Kazakh Students Research Articles

Comparative analysis of empathic abilities of foreign and Kazakhstani students of Karaganda Medical University

The article deals with the problems of empathic abilities of foreign students and Kazakh students of Karaganda Medical University. Special attention is paid to the characteristics of empathy in different cultures, the definitions of which cover a wide range of emotional States, including caring for others and the desire to help them; to experience emotions that correspond to the emotions of another person; to distinguish what the other person thinks or feels. Empathy is needed to increase productivity, to develop competence in communication, to create deeper and personal relationships. Empathy can also be understood as a person’s emotional responsiveness to the experiences of another person, a response to the feelings of another, as well as empathy – a person’s experience of the same emotional States that the other is experiencing, on the basis of complete identification.

The relationship between posttraumatic stress disorder, trauma centrality, interpersonal sensitivity and psychiatric co-morbidity among students in Kazakhstan: a Latent Class Analysis

Background Trauma can lead to trauma centrality and affect levels of interpersonal sensitivity and psychiatric co-morbidity. Whether a coexisting relationship between posttraumatic stress disorder (PTSD) and trauma centrality can influence levels of interpersonal sensitivity and psychiatric co-morbidity among university students from Kazakhstan is unknown. Aim To investigate the impact of the aforementioned co-existing relationship on interpersonal sensitivity and psychiatric co-morbidity among Kazakh university students. Methods 597 students (F = 428, M = 169) completed questionnaires measuring PTSD, psychiatric co-morbidity, interpersonal sensitivity, and trauma centrality. Results 28%, 32% and 40% met the criteria for full, partial and no-PTSD, respectively. Latent Class Analysis revealed a three-class solution: Class 1 (the altered-self group) with a low level of PTSD but a high level of trauma centrality, Class 2 (the traumatized-self group) with high levels of PTSD and trauma centrality and Class 3 (the low symptom group) with low levels of PTSD and trauma centrality. There were significant differences in the levels of interpersonal sensitivity and psychiatric co-morbidity across three classes. Conclusion There are individual differences in the display of posttraumatic stress disorder symptoms, and trauma centrality. These differences can influence interaction with others and psychological distress.

TEACHING THE KAZAKH WORD FORMATIONSTUDENTS IN TRAINING UNDER THE UPDATED CURRICULUM

The article investigates that the introduction of new research and changes in the teaching of word formation for Kazakh students is relevant. In the preparation of future philologists, relevant issues of teaching word formation in the Kazakh language are analyzed taking into account changes in the content of modern education. In addition, this article defines methodological strategies as possible results and solutions for teaching word formation in the Kazakh language in an updated curriculum.In addition to academic knowledge of the subject, students must master the basic skills necessary to succeed in the modern world, such as critical thinking, problem solving, communication, and interaction. The importance of supporting students with new technologies in the educational process, which is focused on replacing content-oriented educational content, has been proved.

The statement of the problem of training kazakh students abroad and the possible ways to overcome it

The statement of the problem of training kazakh students abroad and the possible ways to overcome it

Is our Collection Enough or Underutilized?: A Citation Analysis of Master’s Theses

