28 research outputs found
Π ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎΡΡΠΈ ΡΠΈΠΏΠΎΠ² Π² ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΡΡ ΡΠ΅ΡΡ Ρ Π°ΡΠ°ΠΊΡΠ΅ΡΠ°
The article considers the approaches to the individual-typical research of displays of features of the personality on the basis of A.I. Krupnov's system-functional model. The question of stability of the types singled out while studying various character traits is analyzed.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-ΡΠΈΠΏΠΈΡΠ΅ΡΠΊΠΎΠΌΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΠΉ ΡΠ΅ΡΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π.Π. ΠΡΡΠΏΠ½ΠΎΠ²Π°. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΡΡΡ Π²ΠΎΠΏΡΠΎΡ ΠΎΠ± ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎΡΡΠΈ ΡΠΈΠΏΠΎΠ², Π²ΡΠ΄Π΅Π»ΡΠ΅ΠΌΡΡ
ΠΏΡΠΈ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠΈ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠ΅ΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ°
Π ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ ΡΠ΅ΡΡ
In the article analysed and systematized researches of individually-typical features of personality traits, executed within the framework of system-functional approach.Π ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΈ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-ΡΠΈΠΏΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΡΠ΅ΡΡ, Π²ΡΠΏΠΎΠ»Π½Π΅Π½Π½ΡΠ΅ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°
ΠΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-ΡΠΈΠΏΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π² ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΡΡΠ΅ΡΠ΅
Four basic types of sociability of students, which is examined as personality description of activity in a communicative sphere, are described in the article.ΠΠΏΠΈΡΠ°Π½Ρ ΡΠ΅ΡΡΡΠ΅ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΡΠΈΠΏΠ° ΠΎΠ±ΡΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΠΊΠΎΡΠΎΡΠ°Ρ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΊΠ°ΠΊ Π»ΠΈΡΠ½ΠΎΡΡΠ½Π°Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π² ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠΉ ΡΡΠ΅ΡΠ΅
Π‘ΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΠΎΡΡΠΈ ΡΠ²Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Ρ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΡΠΌΠΈ ΠΈΠ½ΠΈΡΠΈΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ Ρ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ Π³ΡΡΠΏΠΏ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ²-ΠΌΠ΅Π΄ΠΈΠΊΠΎΠ² ΠΈ Π²ΡΠ°ΡΠ΅ΠΉ-Ρ ΠΈΡΡΡΠ³ΠΎΠ²
This article is devoted to the analysis of measures of surgeons' personal initiative in relation to the characteristics of their assertive activity. The authors have disclosed the features of development and implementation of personal initiative as the system attribute of surgeons' personality in connection with the manifestation of the harmonious instrumental characteristics of their personal self-reliance.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° Π°Π½Π°Π»ΠΈΠ·Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠΎΡΠ²Π»Π΅Π½ΠΈΡ ΠΈΠ½ΠΈΡΠΈΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ Π½Π° ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΡΠ°ΠΏΠ°Ρ
ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π²ΡΠ°ΡΠ°-Ρ
ΠΈΡΡΡΠ³Π° Π²ΠΎ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΠΈ Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ°ΠΌΠΈ ΠΎΡΡΡΠ΅ΡΡΠ²Π»Π΅Π½ΠΈΡ ΡΠ²Π΅ΡΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ. Π Π°ΡΠΊΡΡΠ²Π°Π΅ΡΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ½ΠΈΡΠΈΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΊΠ°ΠΊ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ ΡΠ²ΠΎΠΉΡΡΠ²Π° Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π²ΡΠ°ΡΠ°-Ρ
