Famous Psychologist Research Articles

Din Psikolojisi Dersine Yönelik Tutum Ölçeği Formunun Geçerlik ve Güvenirlik Çalışması

Din psikolojisi dersinin temel amacı; “bireyin dini hayatını bütün genişliği ve derinliğiyle anlamak ve açıklamaya çalışmaktır” Din psikolojisi dersinin bu amaca ulaşabilmesi, ilahiyat fakültelerindeki öğrencilerin bu derse yönelik tutumlarıyla ilişkilidir. Zira öğrencilerin derslere yönelik tutumları ile akademik başarıları arasında ilişki olduğu, dersle yönelik olumlu tutuma sahip öğrencilerin öğrenmeye daha kolay güdülendikleri, olumsuz tutuma sahip olanları ise derse olan ilgilerinin azaldığı bilinmektedir. Bu bağlamda ilahiyat fakültesi öğrencilerinin din psikolojisi dersine yönelik tutumlarının araştırılması önemli bir konu olarak karşımıza çıkmaktadır.Tutumları incelemenin başlıca nedenlerinden biri davranışların kestirilmesine olanak vermesidir. Kişilerin belirli şeylere karşı ilgi veya ilgisizlik dereceleri tespit edilerek tutumlarının yoğunluğu anlaşılmaya çalışılır. Bu amaçla ilahiyat fakültesi öğrencilerinin Din Psikolojisi dersine yönelik tutumlarının belirlenmesinde kullanılabilecek bir ölçek geliştirme çalışması yapılması amaçlanmıştır. İlahiyat fakültesi öğrencilerinin Din Psikolojisi dersine yönelik tutumlarının bilinmesi, varsa olumsuz tutumları, bunların nedenlerinin ortaya çıkarılması dersin daha nitelikli hale gelmesine yönelik alınacak kararlara yol gösterici olacağı varsayılmaktadır.Araştırma tarama modelinde yürütülmüştür. Çalışma grubu farklı illerde bulunan ilahiyat fakültesi 3. ve 4. sınıf öğrencilerinden oluşmaktadır. Çalışma grubu 354’ü kadın (%73,6), 127’si erkek (%26,4) olmak üzere 481 öğrenciden oluşmaktadır. Literatür taraması sonucunda 42 maddelik bir havuz oluşturulmuş ve alınan uzman görüşü sonrasında madde sayısı 39’a düşürülmüştür. Toplanan veriler, SPSS 16.0 programına yüklenerek analiz için hazır hale getirilmiştir. Verilerin analizinde Açımlayıcı Faktör Analizi (AFA) tekniği ile ölçeğin faktör analizi yapılmıştır. Faktör yapısını doğruluğunu test etmek için ise Doğrulayıcı Faktör Analizi (DFA) kullanılmıştır.Ölçeğin geçerliği ile ilgili yapılan istatistiksel işlemler sonucunda, KMO değeri 0.965 çıkmıştır. KMO değerinin 0.90 üzerinde olması, örneklem büyüklüğü için “mükemmel” olarak kabul edilmektedir. Bartlett Küresellik Testi’nin anlamlı olduğu (X2= 11144,785; p<.05) görülmektedir. Bartlett testinin anlamlı olması veri setinin çok değişkenli normal bir dağılıma sahip olduğunu göstermektedir. Yamaç grafiği incelendiğinde, özdeğeri