Objective. The quality of library collection depends on how the librarians select materials for purchasing based on existing collection development policy. In the absence of approved policy, working guidelines take effect so there would be a selection guidelines criteria. The use of available selection tools, online book reviews, faculty recommendations, and standard lists will help the collection building. This paper aims to provide an overview of the type of materials Kazakh students utilize to complete their master’s thesis. Specifically, it will have the following objectives: 1) to categorize the types of sources graduate students use in their thesis; 2) to compare the actual count of e-journal titles available in our collection versus the number of e-journal titles used in the reference list; 3) to identify the common journal titles used by the students and its overall journal ranking credibility based on prestige; 4) To further develop the e-resources collection based on the citation analysis. Methods. In 2019, 20 e-theses were uploaded in the repository coming from one school (may also be called college or faculty). It was decided to select from one school only to determine the relevance of the collection coming from one discipline. A sample of 10 theses (50%) was analyzed in this study. Citation analysis was used to measure which materials are currently available in the library. It will also give an impression of whether the material is being used or not. Collection of data was done in an organized manner. A table was created to list the number of referenced items found per thesis. The researchers identified the number of print books, e-journals, conference proceedings, theses and other types of materials. To determine the specific journal titles, they were carefully extracted. Duplicate titles were combined and were counted as one unique entry. Using the SJR online, the researchers identified the quartiles of each title and determined the impact of the journals based on the ranking. Journal titles were searched and availability was verified using the online journal finder A-Z journal title list provided by the EBSCOHost. Non-quartile journal titles were also verified using Scopus. Results. An average of 59 references was listed by a graduate student in his/her master’s thesis. Each student may have used 17.6 print books to cite in their thesis and 32.4 journal articles in which some of them may have referenced a suspected predatory journal. There are 199 unique journal titles cited in 10 master’s theses. 19.6% of which is unavailable in the subscription but needs to be verified if they are indexed in leading citation databases. At least 50% of the theses had more journal titles categorized as Q1 journals. Another 50% the theses included more Q2 journals than Q1. One thesis cited more journal publications with no quartile but was able to reference 68% of journal titles coming from Q1-Q4 journals. In terms of journal availability, the library holds 80% of the journal titles cited in the reference list that are available whether by subscription or Open Access. Conclusions. It is apparent that master’s students from the graduate school of education will likely cite more journal articles than books. At least 50% of the students get their references from Q1-ranked journals based from the SJR ranking. The library has a promising and huge collection of e-journal titles as it has almost 80% of the titles available in the library subscription. The sample revealed that the library is capable of providing a good quality of journal collection that can be used by the students and faculty members as well. We can proudly say that our collection is above the average. We need to still dig deeper how much of our collection is used extensively by the other members of the academic community.

PSYCHOPHYSIOLOGICAL ADAPTATION POTENTIAL TO STUDYING AT THE PEDAGOGICAL UNIVERSITY IN RUSSIAN AND KAZAKH STUDENTS

Aim. The Federal State Educational Standard of Higher Education prescribes providing the educational process in accordance with the individual and typological features of students. The nature of adaptation shifts in students depends on ethnic, ecological, and morphological indicators determining the functional status of the body. Its functional status and functional abilities conditioned by academic and professional activities are determined by the cerebral process, which influences the efficiency of adaptation and cognitive performance in general. The article deals with studying the features of psychophysiological potential in Russian and Kazakh first-year female students during their adaptation to studying at the pedagogical university. Materials and methods. We conducted the diagnostics of the functional status of the central nervous system and cognitive performance in first-year female students at pedagogical universities. The average age of participants was 17.9 years. The total sample (n = 120) consisted of the Russian and Kazakh students living in Kostanay (Kazakhstan) and Chelyabinsk (Russia). A simple eye motor response (SEMR) and a complex eye motor response (CEMR) to a light stimulus were measured with the NS-Psychotest equipment. The calculated data are the following: the functional status of the system; response stability; level of functional abilities. These data were used as a basis for the assessment of cognitive performance in the participants of the study. Results. The results obtained characterize the neuro-dynamic basis of first-year students’ adaptation expressed in the average level of CNS activity, mobility of nervous processes, and optimal functional abilities. In the conditions of the average intragroup expression of the functional criteria of the central nervous system better cognitive processes for the processing of sensory information were revealed in students from Chelyabinsk compared to Kostanay. Conclusion. The analysis of the data obtained revealed the regional specifics of the average values of chronoreflexometry in first-year students, namely a significantly higher level of neural interaction and sensorimotor processing in first-year students from Chelyabinsk.

Prevalence of Dyslipidemia in Students from Han, Uygur, and Kazakh Ethnic Groups in a Medical University in Xinjiang, China

In the present study, we aimed to evaluate the prevalence of dyslipidemia in students from different ethnic groups in Xinjiang. It is an observational, cross-sectional study. The sample of 7096 students aged 21–25 years was randomly selected from the clinic of Xinjiang Medical University. Baseline data, serum concentration of total cholesterol (TC), triglyceride (TG), low density lipoprotein cholesterol (LDL-C), high density lipoprotein cholesterol (HDL-C) and fasting plasma glucose (FPG) were reported. The prevalence of changes in lipid profile according to Body mass index (BMI) in three ethnic groups was calculated. Compared with Han and Uygur students, TC, LDL-C, TG and FPG levels were lower in kazakh sutdents, while HDL-C level was lower in Uygur students. The prevalence of high TC change was higher in Uygur students, and high LDL-C change was higher in Han students. The prevalence of low HDL-C change was higher in Uygur students, and high TG change was lower in Kazakh students. The prevalence of high TC, LDL-C, TG and low HDL-C changes was observed in normal weight, overweight and obesity groups according to the nutritional status by BMI among students of each ethnic group. The present study demonstrated the prevalence of dyslipidemia in students from different ethnic groups, and enriched the limited data on the early prevention and treatment of dyslipidemia and cardiovascular diseases in Xinjiang medical students crowd.

