Psychological Characteristics Of Students Research Articles

Художественно-педагогическая реконструкция и теоретический анализ опыта взаимоотношений «учитель – ученик» в образовательной сфере России начала ХХ в.

The study aims to determine the role of a teacher’s personality in solving moral and pedagogical problems arising in the process of teacher-student relations in the educational sphere of Russia in the early 20th century by conducting a theoretical analysis of individual documentary fiction texts by K. G. Paustovsky in the genre of documentary prose. The paper substantiates the importance of the priority spiritual and moral principles and values of Russian pedagogy and psychology as the basis of the traditional knowledge paradigm of education, actualizes their relevance in modern Russian theory and practice. The study is original in that it is the first to reveal the role of a teacher’s personality primarily as an educator and bearer of moral universal values in the traditional knowledge paradigm of education based on K. G. Paustovsky’s documentary fiction stories about the teacher-student relations in the educational sphere of Russia in the early 20th century. In addition, the paper determines the importance of a teacher’s personal self-esteem (professional reflection) and their individual threshold of tolerance and responsibility for the process of forming the personal image of pupils, humanistic qualities and psychological characteristics of students. As a result, it was found that an essential factor of success in solving moral and psychological problems in the system of teacher-student relations in both traditional and modern humanistic paradigms of education is the personality of a teacher, their “human factor”. The professional reflection of a teacher, which is their personal self-assessment manifested in psychological, creative, moral and mental abilities at an active and interactive level to influence the spiritual world of a pupil, creates conditions for the movement of the educational process towards the creative self-expression of a student’s personality. A teacher’s ability to correctly assess and take into account students’ personal and psychological characteristics ensures the formation of conditions for pupils’ personal growth, their values and worldview orientations.

A Correlational Study of Student Factors and Performance in CPA Board Examination: a case in JRMSU

This paper proposes to identify the necessary interventions to enhance graduates’ performance in the Certified Public Accountant Licensure Examination. It aimed to examine the relationship between identified student factors and the inconsistency in graduates' performance in the CPA board exams from 2016 to 2019. The study is based on Walberg's theory of academic achievement, which asserts that the psychological characteristics of students and their immediate environments affect educational outcomes. A descriptive research design was utilized, surveying 28 Bachelor of Science in Accountancy graduates who took the CPA board exam using a standardized checklist. Qualitative data, serving as secondary data, were analyzed through documentary analysis. Additionally, in-depth structured interviews were conducted to support the quantitative data. Results indicated that among student-related factors, only study habits significantly impacted graduates' performance in the CPA board exam. Other factors, such as academic performance, aspiration, and attitude towards accounting, were found to be insignificant. The study advocates for time management, comprehensive self-management, development of analytical skills, and maintaining a consistent desire to pass the CPA board exam and become an accountant. Future research is also recommended.

VARIABLE APPROACH TO FOREIGN LANGUAGE EDUCATION AT A HIGHER INSTITUTION

Variable approach to foreign language teaching aims to develop the secondary language personality of future specialists, ensures professionally oriented research, individualizes the training process and encourages students to self-train in foreign languages. It is necessary to create a diverse educational space, an individual learning path. Applying a variable approach in a higher education institution will focus on the language skills, personal and professional interests, cognitive learning styles and psychological characteristics of students, it will improve foreign language learning motivation and ensure better language training for future professionals.

Psychological Characteristics of Students with Passion for Studying.

Passion for studying can be considered a significant factor that promotes well-being and mental health in students. This study aimed to examine whether the psychological characteristics of students with a passion for studying differed from those of students without one. To compare these two groups, we used a set of different psychological variables (e.g., academic burnout and vitality), as well as integrated both person-centered (i.e., group comparison research) and variable-centered (i.e., correlational analysis) approaches. During classes, one hundred and fifty-four students from a Polish university completed a comprehensive set of short self-report questionnaires online on different psychological characteristics, including variables related to studying (i.e., passion for studying, academic burnout, and general academic self-efficacy), psychopathology symptoms, perceived stress and somatic complaints, as well as personal resources (vitality, resilience, self-esteem, and optimism). We noted multiple statistically significant differences in psychological characteristics between the two studied groups of students. Thus, harmonious passionate students tended to have more favorable psychological characteristics within variables related to studying, mental or somatic health symptoms, and personal resources compared to the non-passionate students. A harmonious passion for studying seems to have potential health-promoting and health-protecting effects, whereas a lack of passion for studying may lead to less favorable outcomes.

