Articles

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.

Background. Despite the abundance of human face recognition models and research carried out in this area over the past half-century, there are still open questions about the uniqueness of the facial perception processes and about the oneness or difference of the mechanisms of perception of familiar and unfamiliar faces.

Objective. Research into the mechanisms of perception of (a)symmetry of familiar and unfamiliar faces.

Study Participants. 34 people participated in the study: 25 classmates (11 female and 14 male, Мage = 16, SD = 0,49) and 9 teachers (6 female and 3 male, Мage = 33, SD = 8,71).

Methods. Methods of inversion and horizontal mirroring of face images were used to compare the mechanisms of perception of facial symmetry in familiar and unfamiliar faces. Mirroring allowed to change the face itself without violating its recognition and maintaining the overall degree of its (a)symmetry. The inversion impaired the perception of the facial configuration. Study participants assessed the degree of asymmetry in the images of familiar (photographs of classmates) and unfamiliar faces in four presentation conditions: original / mirrored faces presented upright / inverted.

Results. The study results demonstrated that when presented upright, familiar mirrored faces are perceived as more asymmetrical than the original ones; no difference was revealed for unfamiliar faces. When inverting images, the ratings of the original and mirrored versions of the faces do not differ significantly for both familiar and unfamiliar faces. A small inversion effect was found in the ratings of original familiar faces: inverted familiar faces were rated as more asymmetrical than upright ones.

Conclusions. The study results generally support the hypothesis that the mechanisms of perception of (a)symmetry in familiar and unfamiliar faces differ. Furthermore, there is reason to consider the assessment of a face (a)symmetry as involving not only configural, but also analytical mechanisms of its perception.

Background. The relevance of the work is due to insufficient knowledge of adolescents’ understanding disappointment, its causes and ways of its overcoming.

Objectives. The study had purpose to investigate into ideas about disappointment among the young people aged 17–25 years.

Study Participants. The study involved 285 people (180 girls and 105 boys) aged 17–25 years.

Methods.. The study implemented content analysis of mini-essays on the topic: “My idea of disappointment” including answers to the following questions: “What is disappointment?”, “What feelings did you experience when disappointed?”, “The greatest disappointment in my life.”

Results. The study allowed to analyze the concepts of disappointment among young people, to identify its different types and describe the specifics of experiencing disappointment in the selected age groups. All subjects understand disappointment as a manifestation of negative emotions in response to an expected result. The study has identified three types of disappointment: in oneself, in others, in activities. When describing feelings associated with disappointment, negative emotions predominated in the 17–20-year-old group. In the 21–25-year-old group, in addition to negative ones, there were also positive feelings as grounds for revising plans and their implementation.

Conclusions. In the young people aged 17–25 experiencing disappointment, the nega- tive emotions reinforce their negative self-affirmation and destroy their confidence in the truth of their feelings towards themselves and others. Only a small number of young people can see the possibility of positive changes in a situation of disappointment, which makes it difficult to correct behavior and attitudes towards others in the process of overcoming disappointment. The results obtained allow for introducing the concept of disappointment, which affects interpersonal relationships, into the social psychology. The proposed recommendations can be used by educators and psychologists practicing support to the people of different ages aimed at overcoming frustration of disappointments.

Background. The current situation of society development is characterized by the emergence of new external stimuli as the challenges generating contradictions and barriers in the education system on the one hand, and on the other hand-expanding horizons, prospects, resources and meta-resources for the development of personality of subjects of education and especially the teachers as the future of children and youth largely depends on them.

Objectives. Theoretical substantiation, empirical verification and technological ac- tualization of psychological resources for determining the personal and professional development of a teacher.

Study Participants. University students (n = 663), university professors (n = 100), high school students (n = 125), school teachers (n = 90).

Methods. The study consisted of four stages. A special methodological program has been developed for each stage.

Results. The study revealed the specifics of the content structure of psychological resources relevant for the personal and professional development of teachers:reflexive projecting, constructive coping, emotional and value engagement. It is demonstrated that the complex of interrelated and interdependent resource-prog- nostic constructs — metaresources acts as the main factor (predictor) determining the high level of personal and professional development of a teacher. The data analysis allowed to create a structural model of resource determination of personal and professional development of the subjects of education at the target, content (person- al, interpersonal), technological, organizational, and strategic levels of psychological training for teachers.

Conclusions. The concept of resource-prognostic determination of the teachers’ development, based on the idea of the maximum possible reliance on self-development and self-organization, assumes the most effective implementation of the totality of a teacher’s resources (meta-resources) in an individually unique situation. The technology of actualization of psychological resources for determining the personal and professional development of teachers (future teachers) has proven its effectiveness in experiments, which allows to recommend this technology for implementation in the educational process of schools, colleges, universities.

Background. The significance of studying resource-based thinking is due to its important role in the organization and successful implementation of various types of activities. The study of the relationship between humor and resourcefulness of thinking can provide the ways to find resources for a subject to more effectively resolve the difficulties arising in the course of his life activities.

Objective. The study had its purpose to investigate the interrelation between humor style and resourcefulness of thinking.

Study Participants. The study sample (N = 150) included senior psychology students (50 people), high school students profiled in social science, humanities, etc. (50 people), working people aged 30–45 years (50 people).

Methods. “Martin’s questionnaire of humor styles” and “Methodology for diagnosing the resource-based thinking” (for professions of a socionomic type) by Serafimovich, Medvedeva, Surina. The Pearson correlation coefficient and the Student’s parametric t-test were used to process quantitative data.

Results. The study revealed that a self-supporting style of humor is prevailing among students and adults, while minimally manifested among schoolchildren. Significant differences were found in the indicators of self-deprecating humor: they are significantly higher among students compared to adults. The study discovered some agerelated specifics in the development of resource-based thinking: in adults, its general level as well as the motivational-goal component is significantly higher than in schoolchildren. It has been shown that self-supporting style of humor is positively correlated and self-deprecating style of humor is negatively correlated with almost all components of resource-based thinking. Besides, the self-supporting style of humor and the general level of resource-based thinking are positively interrelated, while aggressive and self-deprecating styles of humor are negatively related to the general level of resource-based thinking.

Conclusions. For the first time, the relationship between humor and resourcefulness of thinking is shown as the ground for autocreative processes, i.e. processes of selfformation of new states. There exists a significant relationship between the prevailing style of humor and the level of resource-based thinking. A high level of resource-based thinking corresponds to the self-supporting style of humor, while its low level corresponds to the self-deprecating style of humor.