ETHNOCULTURAL DIFFERENCES IN IMPLICIT REPRESENTATIONS ABOUT A VIABLE PERSON

Aim. The idea of studying implicit representations about a resilient person in the crosscultural context is of great interest in establishing the strategies of resilience. Materials and methods. At first stage, the associative experiment was conducted based on responses to a “resilient person” stimulus. At the next stage, the method of subjective scaling was used. The results obtained were processed with factor analysis using the Statistica 15.0 software. Results. Various factor structures of mental representations of a resilient person were revealed. Conclusion. During the study, it was revealed that ordinary representations about a resilient person in respondents from Russia, Kazakhstan and the USA possess similarities and differences. All respondents associate high resilience with the meaning of life, optimism and love of life. Respondents emphasize a high significance of determination, adaptability, self-development and personal growth. The factor structure of implicit representations in Russian students matched the results of an earlier factorization in adult Russians. Pronounced cross-cultural differences were revealed in associationsregarding family. These associations are significant for students from Kazakhstan and the USA but do not fall into the area of significance for Russians. Young people from the USA perceive the family as something that contributes to one’s resilience. Kazakh students associate resilience with the ability to create and maintain a family, to meet the hope of parents. Kazakh students consider the meaning of life, optimism, humanity, faith in God (Allah), service to him, humility (“not to be proud”) as the main things for maintaining resilience. For Russians and Americans, their pride and self-esteem are considered as more important in maintaining resilience. For Americans, resilience is determined by strength and endurance. Russian students are convinced that a resilient person consists of determination, independence, intelligence, adaptive abilities and success.

The problem of student migration in the Republic of Kazakhstan

The social and demographic situation is significantly influenced by migration processes, i.e. the decline and influx of population. If the number declining population will significantly prevail over the number of arrivals of the population can cause problems such as a decline in the birth rate and reduce the number of young population, i.e. will the aging population and the decline of the species and will experience a loss of future specialists with high intellectual and creative abilities (loss of economically active population). Also, most information resources highlight such negative consequences of student migration processes as the growth of illegal migration (migrants have a low standard of living and social conditions); the growth of social tension (between immigrants and society) due to national, cultural, religious and other differences in the new country; problems with employment in the new place. Young people, students and graduates are an intellectual potential and an important component in the development of society, a special group with a good level of mobility, intellectual activity and health, which give them an advantage over other categories of the population, represent the economic and demographic potential of the country, so the migration losses of students are undesirable in the country. Higher education in Kazakhstan has improved significantly in recent years. The government of Kazakhstan is making every effort to improve the higher education system, focusing on research, innovation and science. The Ministry of education has a special program at the invitation of foreign professors in Kazakhstan universities. When the quality of higher education in Kazakhstan becomes more competitive in the world, why do Kazakh students still want to study abroad? The article is written in the framework of the scientific project of the Ministry of education and science of the Republic of Kazakhstan “Educational migration from Kazakhstan: factors, trends and social and political consequences”. Key words: educational migration, higher education, universities, youth, state, UNESCO.

Russian Written Speech of Kazakh Students in the Reflection of Russian Learner Corpus: Verbal Prefixation

The article describes Russian Learner Corpus as a tool for the study of Russian of bilingual Kazakh students through the example of their written texts. The article is focused on the markers of inceptivity and verbal prefixation patterns in these texts. It examines the deviations from Standard Russian, caused by the influence of Kazakh, as well as by some other strategies of linguistic behavior of Kazakh-Russian bilinguals. The main mismatch between Russian and Kazakh is due to the fact that Kazakh (like other Turkic languages) lacks prefixal verbs, so that the semantic impact of the Russian prefixes is transferred to other means and is expressed with the help of different strategies – mainly, by periphrastic biverbal constructions. On another level, corpus data analysis can specify the semantic differences between similar aspectual units in Russian viewed through linguistic patterns used by Kazakh bilingual speakers.