ПРОБЛЕМА ПОДОЛАННЯ МОВНОГО БАР’ЄРУ В ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article is devoted to the analysis of the problem of overcoming the language barrier in the process of learning foreign languages in higher education institutions. The object of consideration is the complex aspects of this phenomenon, the complexity of learning a foreign language, the lack of practical application of the acquired skills, the lack of attention to the cultural context during its study, etc. In view of this, there is a need for a systematic approach to overcoming the language barrier, taking into account not only linguistic aspects but also the psychological characteristics of students. The next aspect concerns the lack of practical application of language skills acquired during study. The study points to the relevance of introducing interactive methods of teaching a foreign language aimed at practical use of the language in different situations, which will provide students with the opportunity to improve their language skills in practice. It is noted that the lack of opportunities for practical use of a foreign language outside the classroom complicates the process of forming the foreign language competence of future specialists, makes it impossible to successfully consolidate communication skills in real life situations. This leads to a loss of interest in learning and limits the practical use of language skills. It is concluded that learning foreign languages should include understanding and adaptation of higher education students to cultural realities, which will contribute to a deeper understanding and more effective learning of languages. Particular emphasis is placed on the importance of using innovative pedagogical approaches, including technologies and methods of intercultural communication. The use of modern technologies, such as mobile applications, virtual reality, etc., can greatly facilitate the process of learning foreign languages and help overcome the language barrier, and it is also important to create a favorable learning environment where students have the opportunity to practice the language in different situations, use innovative teaching methods and focus on developing not only grammatical skills but also cultural context. The importance of immersive practice in overcoming the language barrier in foreign language learning is emphasized.

PSYCHOLOGICAL ASPECTS OF BLENDED LEARNING IN UKRAINE

The article emphasizes the crucial psychological factors involved in the integration of blended learning within contemporary education. Blended learning amalgamates conventional and online teaching approaches, emerging as a progressively pertinent trend in the current educational landscape. The article underscores the significance of grasping the motivational factors impacting students in blended learning. It underscores that effective motivation can enhance learning outcomes and promote greater student engagement in the learning process. Adopting a systems approach enables us to view learning as an interrelated system, fostering a more profound comprehension of how its components interact. The authors demonstrate that studying the psychological aspects of blended learning is an important component of modern educational reform. Understanding the motivation and psychological characteristics of students allows for more effective implementation and support of blended learning, ensuring the quality and effectiveness of education. Their research provides an opportunity to develop effective approaches to teaching and improving student performance in blended education, which, in turn, contributes to improving the quality of education and the development of modern society.

Encouraging medical students to become surgeons? Impact of psychological and surgical factors on career choice at medical school.

Training decisions are viewed as a problem by the majority of medical students.In the present study we compared sociodemographic and psychological characteristics of students who are interested in surgical training to those who preferred a non-surgical specialty. Furthermore, we examined whether students who wish to be trained as surgeons performed better than their non-surgical counterparts in a course designed to acquire skills in minimally invasive surgery. From October 2020 to January 2021 we performed a cross-sectional survey among 116 medical students prior to their year of practical training at Christian-Albrechts University in Kiel. Based on their intended field of specialization, the students were divided into a non-surgical and a surgical group. Sociodemographic and psychological characteristics such as self-efficacy expectations, resilience and stress perception were evaluated and compared between groups. Simultaneously, we compared their surgical performance in two laparoscopic exercises and their self-assessment as surgeons. Statistical differences between the training groups were determined by the Mann-Whitney U test or Pearson's Chi square test. Ninety-two students participated in the study, of whom 64.1% intended to train in a non-surgical specialty and 35.9% in a surgical specialty. Students who wished to be trained as surgeons had higher general self-efficacy expectations (p<0.001) and greater resilience (p=0.009). However, on comparison they had a lower stress level (p=0.047). The inter-group comparison of training results and self-assessment as surgeons revealed no unequivocal differences in surgical performance. Interest in surgical specialties is correlated, among other factors, with the strength of psychological skills such as general self-efficacy expectations, resilience and stress perception. Early attention to these psychological resources in academic training might assist medical students in future career choices.