birden büyük üç faktörün ortaya çıktığı gözlenmiştir. Ölçeğin birden çok boyuta sahip olduğu görüldüğünden rotasyon işleminin yapılmasına karar verilmiştir. Bunun için dik döndürme (varimax rotation) tekniği kullanılmıştır. Tekrarlanan döndürme işlemleri sonucunda 25 maddenin 1’den büyük üç faktör altında toplandığı görülmüştür.Faktör analizi sonucunda elde edilen özdeğer ve varyans açıklama oranları incelendiğinde, ölçek maddelerinin özdeğeri 1’den büyük üç faktör altında toplandığı görülmüştür. Bu faktörlerin varyans yüzdeleri sırasıyla; 34.078, 19.428 ve 16.717’dir. Faktörlerin tümü toplam varyansın %70.223’ini açıklamaktadır. Maddelerin yük değerlerinin 0.627 ile 0.792 arasında değiştiği gözlenmiştir. Ortaya çıkan faktörlerin altında yer alan yük değeri en yüksek olan maddeler dikkate alınarak bu faktörler; “Önemli bulma/Değer verme”, “İlgi duyma/Hoşlanma” ve “Kabullenmeme/Kaçınma” olarak isimlendirmiştir.Ölçeğin Cronbach Alpha iç tutarlık katsayısı α=0.97 olarak bulunmuştur. Ölçeğin ölçülmek istenen davranışı gösterenler ile göstermeyenleri ayırt edip etmediğini tespit etmek için %27’si alt ve %27’si üst grup puanlarının ortalamaları bağımsız örneklem t-testi ile incelenmiştir. Yapılan istatistiksel işlemler sonucunda grupların madde ortalama puanları arasındaki bağımsız gruplar t testi sonuçlarının 18.291 ile 43.252 arasında değiştiği ve tüm maddeler için istatistiksel olarak anlamlı olduğu (p<.01) görülmüştür. Ölçeğin alt faktörlerinin birbirleriyle ve ölçeğin bütünüyle olan korelasyonlarının incelenmesi sonucunda, ölçeğin Önemli bulma/Değer verme boyutu ile İlgi duyma/Hoşlanma boyutu arasında (r=0.76; p<0.000) pozitif yönde, anlamlı; Önemli bulma/Değer verme boyutu ile Kabullenmeme/Kaçınma boyutu arasında (r=0.58; p<0.000) pozitif yönde, anlamlı; İlgi duyma/Hoşlanma boyutu ile Kabullenmeme/Kaçınma boyutu arasında (r=0.64; p<.000) pozitif yönde, anlamlı bir ilişki tespit edilmiştir.Ölçeğin faktör yapısını doğrulamak amacıyla Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Yapılan analizlerde ölçeğin uyum indekslerinin; χ2 /df= 2.7; NFI= .98; NNFI= .98; IFI= .98; RFI= .98; CFI= .98; RMR= .04 değerleri “mükemmel uyumu” gösterirken GFI= .85 ve RMSEA= .07 değerleri “kabul edilebilir uyumu” göstermektedir. Yapılan AFA ve DFA sonuçları bir bütün olarak değerlendirildiğinde, “Din Psikolojisi Dersine Yönelik Tutum Ölçeği”nin (DPDYTÖ) Din Psikolojisi dersine yönelik tutumların ölçülmesinde kullanılabilecek geçerli ve güvenilir bir ölçek olduğu sonuç ve kanaatine varılmıştır.