The Relationship between Posttraumatic Stress Disorder, Interpersonal Sensitivity and Specific Distress Symptoms: the Role of Cognitive Emotion Regulation.

This study examined 1) the relationship between posttraumatic stress disorder (PTSD) from past trauma, interpersonal sensitivity and psychiatric co-morbidity, and 2) whether cognitive emotion regulation strategies would mediate the impact of PTSD on specific distress outcomes. Four hundred seventy-five Kazakh students (F = 336, M = 139) participated in the study and completed a demographic page, Posttraumatic Stress Diagnostic Scale for DSM-5, General Health Questionnaire-28, Interpersonal Sensitivity Measure and Cognitive Emotion Regulation Questionnaire. The results showed that 71% reported that they had experienced at least one trauma throughout their lifespan, of whom 39% met the criteria for full-PTSD. Controlling for age and university majors, PTSD was associated with interpersonal sensitivity and psychiatric co-morbidity. Cognitive emotion regulation strategies were correlated with specific distress outcomes. Whilst positive reappraisal and refocusing on planning were associated with interpersonal sensitivity, self-blame and putting the trauma into perspective were associated with psychiatric co-morbidity. Self-blame mediated the impact of PTSD on psychiatric co-morbidity. To conclude, trauma can heighten levels of sensitivity in interpersonal interaction and psychological symptoms. Having specific thoughts about the trauma can impact on specific psychological reactions. Blaming oneself for the trauma can influence its impact on the severity of psychological symptoms.

Why Study Journalism: Motivation of Future Kazakh Journalists

This paper is part of a large international research project: Journalism Students across the Globe: Professionalization, Identity and Challenges in a Changing Environment. Journalism education in Kazakhstan, like elsewhere, needs to account for changes in the information environment. This project examines the motives to study journalism by students from Kazakhstan. Do today’s student motivations reflect an understanding of new media with its text, images, infographics, data, and new genres; and how should a journalist combine knowledge of the various media fields? Study of the motivations of Kazakh students in this context is important for both national interests and aligning Kazakh journalism education with international expectations. An online survey used open-ended questions to elicit replies. Questions focused on career opportunities for journalism students, aspects of education that motivate students and whether a university degree is necessary to become a professional journalist. Findings were compared to historical journalistic motivations in Kazakhstan. Students now are driven by different motives. In the past journalistic education was a building block for a career in politics or writing. Now students know various fields of journalism and what the fields offer. Journalism students prefer TV, but a high percentage also prefer the increasingly important online environment. The formula for modern education in the age of information and new technologies is an ongoing systematic process of learning for both educators and students, driven by motivations that are important not only within the walls of universities, but in everyday life. Key words: journalism education, motivation, new media, state independence, Kazakhstan.

The Problems that Kazakh Learners of Turkish as a Foreign Language Experience Related to Consonant Changes

While new languages that individuals learn can sometimes be close to their mother tongues, they can sometimes be quite distant from them.At times, they experience negative transmission problem while learning alanguage close to their native language. It is quite likely that Kazakh learners of Turkish encounter this problem and make variety of mistakes especially when writing consonant letters. The research questions of this study are as follows: “Do Kazakh students use consonants through a positive or negative transmission when their writing skills?” and “What kind of solutions should be offered to the problems related to transfer of letters that Kazakh students experience in their writing skills?”A total of 77 Kazakh learners of Turkish as Foreign Language at A2 level made practices through dictation. 3 extracts,selected from 10 texts chosen from the literature as a result of receiving expert opinions in order to be used in the study, were applied to Kazakh students. The researcher allowed the students to write these texts after dictation. The collected data were analyzed by the researcher with the help of Excel softwareprogram. Then, scripts that belong to 11 students were randomly selected from the papers of 77 students. The frequency of errors and types of errors that these 11 students made concerning with the writing of consonant soundson their dictation papers were classified within the scope of sound changes seen in consonant sounds. It was determined by considering the findings of the study that Kazakh learners made various types of errors related to continuity, discontinuity, consonant-vowel changes and other consonant changes.