ΠΈΡΡΡΠ³Π° Π² ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ Ρ Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΠΎΡΡΡΡ Π³Π°ΡΠΌΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΡΠ²Π΅ΡΠ΅Π½Π½ΠΎΡΡΠΈ
Π‘ΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-ΡΠΈΠΏΠΈΡΠ΅ΡΠΊΠΈΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ Π½Π°ΡΡΠΎΠΉΡΠΈΠ²ΠΎΡΡΠΈ ΠΈ ΡΠ²ΠΎΠΉΡΡΠ² ΡΠ΅ΠΌΠΏΠ΅ΡΠ°ΠΌΠ΅Π½ΡΠ° ΡΡΡΠ΄Π΅Π½ΡΠΎΠ²
The problem of revealing the individually-typical features of persistence within the framework of the system-functional approach is discussed in the article. The four basic types of the persistence of students are described. A special attention is given to the comparative research of the said types and the specificity of the temperament which allows defining their psychological characteristics, and also elaborates on the possibility of the psychological correction work with the representatives of each of the types.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ° Π²ΡΡΠ²Π»Π΅Π½ΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-ΡΠΈΠΏΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ Π½Π°ΡΡΠΎΠΉΡΠΈΠ²ΠΎΡΡΠΈ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π.Π. ΠΡΡΠΏΠ½ΠΎΠ²Π°. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠ³ΠΎ, ΠΈΠ·Π±ΠΈΡΠ°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ, ΠΌΠΎΡΠΈΠ²ΠΈΡΠΎΠ²Π°Π½Π½ΠΎ-Π°Π³Π°ΡΠΌΠΎΠ½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΠ»Π°Π±ΠΎΠΌΠΎΡΠΈΠ²ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΡΠΈΠΏΠΎΠ² Π½Π°ΡΡΠΎΠΉΡΠΈΠ²ΠΎΡΡΠΈ, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΠΎΠΉ ΠΊΠ°ΠΊ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΠ΅ΡΡΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. ΠΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π° ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° Π΄Π°Π½Π½ΡΡ
ΡΠΈΠΏΠΎΠ² Π² ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΡΠΌΠΈ ΡΠ΅ΠΌΠΏΠ΅ΡΠ°ΠΌΠ΅Π½ΡΠ°, ΠΊΠΎΡΠΎΡΠ°Ρ ΡΡΠΎΡΠ½ΡΠ΅Ρ ΠΈΡ
ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΊΠΎΠ½ΠΊΡΠ΅ΡΠΈΠ·ΠΈΡΡΠ΅Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΡΠΈΡ
ΠΎΠΊΠΎΡΡΠ΅ΠΊΡΠΈΠΎΠ½Π½ΠΎΠΉ ΡΠ°Π±ΠΎΡΡ Ρ ΠΏΡΠ΅Π΄ΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠΌΠΈ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΠΈΠ· ΡΠΈΠΏΠΎΠ²
ΠΠΏΠ΅ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΡΠΊΠ°Π»Ρ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ (Highly Sensitive Person Scale) Π½Π° ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π²ΡΠ±ΠΎΡΠΊΠ΅
The aim of the present study was to operationalize a Russian version of the Highly Sensitive Person Scale (HSPS). The empirical data were collected in two ways: active, through oral advertising and inviting those who wish to take part in the study (snowball technique) and passive (placement of ads about taking part in a research in social networks VKontakte and Facebook). As a result, 350 university students (117 men, 233 women, an average age of 18,2 (Β± 1,7) applied to a research laboratory and filled out the HSPS questionnaire, and another 510 respondents (380 women, 130 men, average age 22,6 ( Β± 7,9) filled the HSPS online. The results of the study did not confirm the one-dimensional model of the construct, proposed by Aron & Aron (1997), as well as the most commonly used in the English-language studies three-factor solution. The hierarchical claster and confirmatory analyses used in the operationalization procedure allowed us to conclude that the variance of the Russian version of HSPS is best described in the framework of a two-factor model including the two separate subscales: Ease of Excitation (EOE), Low threshold of sensitivity (LTS). Sensory Processing Sensitivity may be defined as an increased susceptibility to external and internal stimuli, realized through negative emotional responses and deep susceptibility (distress) to excessive stimulation.