Stability Of Students Research Articles

Machiavellianism in Relation to Achievement Motivation among Secondary School Students

The study examined machiavellianism in relation to achievement motivation among secondary school students. The 294 students were selected on the basis of convenient and volunteer sampling from 05 selected schools of Punjab. Two-way Analysis of variance was used to study main and interaction effect. The interaction effect of achievement motivation with Gender on machiavellianism and its dimensions viz. immorality, manipulation, distrust, desire for wealth and power among secondary school students. The results revealed that significant gender difference were found in machiavellianism, and its dimensions i.e. manipulation and distrust; but no significant gender difference were found in dimensions of machiavellianism i.e. immorality and desire for wealth and power. The mean score of female secondary school students are higher than mean score of male secondary school students. Also, the significant interaction effect of achievement motivation with gender was found only in manipulation dimension of machiavellianism, but no significant interaction effect of achievement motivation with gender was found in machiavellianism and its dimensions viz. immorality, distrust, desire for wealth and power among secondary school students. On the basis of findings, it is suggested that the teachers of the school should inculcate the moral qualities such as honesty, truthfulness and compassion among the secondary students. The secondary school teacher should not use harsh criticism for any misconduct (cheating, tell lie, manipulation) of secondary school students and help them to realize their mistake and take promise not to repeat it in near future. There is need to replace the machiavellian attitude with emotional stability so teachers should treat students with love and care so as to strengthen emotional stability in students. The secondary school teachers must focus on importance of hard work, self-learning and life-long learning as compared to believing in luck/fate only.

The formation of emotional stability of students in physical education

One of the directions for improving the training of future specialists in higher education institutions is the formation of professionally relevant personality characteristics. Emotional stability is one of these characteristics. Physical education and sport are one of the few spheres of life of modern students in which this issue can be effectively resolved. The authors provide data on the positive impact of specially organized physical education classes on the formation of such emotional stability in students.

PEDAGOGICAL TECHNOLOGIES FOR THE DEVELOPMENT OF EMOTIONAL AND VOLITIONAL STABILITY IN SWIMMING LESSONS

It was found that the new socio-economic conditions that have arisen in recent years, along with the opening of wide opportunities for realizing the creative and entrepreneurial potential of young people, have also brought a number of problems, among which the most painful problem is the adaptation of young professionals to new working conditions, which are characterized by a high level of neuropsychological tensions The article reveals modern approaches to the development of emotional and volitional stability in students of higher education institutions in swimming classes. New pedagogical technologies used in swimming lessons have been identified. On the basis of psychological and pedagogical and special literature, theoretical approaches to the phenomenon of emotional and volitional stability were analyzed, the need for its development in students was scientifically substantiated, and the ways of formation in the process of physical training classes were determined. The correction of deficiencies in the mental and physical development of the mentally retarded is understood as the correction or weakening of these deficiencies, promotion of the maximum approximation of development mentally retarded persons to the level of development of healthy peers. The physiological basis for correcting deficiencies in the mental and physical development of mentally retarded children is the doctrine of the plasticity of the functions of the central nervous system and the compensation of defects. Compensation processes for mentally retarded children have specific features. In the conditions of special education and upbringing, under the influence of purposeful pedagogical actions, powerful possibilities for the development of the functions of the central nervous system in children are revealed.

PEDAGOGICAL METHODS OF SUPPORTING PSYCHOLOGICAL STABILITY OF STUDENTS DURING THE WAR

The article examines the problem of ensuring the psychological stability of students during the war. The level of psychological stability of the student in connection with his visit was analyzed. A study was conducted using a survey of students of several universities in Ukraine. The developed questionnaire made it possible to outline that most students feel anxiety and fear. The influence of the psycho-emotional state during the war on the educational performance of students was determined. There are ways to reduce the feeling of anxiety, tension, fear and directions of adjustment of the psychological climate in the context of resistance to stressful situations. The object of this study is the psychological stability of students during university studies and studies under martial law. The subject of the study is the peculiarities of the formation of psychological stability in students and the means of its formation. The purpose of the study is to determine the psychological conditions for the formation of students' psychological stability. Factors of stressogenicity and psychological stability of students in war conditions were studied. The research revealed the psychological essence of stress resistance and psychological resilience. On the basis of the survey, the mental state of students of higher education institutions during the war was analyzed. The methods of increasing the level of psychological stability of students while studying during the war are considered. Practical recommendations on the formation of stress resistance and psychological stability of students of higher education institutions during the war are presented.

