Articles

The results of the study of the relationship between the accuracy of the estimation of quantities, expressed in symbolic and non-symbolic form, with the success of completing tasks in mathematics, including in the format of state exams, at different stages of schooling, are presented. A study with the participation of 493 schoolchildren in grades 4, 9 and 11 shows the specificity of the ratio of the accuracy of symbolic and non-symbolic representation of quantity at the primary, basic and complete levels of general education. A conclusion is made about the dependence of the relationship between the accuracy of symbolic and non-symbolic representation of quantity and the success of state examinations on the level of school education and, accordingly, the type of examination or test work.

Background. Issues of adolescents’ self-determination in the process of their formation are of particular importance, since their solution determines success and competitiveness in adulthood. In this regard, the development and implementation of programs aimed at research and formation of professional and life meaning orientations is in demand by the specialists in educational and psychological practice.

Objective. The study had its purpose to assess the effectiveness of artlogotherapeutic methods in the formation of professional and life meaning orientations of adolescent personality.

Study Participants. The study involved 50 adolescents (26 boys and 24 girls) aged 13 to 15 years (M age = 14.04; SD = 0.84) from the general education schools of Krasnogorsk (Moscow region).

Methods. The study consisted of diagnostic and experimental (forming) stages. The diagnostics included “Life Meaning Orientations Test” by D.A. Leontiev, “Questionnaire of professional self-determination” by G.V. Rezapkina, “Motives for choosing a profession” by R.V. Ovcharova. The experimental group was engaged into vocational guidance and professional orientation classes using artlogotherapy techniques (8 classes of 2 hours each). Student’s t-test was implemented for the statistical analysis of obtained results.

Results. The implementation of the program “Creativity, profession, meanings” including artlogotherapy techniques in the experimental group led to a statistically significant increase in the level of life meaningfulness, the ability to control their life events and make important decisions. The use of creative techniques helped teenagers to change their ideas about certain aspects of professional life, adjust their primary professional choice, and also increase the priority of internal individual motivation when choosing a future career.

Conclusions. Artlogotherapy is an effective method that can be recommended for practice with adolescents to develop their professional and life meaning orientations.

Background. The relevance of the study is due to insufficient knowledge of the influence of the structures of consciousness on the self-regulation of cognitive states in various stressful situations. The author’s concept of mental regulation of psychological states served as a theoretical basis for empirical research.

Objective. To identify the features of the relationship between indicators of mental regulation and the frequency of experiencing cognitive states in four situations with different stress levels.

Study Participants. The study sample consisted of 70 schoolchildren (31 boys and 39 girls, Mage = 17.7 years) from secondary education schools.

Methods. The study implemented the author’s questionnaires “Assessment of the frequency of experiencing mental states” and “Methods of self-regulation of mental states” (M.E. Valiullina). In the instructions, the respondents were presented with four types of situations characterized by different stress levels — from the weak level with a neutral context to the strong level with a negative emotional background. Apart from that, the study participants were tested by means of well-known psychological questionnaires: “Method for Studying the System of Life Meanings” (V.Yu. Kotlyakov), “Self-attitude Questionnaire” (S.R. Pantileev), “Method for Diagnosing Reflexivity” (A.V. Karpov, V.V. Ponomareva). Statistical data processing was carried out using frequency analysis and nonlinear correlation analysis according to Spearman.

Results. The data analysis demonstrated: as the tension in the situation increases, the frequency of experiencing productive cognitive states decreases, the probability of unproductive states increases, and the number of applied regulation methods increases as well. Besides, as the tension in the situation increases, the involvement of the consciousness components (those of semantic sphere, reflection, and self-attitude) in the mental regulation of cognitive states increases, the degree of relationships integration increases, and the structure-forming indicators are highlighted.

Conclusions. The results obtained show that the level of stress in the situation significantly influences the qualitative composition of the characteristics involved in the systems “mental regulation — cognitive state — regulation method” and “mental regulation — regulation method — cognitive state”.

Background. The study of personal characteristics and cognitive needs of the intellectually gifted students with underachievement in school is relevant for the scientific substantiation of the personal and professional development programs and training for the teachers to interact with such pupils.

Objective. Theoretical and methodological analysis of new scientific data on the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as the psychological and pedagogical basis for developing teacher training for interaction with such students; empirical study of motivational and personal characteristics of intellectually gifted schoolchildren with different academic achievement.

Study Participants. The empirical study involved 460 intellectually gifted students in grades 5–10 in Moscow schools, 74–80 people in each cohort.

