Features of Professional Health of a Teacher at Different Stages of Professional Development

The article presents the results of a study of the professional health of a teacher at different stages of professional development. 270 school teachers participated in the study. The research methods were selected in accordance with the defined components of the teacher’s professional health: motivational (questionnaire ”Motivation for success” (T. Ehlers), questionnaire ”Motivation to avoid failures” (T. Ehlers)), emotional(questionnaire «Self-assessment of emotional states» (H. Eysenck), questionnaire «Empathy» (A. Mehrabyan)) and reflective (differential reflexivity test (D.A. Leontiev, Y.N. Osin), method of the diagnostic of the development level of reflexivity (A.V. Karpov)). The sample was divided into groups in accordance with the stages of professional development: 0 to 5 years of work experience in school - the adaptation stage; 6 to 15 years - primary professionalization; 16 to 25 years - secondary professionalization; over 25 years – mastery. It is established that the motivational component of a teacher’s professional health is characterized by a moderately high and average motivation for success and a high and very high level of avoidance of failures. The emotional component of a teacher’s professional health is characterized by a low level of frustration and aggressiveness,a high level of anxiety and an average level of rigidity and effective empathy. The reflective component of a teacher’s professional health is characterized by average indicators of the level of development of reflexivity and systemic reflection, as well as low indicators of introspection and quasi-reflection. As professionaldevelopment occurs, the intensity of the indicators of motivational, emotional and reflective components of a teacher’s professional health changes. It is characterized by increasing motivation for success, increased level of anxiety, increased level of rigidity, development of systemic reflection. Keywords: health, teacher’s professional health, teacher’s professional health structure, motivational component of teacher’s professional health, emotional component of teacher’s professional health, reflective component of teacher’s professional healt

The structure of the professional health teacher

The article is devoted to the examination of the structure of health professional teachers. Based on the analysis of scientific literature has shown the existence of two approaches to examine the structure of health — level and component. Defined composition of health professional teachers.Статья посвящена рассмотрению структуры профессионального здоровья учителя. На основании анализа научной литературы установлено существование двух подходов к рассмотрению структуры здоровья — уровневый и компонентный. Определен компонентный состав профессионального здоровья учителя

Professional health at a late stage of career development (case study: School teachers)

Pedagogical activity in Russia is an area with traditionally high professional livability and a large number of working old teachers. In this regard, the issue of the teacher's professional health becomes relevant. А teacher's professional health is defined as a complex of psychological characteristics that meets the requirements and conditions of professional activity and ensures the optimal level of working capacity, personality development at all stages of professionalization and professional longevity. The purpose of the empirical research is to study characteristics of professional health at a late stage of career development. The study involved 198 school teachers, including 98 working teachers with a professional experience of over 35-years (main group), 50 young teachers with less than a 3-year experience (first comparison group), and 50 teachers who finished their professional career (second comparison group). The research methodology was selected in accordance with the identified components of professional health: motivational, emotional and reflexive. It was established that at a late stage of career development, the teacher's professional health is characterized by high motivation for success (42%), for avoiding failures (58%), high anxiety (47%) and rigidity (42%), high empathy (57%) and systemic reflection (72,8%). It was found that working teachers have higher satisfaction with life (U = 291, p = 0.00007), but they are less willing to adapt to age-related changes than the teachers who already finished their professional career (U = 344, p = 0.001). Changes affect all the components of professional health, but their modality is different. Whereas the increased motivation for achievement and reflexivity can be considered a generally positive trend, the changes in the emotional component of health (high anxiety and rigidity) are negative. A higher level of life satisfaction among working pensioners indicates a positive role of labour activity in the socio-emotional well-being of an elderly person. The results obtained clarify ideas about the professional health of a teacher who is at a late stage of career development. The results form the informational basis of psychological support programs for teachers of pre-retirement age. © 2020 LLC Ecological Help. All rights reserved

A study on the components of teachers’ professional competence

The aim of this research was to study the activity-related, personality-related and socio-communicative components of school teachers’ professional competence. The survey of 380 teachers using standardised questionnaires identified the manifestation specificities of the components, depending on the work in conventional or innovative schools and the length of work experience. Significant differences were found between teachers working in innovative and conventional schools. The length of work experience was found to condition the differences between the activity-related and the personality-related components. The results obtained showed that teachers in innovative schools focus on professional development and achieving independence and are optimistic and tolerant of uncertainty. Those from conventional schools tend to strive for stable working conditions and demonstrate high anxiety levels and rigidity. © Wydawnictwo Adam Marszałek Toruń 2016