COMPONENT-STRUCTURAL ANALYSIS OF EMOTIONAL STABILITY IN THE MUSIC-PERFORMING ACTIVITIES OF CHILDREN'S MUSIC SCHOOL STUDENTS

The article reveals the problem of the formation of emotional stability in students of a children's music school. In this aspect, the author carries out a component-structural analysis of the studied formation and singles out the following components: motivational-volitional; information and activity; emotional and personal. It has been proven that the motivational and volitional component has a stimulating effect on the effectiveness of the process of improving students' executive and mental activity; informational and activity ensures that students accumulate the necessary knowledge, skills and abilities, the ability to reproduce a musical image in stage conditions, which is necessary for the formation of emotional stability in musical and interpretive activities; emotional and personal – reveals in students the external and internal factors of the studied phenomenon, the ability to self-evaluate and reflect on musical-interpretive activities, the ability to correct one's own mental and emotional state on stage, focused on self-development and further professional growth. The methodological basis of the research is dialectical and systemic methodologies used in the field of pedagogical research. General scientific and logical methods of analysis, synthesis, induction and deduction, historical and comparative research of the problem are used. The subject of further research in this direction may be the study of the conditions for the formation and development of the stress and adaptation potential of emotional stability. We assume the presence of close correlations between the level of emotional stability and the effectiveness of overcoming emotional disruptions, stability in this case will indicate the severity of stress and adaptive capabilities of the individual.

ПРАКТИЧНІ РЕКОМЕНДАЦІЇ ДОТРИМАННЯ ПСИХОЛОГІЧНИХ УМОВ ФОРМУВАННЯ СТРЕСОСТІЙКОСТІ СТУДЕНТІВ ЗВО В НАВЧАЛЬНОМУ ПРОЦЕСІ

The article is devoted to the problem of formation of stress resistance of students. The results of empirical research of stress resistance of modern students of higher educational institutions are also stated. In modern socio-economic conditions, a person at different age stages of his/her life there are unexpected situations, usually stressful, which require adequate and immediate mastery, increase the ability to resist such influences without harm to health. The most vulnerable, intolerant of negative external influences, prone to stress are young people, and especially such a socially and psychologically vulnerable category as students. The object of this study is the stability of students during their studies at the university and during distance learning during the spread of the COVID-19 pandemic. The subject of research is the peculiarities of the formation of stress resistance in university students and the means of its formation. The purpose of the study is to determine the psychological conditions for the formation of stress resistance of students. Factors of stress and stress resistance of students in the conditions of distance learning are investigated. The article presents practical recommendations for compliance with the psychological conditions for the formation of stress resistance of freelance students in the educational process. Content – organizational aspects of construction of the program of formation of stress – resistance at students in the conditions of distance learning are offered.

Determining the influence of different linking patterns on the stability of students\u2019 score adjustments produced using Video-based Examiner Score Comparison and Adjustment (VESCA)