ЭМОЦИЯ - ЛИНГВИСТИКАНЫН ИЗИЛДӨӨ ОБЪЕКТИСИ ЭМОЦИЯЛАРДЫН ЖАНА СЕЗИМДЕРДИН КЛАССИФИКАЦИЯЛАРЫНА ТЕОРИЯЛЫК СЕРЕП (ПСИХОЛОГИЯЛЫК АСПЕКТ)

Emotions have been widely studied in linguistics and psychology, sand everal scientific theories have been developed, but for a long time, they remained only in the field of philosophy, physiology and psychology the necessary problems associated with these sciences were also investigated. In our research, we decided to dwell in more detail on the classification of emotions and feelings, based on the achievements of the scientific sychology of dauch. Famous psychologist K. E. Izard «Emotions and feelings». We pay special attention to the works of ilyin «emotions and feelings» аnd we also refer, as necessary, to the works of the famous аmerican psychologist Paul Ekman «Psychology of emotions», « I know you do you feel».

The Field of Psychology Never Maxed out on the Ideas of Max Wertheimer: A New Look at Productive Thinking

The Field of Psychology Never Maxed out on the Ideas of Max Wertheimer: A New Look at <i>Productive Thinking</i>

PECULIARITIES OF THE INFLUENCE OF SYNCRETIC ART ON THE DEVELOPMENT OF CREATIVE THINKING OF PRIMARY SCHOOL STUDENTS

The article presents the peculiarities of the influence of the synthesis of art types on the main psychological barriers to creative thinking, which inhibit the process of developing creative thinking in children of primary education age. The scientific works of famous psychologists and teachers who worked on the development of creative thinking and the impact of various arts on it and the world’s practical achievements in this field are studied. The main features of syncretic art are outlined, in particular, its nature of origin, ability to influence the subconscious, perfect combination of sound, words, movement, music, emotion, action, image, colors in a single synergy. The issue of the impact of theatrical and cinematographic art on the development of the main four components of adult creative thinking is considered. The expediency of focusing on the organization of individual, not only collective theatrical types of work is revealed. The importance of forming healthy emotional and psychological connections in the system “child – child” and “child – teacher” in the application of elements of syncretic art in educational activities is described, as well as the role of such connections in the development of creative thinking of primary school children. The role of the introduction of syncretic art in the formation of a person of the future, who will be able to fully meet the requirements of society, is described. The article also describes the process of transferring images from cartoons or films by a 6–8-year-old child into real life, which is reflected in behavioral features, ways of self-expression, etc.&#x0D; Keywords: syncretic art; dramatization; theater; cinema; creative thinking; barriers to creativity; emotional and psychological connections; educational process; Elementary School.

Communication culture and speech etiquette

A person's worldview, his personal characteristics are formed precisely in society, in the place where he (the person) coexists. In the anthropological understanding, people are not born with a certain culture, but acquire it in the course of communication, on the basis of social activity, in particular, speech. The subject acquires a language that is a component of culture, and through its use gains access to its components. Therefore, the socialization of the personality takes place, during which the child's thinking and models of his behavior are formed, therefore the social function of the language as a means of communication, along with other factors, comes to the fore [2, 15-16]. The famous psychologist Luria argued that speech and its traces, which form the basis of the second signal system, allow one to distract and generalize the signals of reality, formulate intentions, and create the basis for ―forecasting‖ the future [4]. This means that speech also allows you to create long-term structures of excitation and creation of a program aimed at a known goal of human behavior. In turn, Yakubinsky noted human speech activity as a diverse phenomenon, determined by all the complex variety of factors and functions [8, 17-58].

HUMANISTIC SOCIALISM OF ERICH FROMM: PHILOSOPHICAL NOTES

The attempt to construct a theory of an efficient society has a long tradition. This article examines such an attempt by the famous philosopher and social psychologist E. Fromm. The specificity of this approach lies in the fact that E. Fromm is trying to link together the elements of Marxist and Freudian theory when criticizing modern capitalism. E. Fromm does not accept capitalism as a social system, because this society alienates a person's abilities and individuality, turning him into a functioning automaton. The emphasis is also on criticism of the ever-increasing consumerism, the colossal waste of natural resources and environmental problems. E. Fromm sees in the destructive consequences of the capitalist mode of production a defect of a social nature. Therefore, the question of the reasonable coexistence of man and nature remains the main question of the survival of mankind. E. Fromm associated the resolution of such issues with the development of the concept of humanistic socialism, which, in his opinion, can not only resolve the emerging problems, but also fully reveal human potential. However, the construction of humanistic socialism is carried out not on a revolutionary basis, but on the evolutionary transformation of capitalism, while denying the class struggle and the leading role of the working class. The main goal of socialism is the liberation of man.

Emotional intelligence and its interrelation with behavioral patterns and professional achievements

This article is dedicated to the study of notion «emotional intelligence» in modern psychological literature. The main purpose of the article was to analyze the concept of «emotional intelligence», a brief summary of the history of the emergence and development of this phenomenon, the presentation of the concepts and views of famous psychologists who studied it.On the basis of the author’s review and systematization of concepts, the idea of the possibility of the existence of relationships between the level of emotional intelligence and the well-being of the individual, as well as success in professional activity, is defended. In addition, the article discusses the views of famous scientists on the socio-psychological nature of emotional intelligence and the role of emotions that they perform in the process of thinking and decision-making. An attempt was also made to find out exactly how emotions affect the behavior and styles of interaction with other people. After analyzing the available research in this area, the constitu- ent components of emotional intelligence, such as self-understanding, self-control, empathy, motivation and social skills, as well as the existing relationships between them, were described. The final part of the article presents recommendations and methods for managing negative emotions, which contribute to increasing stress resistance and mastering social skills. Based on the studied material, the author offers generalized conclusions that will help to better understand and structure the available information on this issue, in particular, for people without in-depth knowledge in the field of psychology. Key words: motivation, self-control, self-awareness, social competencies, emotional intelligence, emotion, emotional thinking, empathy.