Π¦Π΅Π»ΡΡ Π½Π°ΡΡΠΎΡΡΠ΅Π³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π±ΡΠ»Π° ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΡΡΡΡΠΊΠΎΡΠ·ΡΡΠ½ΠΎΠΉ Π²Π΅ΡΡΠΈΠΈ Β«Π¨ΠΊΠ°Π»Ρ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈΒ» (Highly Sensitive Person Scale (HSPS) (Aron, Aron, 1997). ΠΠΌΠΏΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π΄Π°Π½Π½ΡΠ΅ ΡΠΎΠ±ΠΈΡΠ°Π»ΠΈΡΡ Π΄Π²ΡΠΌΡ ΠΏΡΡΡΠΌΠΈ: Π°ΠΊΡΠΈΠ²Π½ΡΠΌ, ΡΠ΅ΡΠ΅Π· ΡΡΡΠ½ΡΡ ΡΠ΅ΠΊΠ»Π°ΠΌΡ ΠΈ ΠΏΡΠΈΠ³Π»Π°ΡΠ΅Π½ΠΈΠ΅ ΠΆΠ΅Π»Π°ΡΡΠΈΡ
ΠΏΡΠΈΠ½ΡΡΡ ΡΡΠ°ΡΡΠΈΠ΅ Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² (ΡΠ΅Ρ
Π½ΠΈΠΊΠ° ΡΠ½Π΅ΠΆΠ½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠ°) ΠΈ ΠΏΠ°ΡΡΠΈΠ²Π½ΡΠΌ (ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½ΠΈΠ΅ ΠΎΠ±ΡΡΠ²Π»Π΅Π½ΠΈΡ ΠΎ Π½Π°Π±ΠΎΡΠ΅ ΠΆΠ΅Π»Π°ΡΡΠΈΡ
ΠΏΡΠΈΠ½ΡΡΡ ΡΡΠ°ΡΡΠΈΠ΅ Π² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ Π² ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΠ΅ΡΡΡ
ΠΠΠΎΠ½ΡΠ°ΠΊΡΠ΅ ΠΈ Π€Π΅ΠΉΡΠ±ΡΠΊ). Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΡΡΠ°ΡΡΠΈΠ΅ 860 ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ²: 350 ΡΡΡΠ΄Π΅Π½ΡΠΎΠ²-Π΄ΠΎΠ±ΡΠΎΠ²ΠΎΠ»ΡΡΠ΅Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° (117 ΠΌΡΠΆΡΠΈΠ½, 233 ΠΆΠ΅Π½ΡΠΈΠ½Ρ, ΡΡΠ΅Π΄Π½ΠΈΠΉ Π²ΠΎΠ·ΡΠ°ΡΡ (18,2 Β± 1,7) Π»Π΅Ρ), ΠΈ 510 ΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΠ΅Π»Π΅ΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΡ
ΡΠ΅ΡΠ΅ΠΉ (380 ΠΆΠ΅Π½ΡΠΈΠ½, 130 ΠΌΡΠΆΡΠΈΠ½, ΡΡΠ΅Π΄Π½ΠΈΠΉ Π²ΠΎΠ·ΡΠ°ΡΡ (22,6 Β± 7,9) Π»Π΅Ρ). Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π½Π΅ ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠ΄ΠΈΠ»ΠΈ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π½ΡΡ E.N. Aron & A. Aron (1997) ΠΎΠ΄Π½ΠΎΠΌΠ΅ΡΠ½ΡΡ ΠΌΠΎΠ΄Π΅Π»Ρ ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠ°, ΡΠ°ΠΊΠΆΠ΅ ΠΊΠ°ΠΊ ΠΈ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΠ°ΡΠΏΡΠΎΡΡΡΠ°Π½Π΅Π½Π½ΠΎΠ΅ Π² Π°Π½Π³Π»ΠΎΡΠ·ΡΡΠ½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡΡ
ΡΡΠ΅Ρ
ΡΠ°ΠΊΡΠΎΡΠ½ΠΎΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΠ΅. ΠΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Π½ΡΠ΅ Π² ΠΏΡΠΎΡΠ΅Π΄ΡΡΠ΅ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ΅ΡΠ°ΡΡ
ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΊΠ»Π°ΡΡΠ΅ΡΠ½ΡΠΉ ΠΈ ΠΊΠΎΠ½ΡΠΈΡΠΌΠ°ΡΠΎΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ·Ρ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΈ Π·Π°ΠΊΠ»ΡΡΠΈΡΡ, ΡΡΠΎ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ ΡΠ΅Π½ΡΠΎΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ (SPS) ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΠΎΠΏΠΈΡΠ°Π½Π° Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π΄Π²ΡΡ
ΡΠ°ΠΊΡΠΎΡΠ½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ, Π²ΠΊΠ»ΡΡΠ°ΡΡΠ΅ΠΉ ΡΡΠ±ΡΠΊΠ°Π»Ρ Β«ΠΠ΅Π³ΠΊΠΎΡΡΡ Π²ΠΎΠ·Π±ΡΠΆΠ΄Π΅Π½ΠΈΡΒ», Β«ΠΠΈΠ·ΠΊΠΈΠΉ ΠΏΠΎΡΠΎΠ³ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈΒ» ΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΠΊΠ°ΠΊ ΠΏΠΎΠ²ΡΡΠ΅Π½Π½Π°Ρ Π²ΠΎΡΠΏΡΠΈΠΈΠΌΡΠΈΠ²ΠΎΡΡΡ ΠΊ Π²Π½Π΅ΡΠ½ΠΈΠΌ ΠΈ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΠΌ ΡΡΠΈΠΌΡΠ»Π°ΠΌ, ΡΠ΅Π°Π»ΠΈΠ·ΡΡΡΠ°ΡΡΡ ΡΠ΅ΡΠ΅Π· Π½Π΅Π³Π°ΡΠΈΠ²Π½ΡΠ΅ ΡΠΌΠΎΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠ΅ ΡΠ΅Π°ΠΊΡΠΈΠΈ ΠΈ Π³Π»ΡΠ±ΠΎΠΊΡΡ Π²ΠΎΡΠΏΡΠΈΠΈΠΌΡΠΈΠ²ΠΎΡΡΡ (Π΄ΠΈΡΡΡΠ΅ΡΡ) ΠΊ ΡΡΠ΅Π·ΠΌΠ΅ΡΠ½ΠΎΠΉ ΡΡΠΈΠΌΡΠ»ΡΡΠΈΠΈ
Tolerance as predictor of intercultural adaptation among international students in Russia