BackgroundEnsuring equivalence of examiners’ judgements across different groups of examiners is a priority for large scale performance assessments in clinical education, both to enhance fairness and reassure the public. This study extends insight into an innovation called Video-based Examiner Score Comparison and Adjustment (VESCA) which uses video scoring to link otherwise unlinked groups of examiners. This linkage enables comparison of the influence of different examiner-groups within a common frame of reference and provision of adjusted “fair” scores to students. Whilst this innovation promises substantial benefit to quality assurance of distributed Objective Structured Clinical Exams (OSCEs), questions remain about how the resulting score adjustments might be influenced by the specific parameters used to operationalise VESCA. Research questions, How similar are estimates of students’ score adjustments when the model is run with either: fewer comparison videos per participating examiner?; reduced numbers of participating examiners?MethodsUsing secondary analysis of recent research which used VESCA to compare scoring tendencies of different examiner groups, we made numerous copies of the original data then selectively deleted video scores to reduce the number of 1/ linking videos per examiner (4 versus several permutations of 3,2,or 1 videos) or 2/examiner participation rates (all participating examiners (76%) versus several permutations of 70%, 60% or 50% participation). After analysing all resulting datasets with Many Facet Rasch Modelling (MFRM) we calculated students’ score adjustments for each dataset and compared these with score adjustments in the original data using Spearman’s correlations.ResultsStudents’ score adjustments derived form 3 videos per examiner correlated highly with score adjustments derived from 4 linking videos (median Rho = 0.93,IQR0.90–0.95,p < 0.001), with 2 (median Rho 0.85,IQR0.81–0.87,p < 0.001) and 1 linking videos (median Rho = 0.52(IQR0.46–0.64,p < 0.001) producing progressively smaller correlations. Score adjustments were similar for 76% participating examiners and 70% (median Rho = 0.97,IQR0.95–0.98,p < 0.001), and 60% (median Rho = 0.95,IQR0.94–0.98,p < 0.001) participation, but were lower and more variable for 50% examiner participation (median Rho = 0.78,IQR0.65–0.83, some ns).ConclusionsWhilst VESCA showed some sensitivity to the examined parameters, modest reductions in examiner participation rates or video numbers produced highly similar results. Employing VESCA in distributed or national exams could enhance quality assurance or exam fairness.

Photoperiodic chronotype stability in students of Khanty-Mansi Autonomous Area – Yugra and Vladikavkaz

The aim of the work is to establish the peculiarities of the organization of various aspects of life in the dynamics of the winter/summer seasons among students studying in the conditions of the photoperiod of the northern region (Khanty-Mansi Autonomous Area Yugra) and the temperate climatic zone (Vladikavkaz). In the Khanty-Mansi Autonomous Area, among students of both sexes, the proportion of persons with evening chronotypes was higher than in Vladikavkaz. Among thenorthernyoung men, there were no persons with a definite morning chronotype, and among the Vladikavkaz students there was noone with a definite evening chronotype; in the southern region, the share of larks was higher. In the dynamics of winter/summer in all groups, an increase in the proportion of larks was found, less pronounced in young men. Among the students of Vladikavkaz in both seasons, young men predominated among morning chronotypes, the percentage of persons with an arrhythmic chronotype was higher among young women. The values of the index of photoperiodic stability, in general, characterize the chronotype of the examined students as rigid. In the organization of life in the social group of students, social generators of rhythm prevail over natural factors.

Study on Dynamic Balance in College Students with Flat Foot and with Normal Arched Foot using Y- Balance Test

Introduction: Flat foot deformity is mostly found in adults. Talus's average turn and plantar flexion are detailed, as well as calcaneus eversion, a disintegrated average curve, and forefoot snatching. Balance is a basic requirement for performing daily activities, and it plays a critical role in maintaining bodily posture. Lower limb work has included balance as a component. The balance might be affected by a little change in strength or any instability in the muscles or joints of the lower limb.&#x0D; Aim of Study: The purpose of this study is to determine Dynamic balance in college students with flat feet and normal arced feet using Y-Balance test.&#x0D; Materials and Methods: A total of 60 participants were recruited from Bangalore's Krupanidhi College of Physiotherapy who met the inclusion criteria. All of the subjects underwent a Navicular Drop Test and a Y-balance test.&#x0D; Outcome Measures: To distinguish between Flat Foot and Normal Arched Foot, the Navicular Drop Test was utilised. The Dynamic Balance was assessed using the Y-balance test.&#x0D; Statistical Tool: Unpaired t-test. Result: The P-value for the Right foot is 0.0005 and for the Left foot is 0.004, and the Mean difference for the Right side is 6.75033 and for the Left side is 8.6616, indicating that there is a significant difference in dynamic balance stability in students with Flat feet compared to students with Normal feet.&#x0D; Conclusion: The study finds that students with Flat Feet have a deficit in Dynamic Balance when compared to students with Normal Arched Feet.