Cross Intelligence Evaluation for Effective Emotional Intelligence Estimation

A famous psychologist or researcher, Daniel Goleman, gave a theory on the importance of Emotional Intelligence for the success of an individual’s life. Daniel Goleman quoted in the research that “The contribution of an individual’s Intelligence Quotient (IQ) is only 20% for their success, the remaining 80% is due to Emotional Intelligence (EQ)”. However, in the absence of a reliable technique for EQ evaluation, this factor of overall intelligence is ignored in most of the intelligence evaluation mechanisms. This research presented an analysis based on basic statistical tools along with more sophisticated deep learning tools. The proposed cross intelligence evaluation uses two different aspects which are similar, i.e., EQ and SQ to estimate EQ by using a trained model over SQ Dataset. This presented analysis ensures the resemblance between the Emotional and Social Intelligence of an Individual. The research authenticates the results over standard statistical tools and is practically inspected by deep learning tools. Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) and Social IQ dataset are deployed over a Multi-layered Long-Short Term Memory (M-LSTM) based deep learning model for accessing the resemblance between EQ and SQ. The M-LSTM based trained deep learning model registered, the high positive resemblance between Emotional and Social Intelligence and concluded that the resemblance factor between these two is more than 99.84%. This much resemblance allows future researchers to calculate human emotional intelligence with the help of social intelligence. This flexibility also allows the use of Big Data available on social networks, to calculate the emotional intelligence of an individual.

ОБРАЗОТВОРЧА ДІЯЛЬНІСТЬ ЯК ЗАСІБ КОРЕКЦІЙНО-ВИХОВНОЇ РОБОТИ ДІТЕЙ З ВАДАМИ ІНТЕЛЕКТУ

The urgent need of modern educational system is the formation of educational and correctional space for children with disabilities which will ensure not only getting education but also will allow the formation of a socio-life model of a personality of a child with disabilities in motor and intellectual spheres. It will allow children with special educational needs to realize their natural potential, to integrate into the society, to form a social-household model of behavior. The formation of rehabilitational and correctional developmental space to meet the educational needs of children with psychophysical deviations is necessary at the current stage of education development in Ukraine. Schoolchildren prefer artistic activities as the most interesting among other types of activities (educational, working, gaming). Drawing appears to be the most favourite one. Thanks to accessibility, clarity and specificity of expression drawing is approaching the game. According to Vygotsky L.S., Rubinstein S.L., Leontiev A.N. and other famous psychologists the human psyche is actively changing and rebuilding in the process of activity. Drawing as a form of activity includes many components of mental processes, and in this regard the former must be viewed as an important factor of personality formation. It is not by chance that drawing has been properly estimated in the initial period of educational science that deals with teaching children with disabilities of intellectual development. Drawing has been studied by scholars from different points of view: as a means of pedagogical influence, and as a means of psychological-pedagogical study of a child, and as a means of intellectual disability degree determination. Academician Bekhteriev V.M. wrote about child’s drawing as an objective witness of manifestation and development of child’s psyche. However, in the early stages of the formation of special pedagogy drawing was not considered a means of versatile correction of defects in the development of a child’s intellectual disability. It was mainly considered as a means of charitable influence on the general condition of children with developmental anomalies, and on their emotional and motor sphere in particular. Insufficiently deep study of the structure of artistic activity didn’t allow to see fundamental differencies in drawing by children with mental disabilities and by healthy ones. Psychological and pedagogical study of peculiarities of graphic activity of children with intellectual disabilities contributed greatly to the scientific justification of methodology of teaching drawing in a special school. Teaching children to draw was recognized as an important corrective means. It is also mentioned that art activity is an important factor in a child’s understanding of the world. Such scientists as Grabbrov A.N., Golovina T.N., Dulniev G.M., Zankov L.V., Soloviov I.M., Nudelman M.M., Shyf Zh.I. and others attached exceptionally great importance to drawing classes. Depicting activity requires a child to demonstrate different qualities and skills. In order to draw some object it must be carefully considered: that is to determine its form, structure, characteristic details, colour, position in space. The requirement to convey in the drawing the similiarity with the depicted object forces a pupil to notice in it such properties and features which, as a rule, don’t become the object of attention during passive observation. In the course of purposeful drawing classes pupils start making comparisons better, establish similiarities and differences between objects easier, understand the relation between the whole and its parts more deeply. Drawing contributes to the development of the analytical and synthetic function of thinking. The issue of increasing of effectiveness of teaching and upbringing children with special needs is topical for Ukraine, as well as for other countries as a great number of children have developmental disorders. Inclusion involves the creation of an educational environment which meets the needs and capabilities of each child regardless of the peculiarities of its psychophysical development. The key factor of promoting inclusive education is training teachers of high psychological and pedagogical culture. Art has the potential to improve the training of specialists in the inclusive education environment. The peculiarities of using art to train future professionals are studied in the paper.