FEATURES OF THE MANIFESTATION OF CREATIVE POTENTIAL STUDENTS IN EDUCATIONAL ACTIVITIES

Abstract. In the world of the problem of the formation and development of students' personality, the study of their creative potential becomes important, since the modern speed of life constantly requires from the individual skills that allow to be creative and react productively to any changes. The relevance of the problem of studying and developing creative potential is especially increasing in modern conditions of existence, with a high rate of change in the world, with the ever-growing need to adapt to new conditions, to show flexibility, originality and speed both in any field of professional activity and in one's own life.&#x0D; During the Russian-Ukrainian war, the conditions of students' education changed significantly due to the introduction of distance education, the introduction of irregular vacations, the interruption of classes due to air raids or the disappearance of the Internet, etc. In this regard, the organization of the educational process has become much more difficult for teachers and students, as everyone is forced to constantly adapt to changing conditions. At the same time, the use of the information and communication capabilities of the Internet makes educational activity flexible, variable, multi-vector, enables interaction between the teacher and the student and, on this basis, promotes the development of personal needs, interests and creative abilities of the students of education.&#x0D; Despite the fact that Ukrainian students flexibly respond to the challenges of the realities of life, it is still a very difficult task for teachers to notice and develop creative potential in such conditions. In this regard, the study of the creative potential of students and the peculiarities of its manifestation in educational activities, in our opinion, is relevant and timely for institutions of higher education.&#x0D; In the process of research, the psychological characteristics of students with a high level of creative potential, but with different levels of academic achievements, were studied. Disagreements were established according to the following indicators: general anxiety, level of self-esteem, level of professional motivation and attitude to the future profession.&#x0D; Based on the theoretical analysis of scientific literature and the results of empirical research, it was found that there are psychological factors that determine the manifestation of students' creative potential in educational activities. Students who do not fully demonstrate their creative potential in educational activities need additional psychological influence on the development and correction of professional motivation, self-esteem and emotional state.

Main characteristics of the image of the higher school teacher and the factors of influence on it

The article highlights the essence of the concept of image and the image of a teacher of a higher education institution, analyzes scientific works devoted to this issue, highlights the results of a questionnaire survey and interviews, which made it possible to determine the respondents’ vision of those qualities and traits that should be inherent in teachers of higher education institutions.In order to assess the closeness of the connection between the specified features, the correlation coefficient of Spearman’s ranks was calculated and its value was checked for the significance of the connection. In particular, it was determined how important it is for students that the teacher has a scientific degree and title; own scientific articles, manuals and textbooks; and how important it is for the teacher to be a practitioner. It was found out whether students pay attention to how the teacher communicates with other teachers and students, how the teacher answers students’ questions and whether it is important for them when there is contact with the teacher on social networks and the latest technologies are used in the educational process; do students pay attention to how the teacher reacts to the opposite opinion, what are his manners in the process of interaction in the environment of colleagues and students, what appearance of the teacher impresses students more, etc.The importance (on the basis of a rank scale) of image characteristics indicated personally (answers to open questions) by both male and female respondents was determined. The following main characteristics of the image of a teacher of a higher education institution were noted: self-confident professional; has a love and flair for teaching; is able to convey information, interest, capture the attention of students; is able to clearly explain tasks and their evaluation criteria; objective and impartial; punctual, responsible in fulfilling commitments and keeping one’s word; friendly and open in communication; sociable, with a sense of humor; able to consider the psychological characteristics of students; has a suitable appearance.&#x0D; JEL classіfіcatіon: A22, Z00

The Need for Developing Self-Defense Courses in University Physical Education and General Education Program

