Reflexive projecting resource for personal and professional development of educational psychologists: psychological content and conditions of actualization

Abstract

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).

References

Aleshina, E.Yu., Gozman, L.Ya., Dubovskaya, E.M. (Eds.). (1987). Socio-psychological research methods of marital relations: a special practice in social psychology. Moscow: Moscow Univ. Press. (In Russ.).

Bazhin, E.F., Golynkina, E.A., Etkind, A.M. (1993). The questionnaire of the level of subjective control (USC). Moscow: Smysl. (In Russ.).

Bodalev, A.A., Stolin, V.V. (1988). A workshop on psychodiagnostics. Psychodiagnostic materials. Moscow: Moscow Univ. Press. (In Russ.).

Bazhin, E.F., Etkind, A.M. (1983). Personal differential: methodological recommendations. Leningrad: Publishing house of Bekhterev Psychoneurological Research Institute. (In Russ.).

Dubrovina, I.V. (2021). Psychological aspect of the phenomenon “personal results of education”. Vestnik Prakticheskoj Psixologii Obrazovaniya (Bulletin of Practical Psychology of Education), 18(3), 50–62. https://doi.org/10.17759/bppe.2021180305 (In Russ.).

Gut, Yu.N., Xudaeva, M.Yu., Kabardov, M.K., Ovsyanikova, E.A., Bedanokova, A.K. (2021). The influence of the life perspective of the personality of students on the psychological readiness for professional activity of teachers-psychologists. Psixologicheskaya Nauka i Obrazovanie (Psychological Science and Education), 26(6), 96–106. https://doi.org/10.17759/pse.2021260607 (In Russ.).

Karpov, A.V. (2020) Metacognitive determinants of the structural organization of the self-concept. Mir Psikhologii (World of Psychology), (1), 195–212. (In Russ.).

Karpov, A.V., Ponomareva, V.V. (2000). Psychology of reflexive control mechanisms. Moscow: Institute of Psychology of the RAE. (In Russ.).

Kashapov, M.M., Smirnov, A.A., Solov'eva, E.V., Serafimovich, I.V. (2022). Empathy as a resource of students' resilience in adapting to higher education. Sibirskiy Psikhologicheskiy Zhurnal (Siberian Journal of Psychology), (4), 119–138. https://doi.org/10.17223/17267080/86/7 (In Russ.).

Khazova, S.A. (2023). The resource approach in psychology. Scientific approaches in modern Russian psychology. In: A.L. Zhuravlev (Eds.), (pp. 377–390). Moscow: Institute of Psychology of RAS. (In Russ.).

Kuz'menkova, O.V. (2023). The content of planning the professional future of students (on the example of students of a pedagogical university). Problemy Sovremennogo Pedagogicheskogo Obrazovaniya (Problems of Modern Pedagogical Education), 79(3), 228–231. (In Russ.).

Lazarev, V.S., Nosova, L.N. (2020). The study of the ability to pose practical problems. Psikhologicheskaya Nauka i Obrazovanie (Psychological Science and Education), 25(5), 71–82. https://doi.org/10.17759/pse.2020250506 (In Russ.).

Mandrikova, E.Yu. (2010). Development of an activity self-organization questionnaire (ASQ). Psikhologicheskaya Diagnostika (Psychological Diagnostics), (2), 87–111. (In Russ.).

Mitina, L.M. (2023). Teacher of the future: resource-prognostic determination of personal and professional development. Mir Psikhologii (World of Psychology), (2), 9–21. https://doi.org/10.51944/20738528_2023_2_9 (In Russ.).

Mitina, L.M. (2022). Convergence of scientific traditions and innovative technologies as a way to update the content of pedagogical activity. Teoreticheskaya i Eksperimental'naya Psikhologiya (Theoretical and Experimental Psychology), 15(3), 143–161. https://doi.org/10.24412/2073-0861-2022-3-143-161 (In Russ.).

Mitina, L.M., Shchelina, S.O. (2021). Resource determination of personal and professional development of psychology students. Moscow: Psychological Institute of RAE. (In Russ.).

Pochtareva, E.Yu., Vasyagina, N.N. (2021). Self-determination as a psychological resource for personal and professional development of a teacher. Zhurnal Sibirskogo Federal'nogo Universiteta. Gumanitarnye Nauki (Journal of Siberian Federal University. Humanities & Social Sciences), (3), 351–362. https://doi.org/10.17516/1997-1370-0726 (In Russ.).

Prokhorov, A.O., Chernov, A.V. (2023). Mental regulation of students' mental states in everyday and stressful learning situations. Rossiiskii Psikhologicheskii Zhurnal (Russian Psychological Journal), 20(3), 48–65. https://doi.org/10.21702/rpj.2023.3.3 (In Russ.).

Rubinshtein, S.Ya. (1970). Experimental methods of pathopsychology and their application experience in the clinic: practical guide. Moscow: Mediсine

Ryl'skaya, E.A. (Eds.). (2021). Resources of vitality and stress resistance of modern man. In the Psychological, psychophysiological, neurobiological, pedagogical aspects: collective monograph. Chelyabinsk: Poligraf-Master. (In Russ.).

Savinova, T.V., Syubaeva, R.R. (2020). Personal reflection as a factor of self-development of a future teacher. Uchebnyi Eksperiment v Obrazovanii (Teaching Experiment in Education), (4), 36–42. (In Russ.).

Tolochek, V.A. (2022) Social success of the subject, environment, resources: open questions. Vestnik Moskovskogo Universiteta. Seriya 14. Psikhologiya (Lomonosov Psychology Journal), 45(4), 136–158. https://doi.org/10.11621/vsp.2022.04.06 (In Russ.).

Vostokova, Yu.I. (2023). Technology of actualization of reflexive design as a resource of personal and professional development of a teacher-psychologist. Mir Psikhologii (World of Psychology), (2), 85–94. https://doi.org/10.51944/20738528_2023_2_85 (In Russ.).

Zeer, E.F., Tretyakova, V.S. (Eds.). (2021). Personalized education in the projection of the professional future. In the Methodology, forecasting, implementation: collective monograph. Ekaterinburg: Russian State Vocational Pedagogical University. (In Russ.).