Education and psyche homeostasis tricks

The author shows that homeostasis as a dynamic constancy of the composition and properties of the internal environment and the stability of the basic physiological functions of the body brings each person emotional comfort, a feeling of internal stability, a felt sense of calmness and achieved success. It, like nothing else, expresses as a natural goal the desire of the body to precisely such a state when everything that happens in the body is in a state of harmonious unity and conformity, when there is no need to eliminate anything or to specially concentrate one’s efforts that requires and creates uncomfortable tension. And it is no coincidence that the famous psychologist W. Cannon considered the state of homeostasis to be a manifestation of the "wisdom of the body". Feeling the need to satisfy this or that need, which irresistibly leads to changes, the organism as a whole seeks to maintain or create a homeostatic "status quo", and not to retard development in general, but to keep the onset homeostasis state as long as possible. And it is precisely this stage that is a certain stage of the achieved development that is so necessary for the organism. From these positions, as a specific methodology, the author considers the contradiction between the theories of reproductive and developmental education.

Philosopher of psychology (to the 100-th anniversary of the birth of M. S. Rogovin)

The article is dedicated to the centenary of the birth of the famous Russian psychologist M.S. Rogovin. His contribution to the development of many branches of psychological science (pathopsychology and medical psychology, military psychology, cognitive psychology, general psychology, history of psychology, methodology of psychology, etc.) is noted. His contribution to the philosophy of psychology is emphasized, it is noted that his research devoted to the logic of the development of psychological science was of the greatest relevance. The article attempts to highlight the main features of the scientist's scientific style. On the basis of the historical and methodological analysis of the development of world psychological science carried out by M.S. Rogovin, an attempt is made to reconstruct the main provisions of the author's philosophy of psychology. It is noted that the researcher's contribution is unique: in the sixties of the twentieth century, M.S. Rogovin wrote his works, clearly and unequivocally referring to world psychology as a unified science (Soviet psychology, contrary to ideology, was considered by the author not as a new stage in the development of psychology, but in no way more than one of the directions in world science), which has its own patterns and development trends, which were the main subject of his scientific analysis. An analysis is given of M.S. Rogovin's warnings about dangerous trends in the development of psychological science, which are still relevant today. The characteristics of the decisions made by M.S. Rogovin and his students of the most important methodological issues of psychological science are given.

HAPPINESS A QURANIC PERSPECTIVE

In this study, we will study the concept of happiness, a view of happiness from the point of view of famous psychologists and philosophers, and combining Islamic thought with philosophy. This study is a basic research the different debates on the concept of happiness in the Quran. And we discuss in this article tools of happiness in life. Happiness in the hereafter, or everlasting felicity, is the ultimate goal of the believer. Although happiness is a very relative concept, it is generally the feeling that occurs when people are satisfied with the material and spiritual states, they are in. The greatest blessing bestowed upon mankind is within us and within our reach. A wise person knows how to be happy with what he has no matter what, rather than wishing what he does not have. It is a state of coinciding with what happens and what they want. All normal people desire happiness and want their happiness to be permanent. Anyone who sees that this world cannot satisfy their desire for happiness understands that this desire cannot be satisfied without God. Sometimes even love and compassion can make one feel happy. The research dealt with the names of the happiness in the Quran with their semantic aspects, then we restricted these names, and these were placed alphabetically in the letters that indicate how many times they appeared in the Quran. Later it was divided into semantic groups and analyzed within these groups, this analysis focuses on the presentation of the lexical concept and semantic content for each. In fact, the subject was also discussed within the rational framework. happiness does have a pretty important role in our lives, and it can have a huge impact on the way we live our lives. The first part of the present study focuses on how ethics philosophers explain an interpret happiness and whether it is possible to reach real happiness. In the second part, the virtues that ethics philosophers view as the fundamental elements in attaining happiness. Also, this section examines the definition of virtue, virtue types, sub-virtues, and the characteristics of virtuous acts. Consequently, this study disclosed that ancient and medieaval philosophers regarded the pursuit of happiness as a fundamental goal in one‟s life, and that these philosophers agreed that this goal could be accomplished by leading a virtuous life ‎. Keywords: Quran, Translation of The Qur’an, Sura index, Happiness, Platon, ibn Sina, Al-Farab