&lt;p&gt;本研究目的旨在探討大學院校開設防身自衛術選項課程的必要性，並透過文獻蒐集之方法加以研究探討後，希望藉由所得結果能提供作為，各校未來規劃體育與通識課程開課之參考。防身自衛術課程頗受學生的喜愛，防身術並可以提升學生身體的健康，又可以增強學生的心理素質，起到防止他人暴力侵襲、保護學生自身安全的目的，具有一定的健身價值和實用性，因此，在大學校院體育選項和通識教育相關課程，應該推廣開設防身自衛術選項教學課程。防身自衛術是一種具有攻防含義，能夠提高防身和自衛能力的技擊性動作，也是源自於柔道和柔術、擒拿術等多種技術動作之中。而隨著防身自衛術課程的發展，漸漸地進入了大學興趣體育選課項目之中，正在逐漸的被大學生所接受。大學生學習並掌握防身自衛術，可以提高自衛防身的保護能力，當碰到突發的意外險境時，就會有足夠的膽量和氣魄來保護自身的安全，以免遭到傷害，並還能夠給不良分子以沉重的打擊。但由於學生防身術運動課程的推廣特點，應根據學生生理、心理特徵，探索合適的教學模式和教學方法，才能在校園內永續的發展。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;The purpose of this study is to investigate the need for developing self-defense courses in universities through literature review. It is hoped that the results can be used as a reference for future development of physical education or general education program. Self-defense courses are popular among students because it can improve students’ physical health, enhance students’ psychological quality, prevent violent attacks by others, and protect students’ own safety, and has fitness value and practicality. Therefore, the development of self-defense courses should be promoted in the physical education and general education at university campuses. Self-defense is a technical action with the meaning of attack and defense, which can improve the ability of self-defense and self-defense. It is derived from judo and jiu-jitsu, grappling and other technical actions. With the development of self-defense courses, it is an elective physical education course and is gradually being welcome by college students. University students who learn and master self-defense can improve their self-defense protection ability, when encountering unexpected danger. Students will have enough courage and courage to protect their own safety, so as not to be hurt, and can also give bad people a heavy blow. However, due to the characteristics of the self-defense courses, appropriate teaching models and methods should be explored according to the physiological and psychological characteristics of students in order to develop the self-defense courses in a sustainable manner on campus.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

ДИСТАНЦІЙНЕ НАВЧАННЯ В КОНТЕКСТІ ЕФЕКТИВНОСТІ СТУДЕНТСЬКО-ВИКЛАДАЦЬКОЇ ВЗАЄМОДІЇ

The article presents a brief overview of scientific and theoretical research on a new form of distance learning. The main attention is paid to such an aspect as psychological and pedagogical interaction in the dyad «student-teacher». Interaction is defined as a system of mutual influences of subjects involved in joint activities on the basis of common goals of vocational education. The main negative consequences of this format of interaction are presented: the problems of dialogic communication; reducing the ability to qualitatively control the student’s activities and encourage him/her to be active; insufficient technical conditions to involve all students in the learning process. The list of the basic skills of the teacher for increasing the quality of distance learning is given: involvement in discussion, expression of one’s own opinion and establishment of interpersonal interaction; optimal use of ICT tools for communicative interaction; the right choice of communication strategies and tactics in accordance with the purpose of training; conducting training sessions taking into account the psychological characteristics of students’ behavior in a virtual environment; application of mechanisms for diagnosing communicative conflicts, removing barriers in indirect communication. The value indicators of the teacher-student format are also empirically studied. The level of positive and negative assessment of teacher and student interaction on behalf of both subjects of its organization is determined (emotional and positive attitude of students to the work of the teacher). An analysis of difficulties that potentially affect the level of teacher-student interaction in the format of offline-online learning is made (inability to conduct training sessions considering the psychological characteristics of students’ behavior in a virtual environment, students’ lack of independent work skills, leading to incomprehensibility). Conclusions are made on changes in the levels of empathy of teachers and students before and after the organization of forced transition to distance learning due to the threat of COVID-19: with the emergence of an objective factor (forced transition to distance education). Subjective factors for teachers and students became less significant due to the fact that the priorities in the assessment of the situation have changed at the stage of difficulties, which was still too subjectively assessed. The general level of teacher-student interaction has changed in the direction of increasing student empathy and general positivizing of teachers.