Methods of formation of the idea of full lexical reduplication in the Russian language in Kazakh students

Methods of formation of the idea of full lexical reduplication in the Russian language in Kazakh students

Specificity of mastering by the Kazakh students of the Russian reduplicate formations as a stylistic tool

Specificity of mastering by the Kazakh students of the Russian reduplicate formations as a stylistic tool

The differences in ethnic identity and patriotism characteristics between Russian and Kazakh students

The article presents the results of an empirical research on patriotism and ethnic identity in Russian (N=187) and Kazakh students (N=156). The research was conducted with the aim of determining similarities and differences in patriotism and ethnic identity characteristics between these two groups of young people. The work uses a set of the following instruments: ?Ethnic Identity Types?, ?Who Am I??, ?The Scale of Expressive Assessment of Feelings Connected with Ethnic Identity?, ?The Scale of Expressive Assessment of Ethnic Identity Manifestation? and ?Patriogramme?. The results obtained show that Kazakh students have a higher level of patriotism in comparison with their Russian colleagues. Despite the similarity in ethnic identity manifestation between Russian and Kazakh students, Russian students manifest their ethnic identity more moderately than Kazakh students. Besides positive ethnic identity, Kazakh students reveal a tendency towards ethnic superiority: they are more committed to their national traditions, customs, culture and language and more intolerant of intrusion into their national and ethnic space than Russian students. The results obtained by the research can be used in the pedagogical work for stimulating positive aspects of patriotism and ethnic identity developing in young people living in the contemporary multicultural and polyethnic world.

Posttraumatic Stress and Interpersonal Sensitivity: Alexithymia as Mediator and Emotional Expressivity as Moderator.

This study examined 1) the link between PTSD from past trauma, interpersonal sensitivity and psychiatric co-morbidity, 2) mediational effects of alexithymia on 1), and 3) moderated mediational effects with emotional expressivity as the moderator. Five hundred and fifteen Kazakh students completed the Posttraumatic Stress Diagnostic Scale, General Health Questionnaire-28, Toronto Alexithymia Scale-20, Berkeley Expressivity Questionnaire and Interpersonal Sensitivity Measure. The results showed that 28% met the criteria for full-PTSD. Controlling for academic year, age and university major, PTSD from past trauma was significantly correlated with interpersonal sensitivity and psychiatric co-morbidity. Alexithymia mediated the impact of PTSD on interpersonal sensitivity and psychiatric co-morbidity. Alexithymia, however, did not interact with type of emotional expressivity to influence outcomes. Moderated mediational effects were not found. To conclude, following trauma, Kazakh students can experience heightened levels of interpersonal sensitivity and psychological symptoms. These problems are particularly severe for those who have difficulty getting in touch with their emotions.

ШЫҒЫС ЕҢБЕКШІЛЕРІНІҢ КОММУНИСТІК УНИВЕРСИТЕТІНДЕГІ ҚАЗАҚ СТУДЕНТТЕРІНІҢ КҮНДЕЛІКТІ ӨМІРІ

ШЫҒЫС ЕҢБЕКШІЛЕРІНІҢ КОММУНИСТІК УНИВЕРСИТЕТІНДЕГІ ҚАЗАҚ СТУДЕНТТЕРІНІҢ КҮНДЕЛІКТІ ӨМІРІ

RESEARCH INTEGRATED TEACHING IN LANGUAGE CLASSES

At Nazarbayev University, which aims to become the first research and world-class university in Kazakhstan, it is important to use research to enhance the student learning experience. In this article, we would like to describe the role of research integrated teaching in Kazakh language classes, where both teacher and students interact with each other and use their research skills to review research papers, collect and analyze data and generate and share enthusiasm in the learning process. This article proposes that research integrated teaching in Kazakh language classes are effective. A high level of interaction between the students and me is promoted by bringing a survey into the classroom. Another method of integrating research and teaching is that students publish the results of their studies. The students indicated in their feedback that this interaction is welcomed and appreciated greatly. Balancing the time spent on teaching and research can lead to more realistic expectations of staff performance. Other factors such as career development can significantly affect teaching productivity and effectiveness. From our experience at Nazarbayev University, therefore, we find that it is possible to integrate research into teaching in language classes. Keywords: Research Integrated Teaching, Integrating Research into Teaching, Language Classes, Nazarbayev University

Social Engagement of Kazakh Students

The article reviews the problem of social engagement of Kazakh youth. Having analyzed Russian and foreign literature, the authors have come to conclusion that at present there is no unified definition of this term. The experimental part of the work has studied the social engagement of Kazakh students and revealed their motives for taking part in various types of socially important activities. The conclusion based on the results of the survey has been made.