The paper presents a study of the tolerance as predictors of intercultural adaptation in the international students from a multinational university. A total of 294 students from four parts of the world (South America, Asia (China), Arab countries, and Africa) took part in the research. The regression analysis by the method of "exception" revealed that from 5% to 32% of the variance of the intercultural adaptation indicators of the international students can be explained by various types of the tolerance. Β© 2018 Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA). All rights reserved
Tolerance as predictor of intercultural adaptation among international students in Russia
The paper presents a study of the tolerance as predictors of intercultural adaptation in the international students from a multinational university. A total of 294 students from four parts of the world (South America, Asia (China), Arab countries, and Africa) took part in the research. The regression analysis by the method of "exception" revealed that from 5% to 32% of the variance of the intercultural adaptation indicators of the international students can be explained by various types of the tolerance. Β© 2018 Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA). All rights reserved
Schwartz value clusters in modern university students
People differ in their value hierarchies, i.e., in the importance they attach to basic personal values. A large number of studies were performed to establish similarities and differences between national, ethnic, or professional groups in terms of Schwartz's values structure. In addition to this sample-level approach, we found it useful to disclose a number of subgroups within those larger social groups, which are more homogeneous in themselves and reflect the individual-level types of personal values systems. The study was performed on university students (n = 1237) who were asked to fill in the SVS ΠΈPVQ Schwartz's questionnaires. The sample was then treated with the K-means cluster analysis, which resulted in the division of the initial sample into three subgroups or clusters according to their values hierarchy being measured separately at the (1) Normative Ideals scale and (2) the scale of Behavioral Priorities. These clusters were equally common among male and female students, but they were unequally found in young people coming from different ethnic groups and regions, demonstrating the role of socio-cultural environment in building up personal values. The results may extend our capabilities for the prediction of the social, economic, and political behavior of the younger generation. Β© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/)
ΠΡΠΈΡ ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠ°Ρ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΡΡΠΈ ΠΈ Π»ΡΠ±ΠΎΠ·Π½Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Ρ ΠΊΠ°Π±Π°ΡΠ΄ΠΈΠ½ΡΠΊΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ²
The article presents the results of the research on the psychological features of tolerance and curiosity in Circassian students, who study in Moscow and Kabardino-Balkaria and furthermore shows correlation between these variables in two groups.Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΠΎΠ»Π΅ΡΠ°Π½ΡΠ½ΠΎΡΡΠΈ ΠΈ Π»ΡΠ±ΠΎΠ·Π½Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Ρ ΠΊΠ°Π±Π°ΡΠ΄ΠΈΠ½ΡΠΊΠΈΡ
ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΠΏΡΠΎΠΆΠΈΠ²Π°ΡΡΠΈΡ
Π² ΠΠΠ ΠΈ ΠΠΎΡΠΊΠ²Π΅, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΠΌΠ΅ΠΆΠ΄Ρ Π΄Π°Π½Π½ΡΠΌΠΈ ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠ°ΠΌΠΈ Π² ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΠΌΡΡ
Π³ΡΡΠΏΠΏΠ°Ρ