Klimova Elena M.

Objective. The research had its purpose to study the dynamics of students’ perception of psychological safety of educational environment in the process of training in higher educational institutions, to reveal the relationship between the students’ level of professional competence and their perception of psychological safety of educational environment, and to develop practical recommendations for the heads of educational organizations based on the obtained results. 

Sample. The study involved 200 students aged 17 to 22 years of 1–4 courses of the training direction “Pedagogical education”, educating in the profile “Primary education”. 

Methods. The study implemented the case method, which allows to determine the level of formation of pedagogical competencies (unformed, threshold, and advanced) and the modified questionnaire “Safety Attitudes”, which allows for assessing the psychological safety of educational environment of a university in terms of “atmosphere of teamwork”, “atmosphere of safety”, “satisfaction with studies”, “recognition (understanding) of stress”, “perception of management/leadership (at the faculty, university level)”, “learning conditions”. 

Correlation analysis was used to identify the relationship between the indicators of psychological safety of educational environment of a university and the level of formation of professional pedagogical competencies. 

Single-factor analysis of variance was used to determine the reliability of differences in the observed indicators between the students of different courses. 

Results. The analysis of the data obtained demonstrated that students’ perception of the psychological safety of educational organization changes from year 1 to year 4: significant differences are observed in the indicators “Atmosphere of teamwork”, “Atmosphere of safety”, “Recognition (understanding) of stress”, “Perception of management / leadership at the faculty level”. The study revealed the interrelation between the 4th year students’ level of professional competence and their perception of psychological safety of educational environment on the indicators of “atmosphere of teamwork”, “atmosphere of safety”, “management/leadership at the faculty level”. 

Conclusion. The results of the study give grounds to consider the psychological safety of educational environment of a university as an important factor in the successful formation of a professional. Increasing the level of psychological safety of an educational organization is based on three actions: measurement, intervention, and prevention. The developed practical recommendations allow an educational organization to carry out psychological diagnostics according to proposed algorithm, to determine the target points in perception of psychological safety of a university environment (according to the scales of the questionnaire), to assist the students in their educational and extracurricular activities, and to implement a set of preventive measures.

Background. At present, the question of finding additional resources to improve the performance of competitive activity of Russian athletes is quite acute. The personal potential of an athlete is one of the significant indicators ensuring high sports results.

Objectives. To identify the components of personal potential predictive for the competitive performance.

Study Participants. The study involved 243 athletes, men and women aged 18 to 40, participants of the I-st All-Russian Spartakiade of the strongest athletes in 2022 (M = 25.55; SD = 4.95; 31.3% of men). The sports included sambo, judo, boxing, fencing, track and field, and shooting.

Methods. The author's questionnaire 'Personal Potential' was implemented in the study. The scales of the questionnaire allow for assessing the general level of personal potential and its five components: engagement, conscientiousness, positivity, internality, and independence. To assess the results of competitive activity, the results of performance (from the 1st to the 10th place) were taken into account.

Results. Nonparametric analysis of variance revealed some differences among athletes of different sport disciplines in the general index of personal potential and its components 'engagement' and 'positivity', while no differences were observed in the components 'conscientiousness', 'independence', and 'internality'. Multiple regression analysis allowed to identify personal potential components contributing to the performance of athletes depending on the type of sport. For sambo athletes the significant components are 'engagement', 'conscientiousness', and 'independence'; for judoists, 'engagement' is a significant predictor only when taking into account the level of sportsmanship; for athletes engaged in boxing, 'independence' is significant only when taking into account the age factor; for track and field athletes 'conscientiousness' and 'positivity' are significant; for athletes engaged in shooting, 'positivity', 'independence' and 'internality' contribute to the result of competitive activity; for athletes - fencers - 'positivity' and 'conscientiousness'.

Conclusion. Personal potential and its components are manifested in all athletes differently depending on the sport. The developed diagnostic tool for the personal potential assessment can serve for predicting the performance of competitive activity and can be used in the programs of psychological support of athletes during preparation for major competitions.