Methods. Theoretical and analytical review of new scientific publications on the peculiarities of the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as well as their psychological and pedagogical support by teachers. The empirical study implemented the diagnostics complex including tests of cognitive abilities, questionnaires of achievement motivation, academic and general self-esteem (adapted by the author: Scheblanova, 2006), parametric statistical methods for the data processing.

Results. The analysis of the school teachers’ ideas about self-efficacy in teaching gifted students demonstrated their insufficient professional readiness to work with such pupils. Recent scientific publications review highlighted the important aspects of the modern understanding on differentiated approach to the identification and education of intellectually gifted children taking into consideration the new data on the variability of giftedness manifestations and trajectories of its development in the programs for the personal and professional development of teachers.

Conclusions. The study provides theoretically and empirically substantiated basis for developing teacher professional and personal training for effective interaction with intellectually gifted students, and namely, — understanding the peculiarities of not only cognitive, but also motivational and personal development of students with high abilities and varying academic achievement as well as the need of psychological and pedagogical support for intellectually gifted underachievers.

Background. The modern education system needs psychological tools that allow to transform the potential capabilities of specialists who directly provide and accompany the educational process (teachers, educational psychologists) into the resources of their personal and professional development.

Objectives. The study had its purpose to investigate the psychological content of reflexive projecting as a resource for personal and professional development and to identify the technological conditions for its actualization.

Study Participants. The study involved 292 students of the Arzamas Branch of Nizhny Novgorod State University in the field of “Psychological and pedagogical education” aged 17 to 24 years.

Methods. Shostrom’s Self-actualization test (SAT) adapted by Alyoshina, Gozman et al.; Karpov’s Reflexivity questionnaire; Self-attitude questionnaire by Stolin & Pantileev; Self-esteem assessment by dembo & Rubinstein; Rotter’s “Locus of Control Test” adapted by Bazhin et al.; “Personality differential” (a variant adapted at the V.M. Bekhterev Research Institute); Activity self-organization questionnaire by Mandrikova. dispersion, factorial, and multiple regression analyses were used for the data processing.

Results. The data analysis established that the psychological content of the reflexive projecting resource consists of five factors — “general level of self-attitude”, “self-orga- nization”, “conscious readiness for transformation”, “self-assessment”, “self-immersion”. The study revealed positive interrelations of these factors with the integral character- istics of personal and professional development. The longitudinal experiment dem- onstrated the effectiveness of the developed technology for actualizing the reflexive projecting resource.

Conclusions. The psychological conditions for the actualization of reflexive projecting as a resource for personal and professional development include the formation of a positive self-attitude, high self-organization and self-assessment, conscious readiness for transformation, striving for self-development (internal conditions) and integration of the technology of reflexive resource determination of educational psychologists into the training process of the university (external conditions).

Background. The article presents the results of research into the characteristics of the personal and professional development of the future teachers in interaction with their mentors — young university teachers.

Objectives. The study had its purpose to investigate the dynamics of personal and professional development of students who participated in the experimental mentoring program at the university.

Study Participants. The study involved 300 respondents aged 18 to 22 years (245 women, 55 men), students of pedagogical specialties.

Methods.. Primary and final diagnostics included the questionnaires “Motives of the teaching profession” (T.N. Silchenkova), “Communicative and organizational inclinations” (V.V. Sinyavsky, B.A. Fedorishin), “Students’ motivation for achieving success” (S.A. Pakulina), Rogers — diamond’s method for diagnostics of socio-psychological adaptation, Holmes and Rage’s method for determining stress resistance and social adaptation. The Student’s t-test was used to process quantitative data.

Results. The article determined the characteristics of mentoring as a condition and technology for ensuring the continuity of personal and professional development of the future teachers. The empirical study results allowed to describe the dynamics of their professional (pedagogical) orientation, to assess the level of their flexible skills development, and reveal their motivation for success. As a result of participation in the developed Mentoring Program, students’ motives for choosing pedagogical activity have changed (the number of internal motives has increased), indicators of flexible skills (communicative and organizational abilities, stress resistance, socio-psychological adaptation) have increased, their ideas about success have changed qualitatively (assessments of the main characteristics of success have become more internalized).

Conclusions. Implementation of the Mentoring Program taking into account the students’ personal characteristics, motives and interests of young teachers makes it possible to consistently and purposefully activate the subject position of future teachers, ensuring the continuity of their personal and professional development at the university.

Background. In modern Russian realities, mentoring is becoming a very popular method of professional development for the young teachers. Essential conditions for its effective implementation are the subject of research by teachers and psychologists, who offer a wide arsenal of pedagogical ideas and psychological classifications.