Foreign-language speech culture as the main component оf the future linguist`s professional culture

The article is devoted to the problem of a foreign-language speech culture formation. The relevance of the topic is caused by the fact that the transformations that took place in society open up new opportunities for intercultural interaction. Thus, the key task of the modern education is the formation of a competent and qualified specialist who is able to realize himself not only in his own country, but also abroad. Based on this provision, the main point of the pedagogical training is the development of a purposeful and active specialist, who is capable of self-regulation and has main professional psychological characteristics. One of the key components of a future linguist`s professionalism is a foreign-language speech culture, that is a combination of the properties and qualities of speech. Therefore, the main idea of this research is an examination of the foreign-language speech culture. This study is based on a retrospective analysis of the scientific and pedagogical works of famous linguists and psychologists, and it reveal the essence and component composition of foreign-language speech culture. Foreign-language speech culture is a qualitative characteristic of the subject of pedagogical activity, that includes communicative knowledge, skills and abilities that determine the level of competence of the future teacher and the success of his professional activity. The effectiveness of the foreign-language speech culture formation depends on the presence of cognitive, developmental, educational and educational aspects in the system of foreign language studying. It is believed that the student has mastered a foreign language speech culture only if he has equally mastered the content components of all the aspects we have listed.

Фасилітація в освіті: історико-педагогічний вимір

The article deals with the origins of facilitation as a way of organizing the joint activities of participants in the educational process, outlines the direction of its transformation in the historical dynamics. It is shown that the beginnings of the facilitative approach can be traced in the dialogical method of teaching used by Socrates. The basis for the application of the ideas of facilitation in education were also the principle of naturalness of education and Ya. A. Komenskyi’s classroom system, J. Locke’s empirical-sensualist theory of knowledge, J.-J. Rousseau’s concept of free education, J. H Pestalozzi’s theory of elementary education. The significance of foreign reformist pedagogy of the end of the XIX – beginning of the XX century, which offered new systems and methods of teaching, including group education of children, is revealed. This required from the teacher new qualities, the ability to organize effective interaction with students, i.e. the presence of certain facilitative skills. The contribution of the famous psychologist K. Rogers, an ardent supporter of human-centered learning in substantiating the idea of facilitation in education, is considered. The scientist proceeded from the fact that the disadvantage of the traditional system of education is the overestimation of the role of teaching and teachers and the underestimation of the role of conscious learning and student. He insisted on the need to shift the emphasis from teaching to learning and advised teaching not as a translation of information, but as a facilitation of the processes of conscious learning.

Psikolojik Tipler Ve Jung Psikolojisi Üzerine Bir Değerlendirme

Carl Gustav Jung, psiikolojinin otonom ve geçerli bir bilim dalı olmasını Sigmund Freud ve Alfred Adler ile birlikte sağlayan üç ünlü psikologdan birisidir. Bu makalede, Carl Gustav Jung’un ortaya koyduğu Analitik Psikoloji kuramı ve Psikolojik Tipler yaklaşımı üzerinde durulmuştur. Jung’un Psişe olarak adlandırdığı zihin içerisinde yer alan Persona, Ben, Gölge, Anima ve Animus gibi pek çok farklı ve işlevsel katman tartışılmıştır. Sonraki bölümde Jung’un 8’e ayırdığı insan tipolojisi, tarihe mal olmuş kişiler üzerinden yine Jung’un tasvirlerinden de uzaklaşmadan örneklendirmiş, yorumlanmış ve tanımlanmıştır. Bu çalışmanın, Analitik Psikoloji kuramı ile özellikle de Psikolojik Tipler yaklaşımı konusunda öğrencilere ve akademisyenlere kaynak olması amaçlanmıştır.