КОМУНІКАТИВНА МОТИВАЦІЯ ЯК ВАЖЛИВИЙ ФАКТОР В ОВОЛОДІННІ НІМЕЦЬКОЮ МОВОЮ УЧНЯМИ СТАРШИХ КЛАСІВ

The article examines the motivational aspect of high school students’ mastery of German language, namely such a type of internal motivation as communicative motivation. The reform of the education system determined the choice of communicatively oriented learning as the dominant form of education, since the interest in learning a foreign language is constantly growing. Attention is focused on the fact that the German language can be used not only for communication and receiving information, it also serves to make richest the worldview of students and comprehensive development of the students personality. Based on the analysis of theoretical sources, the dependence of motivating factors on the way of organizing educational activities of high school students’ in a foreign (German)language lesson was established. In particular, the pecularities of the formation of the educational motivation depending on the communicative activity of students, which is organized by the teacher, are present. The importance of setting lesson goals, selection of educational material forms of interactive work between participants in the process of communication, taking into account the principle of communicative orientation, is included. This principle determines the content of education, communication skills that should be developed so that the student can communicate in German; foreign language communicative competence cannot develop and improve in the necessary way without motivation. In view of such conditions, the dominant place in the lesson should be given to the solution of speech problems, the whole course of the lesson should be the solution of a speech problem, which should be offered to students in such a formulation that would be clothe to the students and understandable to them. The question of the use of collective forms of work, different modes of work in the lesson, and the technology of situational modeling were not left out consideration. Special attention is paid to the examination of issues related to the psychological and age characteristics of high school students, since these indicators are of significant importance both for the development and strengthening of the motivational component of foreign language acquisition in general, and for the formation of communicative motivation in particular. In high school age, students develop logical thinking; thanks to the development of mental processes of this age period, qualitative changes also occur in the development of speech: oral and written, dialogic and monologic speech are improved. High school students strive to improve speech, try to give it more exspressiveness and accuracy, logical expression of thoughts. Interest learning takes place where the age and psychological characteristics of students are taken into account, since each age group has its own type of leading activity. Such types of activities as cognitive, holistically oriented and communicative are typical for high school students. One of the aspects of the article is the explanation of communication as an activity that necessary involves the presence of personal motives and needs. The following classes of communication functions are distinguished: informational-communicative, regulatory-communicative, and affective-communicative.

APPLICATION OF PERSONALITY-ORIENTED APPROACH IN TEACHING PHARMACEUTICAL CARE

The article reveals the issue of implementing a personality-oriented approach in the training of future pharmacists. The experience of realization of this approach at teaching of professional disciplines, in particular the course “Pharmaceutical care” is resulted. The practical implementation of the approach is based on the choice of the necessary methods and teaching aids after preliminary testing of applicants using a psychogeometric test according to the method of S. Delinger. The study involved 133 third-year college students. According to the results of the testing, the psychological features of the applicants in each academic group were revealed, which contributed to the effective organization of work in the practical classroom in accordance with the psychological characteristics of students. One third of the applicants in the two groups (303 and 304) preferred the “triangle”. In groups 302 and 305, 40% of students chose a “circle” as their figure, and in group 309, the preferences of applicants were divided at 34% between “circle” and “zigzag”. The obtained test data allowed teachers to choose the best methods of working with students in practical classes, taking into account their psychological types. Students who chose the “circle” were more willing to reproduce possible situations in the pharmacy, “zigzags” preferred presentations, were actively involved in highlighting the benefits of individual drugs, and “triangles” were comfortable performing tasks modeled by the teacher on site, without preliminary training. The results of the data obtained throughout the course show that most applicants have psychological characteristics that are necessary and desirable for successful professional activity in pharmacy, in particular in pharmaceutical care (ability to empathize, understand the patient, be willing to compromise, work in a team and convincingly communicate important information). Distinctive features of recognizing different personality psychotypes by behavioral characteristics, which are useful in establishing interaction with patients, are proposed. The importance of the received information in the professional activity of pharmacy employees in order to establish effective communication with visitors and colleagues is revealed.

Проблема професійного самовизначення підлітків з інтелектуальними порушеннями

The article analyzes the problem of professional self-determination of adolescents with intellectual disabilities, which is of particular relevance in high school. The authors describe the features of the choice of a professional path by students of a correctional school, the difficulties and problems that arise in the process of career guidance and during labor training and education of children with intellectual disabilities. Some psychological characteristics of students of correctional schools are also described, which have a direct impact on the processes of professional self-determination, significantly complicating them. It is noted that the problems are determined not only by the specifics of the motivational, volitional and, of course, the intellectual sphere of this category of people, but also by objective reasons, which are due to the inertia of society in solving the tasks. Difficulties in studying the problem begin with the lack of sufficiently reliable and informative methods for studying the professional interests of students with intellectual disabilities, their willingness to choose a profession on their own and the level of professional self-determination.The article notes that almost no attention is paid to the study of professional self-determination of persons with intellectual disabilities in domestic science, the interest of teachers and psychologists is concentrated on practical issues of vocational guidance and labor training, internal psychological processes occurring in the process of choosing a profession by a high school student, while being studied insufficiently and deep. The authors note that the successful solution of the issues of labor adaptation of persons with intellectual disabilities and the acquisition by them of their own chosen profession, correlated with their own interests, is determined by a complete and comprehensive analysis of the personality of students, their interests, internal motives and motives, and in the future, the direction of their labor activity in a certain direction.