Conditions of the Effective Formation of Legal Consciousness of Students By Means of Psychological Training

The article considers the conditions of the effective formation of legal consciousness of students through psychological training. The study included ascertaining and formative stages. 60 students aged 20 to 22 took part in it. At the ascertaining stage, R.R. Muslumov’s method of study of legal consciousness of personality was used to determine the levels of formation of the legal consciousness components of students. It was established that the formation of all components of legal consciousness among students (legal knowledge, legal attitudes, attitudes towards law, and attitudes toward legal institutions, legal activity and legal motivatedcognition) was at an average and high level. At the formative stage, psychological training was used, which was aimed at developing legal consciousness and legal competence of students. The authors note that the most effective means of forming legal consciousness is psychological training based on the cognitive-behavioral approach, which suggests that a person can learn new social skills, emotions and new ways of thinking through the learning mechanism. Within the framework of the training, the work is focused on behavioral reactions andinternal attitudes. As a result, qualitative positive results were obtained on the scales ”legal activity” and “motivated cognition”. Conditions for the effective formation of legal consciousness (which include interactivity, reality, relevance, success, emotionality and modernity) were generalized and identified in the group work. While recognizing the importance of educational work, the authors point out that the development of legal consciousness of students also depends on other external (family, conditions in a particular university, friends, etc.) and internal (character, personality characteristics, etc.) factors. It is not enough simply to form legal knowledge - it is important to nurture the legal consciousness, legal beliefs, lay the foundation of behavior on the basis of law observance. Keywords: Legal consciousness, legal competence, legal activity, legal socialization, legal motivated cognition, legal attitudes, psychological training

From the Editorial Board. Psychology of Education: Modern Vector of Development. IV Russian Forum with International Participation (June 16, 2023)

16 июня на базе Уральского федерального университета имени первого Президента России Б. Н. Ельцина прошел IV Всероссийский форум с международным участием «Психология образования: современный вектор развития»

Psychological predictors of inhibition development in educational environments

This article examines psychological predictors of inhibition in educational environments as well as various aspects of pedagogical communication, including facilitation, which is aimed at enhancing educational effectiveness and developing students by means of using a particular communication style and the teacher’s personality. The need to study inhibition (the deterioration of teacher-children interactions; the negation of a student’s individuality; the inability to understand and accept students’ viewpoints; teacher-provoked conflicts; and emotional callousness) is substantiated. The essence of psychological predictors as independent variables, changes in which lead to changes in other dependent variables, allowing the prediction of inhibition development, is explained. The research objective was to identify psychological predictors of the development of inhibition in pedagogical communication. An empirical study was conducted using standardized techniques for diagnosing communicative attitudes (V. Boyko), developing general communicative tolerance (V. Boyko), identifying aggressiveness (A. Asinger), identifying the level of empathy (V. Boyko), and identifying the degree of pedagogical inhibition (L. Polosova). The sample contained 375 teachers from Yekaterinburg educational institutions, with participant selection made using stratified sampling. The teacher’s personality features (a negative communicative attitude, low communicative tolerance and empathy, and higher levels of aggression) were shown to be key predictors of inhibition, which itself was found to depend on the length of teaching experience. At the beginning of one’s professional teaching career, the level of inhibition is minimal. However, the level of inhibition reaches its maximum level after 5-10 years of teaching, and after 20 years, there is a sharp decrease in the level of inhibition. The conclusion of this study stresses the importance of developing strategies to prevent and correct inhibition, which is especially essential for school teachers with 5-10 years of experience

A General Attitude towards Shopping and Its Link with Basic Human Values in the UK