ЗВ’ЯЗОК ЕМОЦІЙНОГО ІНТЕЛЕКТУ ВІЙСЬКОВОСЛУЖБОВЦЯ З ПСИХОЛОГІЧНОЮ СУМІСНІСТЮ У ВІЙСЬКОВОМУ ПІДРОЗДІЛІ

Understanding of emotional intelligence and emotional competence for successful individual work not only in the process of their professional development but also in special conditions, including work in military units during military aggression on the territory of Ukraine, was the crucial objective. The importance of emotional intelligence on the psychological compatibility of the unit and the factual existence of such an influence was the topic of our research as it is not examined sufficiently by military experts. We distinguished the category of conscripted personnel and the process of their appointment to new military groups. We also confirm that apart from the process of blending in new communities, the military units were changed in their psychological structure and cooperation, which was also interesting to study. In our work we focused on new paradigm of understanding emotions, based on the theory of emotions construction - we consider it as a radical perspective on what means to be a human, which stands for the newest researches in neurobiology area. Therefore the theory of emotions construction forms the connection of all three directions. It borrowed the idea of cultural influence and perceptions importance from social construction. It also took the postulate, that emotions are constructed by the main brain and body systems from psychological construction and the conclusion that the experience forms the brain links from neuroconstruction. We also highlighted the perspectives on the emotional intelligence of famous psychologists. Reuven Bar-On is an Israeli psychologist and one of the leading innovators, theorists and researchers in the concept of emotional intelligence. The notion of emotional capability was concerned in a book “Emotional Leadership: The Art of Managing People Based on Emotional Intelligence” on the co-authorship of D. Goulman with Richard Boyacis and Annie Mackey. The concept of emotional competence was suggested by David McClelland, a psychologist at Harvard University.Several obstacles that the military experts faced while working with military personnel have been identified. In order to study the level of servicemen’s development of emotional intelligence a Hall test was conducted to diagnose the emotional intelligence. The rapid assessment methodologies presented by S. Mikhalyuk and A. Shalit. were carried out for the study of the socio-psychological climate. The results are not encouraging, but they represent the real state of affairs and the need to address and solve the identified problems.

COMPLEX SYNTACTIC WHOLE AND MEMORY (ON THE MATERIAL OF THE AZERBAIJANI LANGUAGE)

The article is devoted to the analysis of the CSW in the Azerbaijani language in the context of memory. In the course of the analysis, the study of the memory of famous psychologists such as L.Vygotsky, A.Leontiev and others were turned to and materials from works of J.Mammadguluzade, A.Akhverdiyeva, I.Nasimi and F.Kerimzade were used. The article gives a broad introduction to the socio-historical and cultural essence of memory in the context of CSW and memory. The dynamics of memory, the actualization of knowledge, retrospective and search, as well as the interpretation of the demonstration etymologist are more preferable. The article is based on such logic that memory is an integral part of human consciousness and is universal not only in Azerbaijani, but in all languages.

Agostino Gemelli (1878–1959) and mental disability: science, faith and education in the view of an Italian scientist and friar

ABSTRACTIn the early decades of the twentieth century the question of mental disabilities was widely discussed in Italy, while the first special schools for the intellectually impaired were set up. An important role was played by the Franciscan friar Agostino Gemelli (1878–1959), a physician, renowned psychologist, and founder in 1921 of the Catholic University of Milan. Gemelli promoted relevant psychological research on intellectual disabilities, based on empirical and measurable processes. He considered only scientific studies necessary to promote appropriate educational actions. Gemelli and his collaborators developed from a biological point of view the classification elaborated by the famous psychologist and psychiatrist Sante De Sanctis (1862–1935). Moreover, in 1926 Gemelli established the School for special teachers and assistants for disabled children in the Catholic University of Milan, with the aim of making the “special” teachers confident with medical, psychological and pedagogical issues. This institution did not have a “Catholic colour”: indeed, Gemelli called professors of great fame to teach in his School, without concern for their ideological thoughts. All his work was characterised by the cooperation between science and religion: the experimental method did not contrast with Catholic values. This paper is based on unpublished documents from different archives.

A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.

A Comparative Study on Perceptions of English Teachers’ Mediation Between Private University Teachers and Students

Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers’ roles and functionings in the process of learners’ cognitive development and growing self-regulations. The famous psychologist Lev Vygotsky (1978) raised notions in his ZPD theory, Feuerstein (1980) illuminates capable adults as mediators, and defined twelve main features of mediation, which has empirical study value for English teaching. Thus, through quantitative and qualitative research, this paper aims to investigate the perceptions of English teachers’ mediation between private university teachers and students, analyze and compare the similarities and differences between them. The results reveal that both teachers and students coming from the two private universities have been aware of the importance of teachers’ mediation, however, have different perceptions in the frequency of teachers’ mediation. Teachers’ actual employment on mediation is weaker than their beliefs on the importance of it.