Психологические предикторы развития социального интеллекта у студентов социономических профессий

The paper considers the features of social intelligence among the students of socionomic professions. Today, there is a gap between modern studies of the social intelligence phenomenon and its direct experimental development among the students of socionomic training programs during the study at a higher educational institution. The paper presents the psychological characteristics of students with different levels of social intelligence development. The students showed the predominance of social intelligence at average and below-average levels. Among the social intelligence components, the ability to understand the interlocutor’s speech acts is the most expressed, and the ability to recognize the structure of interpersonal situations in the dynamics is the worst expressed. The analysis of indicators of manipulative attitudes allows speaking about students’ average inclination to manipulate. The results of the study of values indicate the importance of such regulatory ideals as safety, self-dependence, and kindness, and such individual priorities as universalism, independence, and stimulation. The results of the study of self-attitude components allow concluding on strongly pronounced indicators of all self-attitude scales except self-esteem, which is slightly expressed. Using the Kruskal-Wallis non-parametric test, the author carried out the comparative analysis of data in the groups of students with different levels of social intelligence and identified characteristics of the personality of students with different levels of social intelligence. The composed regression model allowed identifying psychological predictors promoting the development of social intelligence: some types of value orientations, self-attitude components, and manipulation attitude.

ЛІНГВАЛЬНІ ТА МЕТОДИЧНІ ОСОБЛИВОСТІ НАВЧАННЯ ІНДИВІДУАЛЬНОГО ЧИТАННЯ СТУДЕНТІВ

The article is devoted to the development of methods of teaching the third-year students of specialty 035 Philology, the educational program “Language and Literature (German). Translation" to read independently in German taking into account the individually-differentiated approach as an optimization factor. The positive role of this type of educational activity in the academic process as an additional reserve for optimization and intensification of the German language learning process is highlighted. A wide range of views of scientists on the powerful potential of independent learning is presented. The notion of “independent reading” is specified. In the organization of independent reading, the author traces the dynamics of learning strategies that depend on the psychological characteristics of students. The article presents the criteria for selecting authentic German texts for independent reading. Attention is drawn to certain difficulties associated with reading authentic German texts. To provide practical assistance to students in mastering the technology of independent reading, a significant algorithmic instruction has been developed as a regulated scheme of educational actions for the presentation of the German work of art, which has been read. The article offers samples of language/speech standards-clichés for writing a report (retelling). To assess students' level of the German language through the mastered technology of independent reading, a questionnaire "Bewertungsbogen zur Buchvorstellung" was compiled, which students are asked to fill out after the public presentation of the selected work of art. The reserve possibilities of students in the combination of communicative-cognitive, emotional-motivational, and aesthetic planes are revealed. The potential of the method of independent reading is very powerful in the self-education of the future specialist (initiative, comprehensively educated) and is an important stage of continuous professional development of the student.

Индивидуально-психологические особенности студентов различных этнических групп в процессе адаптации к условиям проживания в студенческих общежитиях