Prior literature about shopping has focused mostly on specific aspects such as on attitudes towards specific products or shopping practices. A General Shopping Attitude (GSA), capturing how much an individual is attracted by shopping in general, has rarely been explored. In an online questionnaire study conducted in the UK, here we developed and validated a self-report scale to assess GSA. Moreover, adopting Schwartz’s theory of basic human values as framework, we explored the relationship between GSA and general value orientations. We observed that people valuing more Self-enhancement versus Self-transcendence (i.e., valuing the own social status and wellbeing versus the wellbeing of others and of the environment) reported more positive GSA. This fits with theories proposing that, in consumer societies, shopping is appealing because it allows one to achieve social status. Contrary to perspectives claiming that shopping is appealing because it enables expressing creativity and freedom, a negative relation between GSA and Self-direction (i.e., a tendency to value freedom and creativity) emerged. Rather, this observation fits with proposals viewing the appeal of shopping in its ability to enable one to conform to a reference group’s standards. These findings shed light on general value orientations underlying the appeal of shopping

EMOTIONAL WELL-BEING OF SCHOOLCHILDREN: THEORETICAL FOUNDATIONS AND PROSPECTS FOR RESEARCH

Introduction. Within the framework of current educational reforms, a trend towards raising requirements for intellectual and psycho-emotional abilities of all educational process participants has become evident. With an increasing number of emotionally intense events, the issue of forming and maintaining the emotional well-being of schoolchildren is becoming more urgent. The key feature of the school environment is emotional well-being, which the authors define as a stable and emotionally positive state of a child in the learning environment; and which is based on satisfying one’s age-related needs, awareness of one’s own emotions and possession of the skills of emotional regulation and reflection. Aim. The article aims to formulate and analyse the problem of emotional well-being, to provide an overview of scientific approaches to its operationalisation, and to determine methodological foundations and directions for assessing the emotional well-being of Russian schoolchildren. Methodology and research methods. Research methods include a review of scientific works by contemporary Russian and foreign scholars; systemic, comparative, and logical analysis of modern approaches to the notion of emotional well-being of schoolchildren. The research methodological foundation is rooted in the provisions of positive psychology, the concepts of subjective well-being (N. Bradburn, E. Dinner) and psychological well-being (C. Ryff), self-determination theory (M. Seligman, R. M. Ryan, E. L. Deci), and ecological systems theory (W. Bronfenbrenner). Results and scientific novelty. The paper determines scientific approaches to analyse emotional well-being of a schoolchild, contributes to the concept of operationalisation, and defines the directions for assessing emotional well-being on the basis of two factors: social environment and personal characteristics of a schoolchild. Practical significance. The research results can be used as a foundation for designing the empirical research into characteristics of the emotional well-being of Russian schoolchildren. The present findings might help to develop a programme for improving schoolchildren emotional well-being considered as a key factor to assess schoolchildren emotional well-being in the learning environment in the context of constant social transformations. © Pecherkina A. A., Katkalo K. D., Borisov G. I.Russian Science Foundation, RSF: 23-28-01515The study was financially supported by the Russian Science Foundation within the framework of research project No. 23-28-01515 “Emotional Well-Being of a Schoolchild: Features of Individual Differences and Academic Progress”.Acknowledgements. The study was financially supported by the Russian Science Foundation withi

Peculiarities of professional self-determination of older adolescent students

The emphasis on the formation of values and meanings related to the future profession and their correlation with professional interests and orientation are the basis of professional self-determination in senior adolescence. The study was attended by 135 students of schools in Ekaterinburg between the ages of 15 and 16 (86 girls and 49 boys). For data collection the methodology "Value Orientations" by M. Rokich; a test of meaning-of-life orientations worked out by D.A. Leontiev; a methodological approach "Map of Interests" developed by A. E. Golomstock, that was adapted by the authors; a questionnaire of professional readiness by L. N. Kabardova; an indicative questionnaire for the study of personality orientation by V. Smekala and M. Kuchera. Determination of the features of the value-semantic sphere and criteria of professional self-determination (professional interests and professional orientation) of adolescents was carried out using the methods of descriptive statistics and Pearson correlation analysis. It has been established that the values of professional self-realization for the majority of students of older adolescence are not preferred. Adaptation, research and value-developing levels of formation of professional self-determination have been identified on the basis of a combination of indicators of development of professional interests and professional orientation. The majority of adolescents (55.7%) are at the adaptive level, i.e. do not show activity and independence in making a decision about choosing a future profession. The revealed features of professional self-determination of pupils of older adolescence can be used in the practice of vocational guidance work with schoolchildren, as well as in the framework of professional advice in the situation of career choice. © 2019 LLC Ecological Help. All rights reserved