Objective. The study had its purpose to identify the relationship between various substantive aspects of mentoring and teachers’ empathy, as well as to describe the essential characteristics of different modes of mentoring focusing on its active form.

Study Participants. 73 English teachers of the Russian general education schools took part in the online survey.

Methods. Teacher Mentoring Self-Efficacy Scale (TMSES) (Tickell, Klassen, 2024); Empathy Scale for Teachers (EST) (Wang et al., 2022) adapted in Russian (Chagina, Zabelina, 2022); short Big Five personality inventory (Gosling et al., 2003) adapted in Russian (Sergeeva et al., 2016).

Results. Low ratings of respondents on a number of statements of the Teacher Mentoring Self-Efficacy Scale reflect their avoidance of intensive and time-consuming activities (experience comprehension, analyzing practices, organizing meetings), which constitute the content of the active type of mentoring. The respondents were best able to show respect and tact, give support and pay a sincere interest to their mentee, which characterizes the imitative type of mentoring. Exploratory factor analysis made it possible to identify 6 factors that make up the teachers mentoring self-efficacy. Correlation analysis revealed certain relationships between various aspects of the teachers’ effective mentoring and the Big Five personality factors, and also established some connections between teachers’ empathy and their prevailing forms (“modes”) of mentoring. Thus, the cognitive component of the teachers’ empathy turned out to be interconnected primarily with the mode “plan — do — review”, the positive affective empathy of teachers turned out to be associated with the modes “professionalism” and “inter- and intrapersonal intelligence”, while the negative affective empathy — with the modes “inter- and intrapersonal intelligence” and “teacher-practitioner”.

Conclusion. The characteristics of active and imitative mentoring of teachers identified and described in the study, as well as their discovered relationships with teachers’ empathy and personality features, develop a deeper understanding of the mechanisms of interaction between mentors and mentees, which makes it possible to develop mentoring programs taking into account its productive forms and characteristics.

Background. The article is devoted to modern approaches to implementing the one of the leading paradigms for the development of education as a significant public in- stitution, considering “lifelong learning”. A potential model for its implementation is “pampedia” proposed by J-A. Comenius in the XVII century as a concept of global/ universal enlightenment, education, development and self-development of man.

Objectives. The article had its purpose to assess the prognostic potential of J-A. Comenius’ model of “pampedia” as a universal theory of lifelong education in the context of modernization of the modern education system.

Methods.. The study implemented the retrospective and comparative methods of analyzing the works of J-A. Comenius.

Results. The article substantiated the need to refer to the pedagogical heritage of J-A. Comenius for the purpose of its detailed analysis, theoretical reconstruction and practical testing in modern conditions as a retronovation that is significant for the development of lifelong education. The author also analyzed the phenomenology of “pampedia” and the main ideas of J-A. Comenius’ “pansophism” in the context of im- plementing the principle of universal education.

Conclusions. Implementation of certain aspects of J-A. Comenius’ “school of life” in the process of development and modernization of the education system through the integration of pedagogy, andragogy and gerontogogy can provide opportunities to meet the specific intentions of representatives of different generations in modern society.

Background. The article is devoted to the interaction of different yet inseparable “poles” — activity and contemplation — in the process of actualization of a person’s creative potential. It has been shown that both recent psychological studies of giftedness and pedagogical practice demonstrate a disbalance of the two poles in favor of activity, although activity obtains creative qualities precisely because it takes a source in the experience of contemplation.

Objectives. The study had its purpose to substantiate the significance of the contemplation phenomenon and outline possible ways of developing this ability.

Results. The author briefly deals with the history of the very problem of contempla- tion in the context of culture, in religious practices, and in psychology. The analysis revealed the difficulty of studying the contemplation by means of traditional scientific methods since a meaningful description of this phenomenon by an observer becomes understandable and convincing for another person only if they have a similar personal experience. Contemplation is associated with liberation from the limitations of the everyday “ego” and with the experience of unity with the world, due to which the birth of creative ideas becomes possible. Special attention is paid to the contemplative aesthetic attitude towards the world, which underlies artistic creativity and the development of human artistic talent. It is due to this kind of attitude that ideas are born demanding their embodiment in the activity, which acquires a creative character exactly for this reason.

Conclusions. Pedagogy, entirely focused on the translation of methods for mastering a particular activity, does not naturally lead to the development of a person’s creative talent and can even hinder this by swapping the goals and means of work in art, as in any other field of creative activity.