В статье отражены результаты эмпирического исследования индивидуально-психологических особенностей студентов различных этнических групп процессе адаптации к условиям проживания в студенческих общежитиях. Данная работа обусловлена необходимостью расширения области исследования взаимодействия во внутривузовской среде за счет включения межэтнического компонента. При этом учитываются основные особенности астраханского региона, исконно объединяющего на своей территории представителей различных этнических групп. В исследовании были применены психодиагностические методики: 1) многоуровневый личностный опросник «Адаптивность» (А.Г. Маклаков, С.В. Чермянин); 2) методика «Определения интегральных форм коммуникативных агрессивности» (В.В. Бойко); 3) экспресс-опросник «Индекс толерантности» (Г.У. Солдатова, О.А. Кравцова, О.Е. Хухлаев, Л.А. Шайгерова). Анализ результатов исследования позволяет сделать вывод о том, что группы с различными уровнями адаптивности различаются по такому показателю как «агрессивность», то есть студенты младших курсов имеющих такую черту личности как агрессивность обладают меньшими способностями к адаптации в новой среде, в том числе, к условиям проживания в студенческих общежитиях. Во внутривузовской среде исследование межэтнического взаимодействия может стать ключом к пониманию причин и динамики возникающих конфликтных ситуаций. В связи с этим, мы видим возможность использования результатов проведенного эмпирического исследования в практике урегулирования межэтнических конфликтов во внутривузовской среде. The article reflects the results of an empirical study of individual psychological characteristics of students of various ethnic groups in the process of adaptation to living conditions in student dormitories. This work is due to the need to expand the field of research of interaction in the intra-university environment by including an interethnic component. This takes into account the main features of the Astrakhan region, which traditionally unites representatives of various ethnic groups on its territory. The study used psychodiagnostic techniques: 1) multilevel personality questionnaire "Adaptability" (A.G. Maklakov, S.V. Chermyanin); 2) the methodology "Determination of integral forms of communicative aggressiveness" (V.V. Boyko); 3) express questionnaire "Index of Tolerance". (G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova). Analysis of the research results allows us to conclude that groups with different levels of adaptability differ in terms of such an indicator as "aggressiveness", that is, junior students with such a personality trait as aggressiveness have less ability to adapt to a new environment, including to conditions living in student hostels. In the intra-university environment, the study of interethnic interaction can become the key to understanding the causes and dynamics of emerging conflict situations. In this regard, we see the possibility of using the results of the empirical research in the practice of resolving interethnic conflicts in the intra-university environment.

The Contemporary Distance Learning Industry in the Context of COVID-19

The article examines the state and trends in the development of distance learning in the world in conditions of covid-19, identifies the main specific difference between distance education and other forms of education, and analyzes the state of the world market of educational services via the Internet. The important features and characteristics of distance learning, examples of its organization in higher educational institutions, as well as statistics on the development of distance learning in the world are presented. The main problematic points on the way of introducing the distance education system in the context of a pandemic and the factors hindering the development of this promising form of education are identified. In addition, the article examines the psychological and pedagogical features of distance learning with the current conditions of the development of education at the university. The psychological characteristics of students and their learning difficulties have been determined. It also clarified the problems faced by teachers in the organization and implementation of distance learning. Practical recommendations for the support of distance learning for students have been developed.

Выбор студентами цифрового образовательного ресурса: психологический аспект

The issue of psychological feasibility of distance learning is understudied and remains relevant both in theoretical and practical terms. The purpose of the study viewed in the article is to identify the connection between students’ preferences to study using the Internet and electronic textbooks with their personal psychological traits. Presumably, confident, self-organized students have a positive attitude towards their use, while anxious, emotionally unstable students have a negative attitude. The study involves 1st – 4th year students (N = 270, aged from 17 to 21 years; 61.3% women) students, who specialize in Economics and Agricultural Industry in Izhevsk State Agricultural Academy. We used the following techniques: questionnaire developed by O. N. Malakhova, O. A. Zhuchenko, aimed at studying students’ preferences and Cattell’s Personality Factor Questionnaire (16-PF), form C, which has the goal to study personality traits that are significant for the research. It was found that there was a direct interconnection between students’ preference to use digital educational resources with their personal psychological traits. The study revealed that students with self-discipline and analytical mindset have a negative attitude to the use of electronic textbooks and distance learning. It was found that among the main personal psychological characteristics of students, which influence their preferences, are sensitivity and radicalism, anxiety and lack of self-discipline. We did not confirm the hypothesis put forward in the study. The applied aspect of the problem under study can be implemented in educational practice to increase the efficiency of educational process and in the development of digital training courses. The research perspectives are related to the study of teacher preferences.

“Say no to coding”: Designing of mobile-app-based learning media using Glide apps

Designing mobile-app-based learning media is challenging for educators with minimal programming skills. This paper aims to introduce a conceptual model as a framework for designing learning media. In this paper, we discuss steps by step a mobile-app-based learning media designer by using glide apps. Descriptive qualitative with literature review design was used in this article. Based on the literature review, it can be known that glide app can design a mobile app which easy to use, build without code, applicable for the m-learning era, and used for free. However, the creation of a mobile app in education should be careful, because it needs to be adjusted to the age level and psychological characteristics of students. Therefore, educators can use the glide app as an alternative to m-learning media designers.