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-organization”, “conscious readiness for transformation”, “self-assessment”, “self-immersion”. The study revealed positive interrelations of these factors with the integral characteristics of personal and professional development. The longitudinal experiment demonstrated 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).
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