absence or a low level of development contributes to the dominance of situational methods of overcoming difficult life situations that impede professional formation and personal development.En la sociedad contemporánea caracterizada por la inestabilidad socio-económica y política, el problema de
estudiar los factores y mecanismos que contribuyen a la resolución constructiva de las dificultades de la vida y
contrarrestar sus consecuencias negativas es muy importante. Este artículo contiene los resultados de un estudio
empírico de las características y relaciones de la conducta de afrontamiento de los estudiantes con diferentes
niveles de su competencia socio-psicológica. Los métodos de investigación comprendieron los siguientes:
análisis teórico, investigación empírica (testing), análisis cualitativo de los datos obtenidos, procesamiento de
datos matemáticos y estadísticos (SPSS Statistics, Excel). Las características de los indicadores de competencia
socio-psicológica se determinaron con el uso de la técnica de evaluación de la competencia socio-comunicativa,
así como un cuestionario que revela la posibilidad de utilizar habilidades socio-psicológicas por parte de una
persona en situaciones difíciles de la vida. Para estudiar el comportamiento de afrontamiento, se utilizaron los
siguientes: “Cuestionario de formas de afrontamiento” y “La escala de afrontamiento de los jóvenes”. La
validez y confiabilidad de los resultados de la investigación fue asegurada por las posiciones metodológicas
iniciales, el uso de herramientas probadas, la representatividad de la muestra de investigación, así como el
procesamiento matemático de los datos con la ayuda de un paquete de software para análisis estadístico. Se han
extraído las conclusiones de que la base de los mecanismos constructivos para superar situaciones difíciles de
la vida es un alto nivel de formación de habilidades y habilidades profesionales, introversión, motivación para
alcanzar el éxito, alto desarrollo intelectual, estándares morales, un alto nivel de desarrollo de las habilidades
comunicativas. . Son estos mecanismos los que permiten resolver situaciones problemáticas y tareas en el
trabajo de forma productiva. Su ausencia o bajo nivel de desarrollo contribuye al dominio de métodos
situacionales de superación de situaciones difíciles de la vida que impiden la formación profesional y el
desarrollo personal