Adolescents' Longitudinal School Engagement and Burnout Before and During COVID-19-The Role of Socio-Emotional Skills.

This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID‐19, and within‐class latent change and stability in students’ socio‐emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified five study well‐being change profiles in both samples showing structural similarity: normative (53% sample 1; 69% sample 2), moderate‐decreasing (4%; 5%), high‐decreasing (17%; 10%), low‐increasing (6%;7%) and moderate‐increasing (20%; 10%) groups. The groups with increasing study well‐being showed simultaneous increase in intrapersonal socio‐emotional competencies but showed less changes in interpersonal outcomes.

Assessment of the level of readiness of future teachers to create psychological safety in the educational environment

A wide range of potential risks and threats in each educational activity segment determines the need to create the safety of educational subjects. It requires improving teachers’ training to create a safe educational environment and the formation of a safety culture in the younger generation. As a vital component of the educational environment’s integrated safety, the authors of the article consider psychological safety, in the provision of which the professional and personal competencies of the teacher in the field of self-regulation, self-government, and self-development play a unique role. The study aims to assess the level of neuropsychic stability of students of a pedagogical higher educational institution and identify the degree of development of their ability to self-government. The article presents the results of an empirical study of these indicators. More than 300 students - future teachers who are in different years of their studies - took part in the survey, which made it possible to assess the dynamics of the competencies formation. The data obtained made it possible to determine the directions for improving the institute’s work in the formation of the future teachers’ competencies necessary to create and maintain a safe, educational environment.

Совершенствование профессионального образования курсантов вузов ФСИН России как ответ на вызовы современных реалий

Researched are some certain issues, related to optimization of departmental education of cadets of the Federal penitentiary service, taking into account ongoing humanization of criminal enforcement policy and law enforcement practice. Noted is, that today gradual withdrawal from criminal penalties, associated with real deprivation of liberty, were naturally led to concentration in correctional institutions persons, who committed serious and heinous crimes with recidivism, to resist unlawful intentions that the young employees of the penitentiary system is quite difficult, as prisoners, using various psychological tricks are constantly attempting progressive involvement of agencies and staff of UIS in their criminal activities. The author reveals the most typical methods, used by a special agent to incite employees of the UIS to enter into off-duty relationships, describes the destructive nature of these actions. Taking into account this problem, the article demonstrates the content of certain pedagogical technologies that are aimed at forming and strengthening psychological stability in cadets of higher education institutions of the Federal penitentiary service of Russia, resistance to manipulative influences from special agents, and the development of skills of constructive communication with convicts. Conclusion is made, that it is necessary to saturate educational and thematic plans for disciplines, implemented within specific specialization with separate topics, aimed at forming psychological stability of students and readiness for everyday constructive interaction with a special agent.

Проблемы и перспективы развития функциональной тренированности у учащихся общеобразовательных организаций с первоначальной летной подготовкой

Justification for inclusion of functional training methodology aimed at increasing hypoxic stability of students in the education process of 10-11 grades of general education organizations with initial flight training is presented. The method is based on the development of functional training of the body in specific conditions for the person, namely carrying out trainings in water. The main criteria determining conditions and content of the methodology were accessibility in practical application, adequacy of peculiarities of educational and training process of pupils of 10-11 grades of general education organizations with initial flight training, correspondence of peculiarities of vocational-applied training for further continuation of education and forthcoming professional activity. The study determined that the application of the developed methodology contributes to the development of functional training, coordination abilities, endurance, high-speed abilities, as well as has a positive impact on the psychoemotional condition and mental performance of boarding school cadets.

Review Seminar Based on CRS in Introductory Physics

The research on the relationship between the teaching model of seminar and the learning gain of students has been a hot topic for a long time. As the Classroom Response System (CRS) is widely used in interactive teaching environments to attract students by asking questions. This paper takes electromagnetism of introductory physics as an example to study the teaching mode of review seminar based on CRS. Focusing on the necessity of review seminar based on CRS, the teaching efficiency as well as the stability of students' learning effect under this teaching mode, this paper qualitatively discusses the necessity and teaching efficiency of review seminar based on CRS, and quantifies the learning effect of students under this mode from the correct transformation of students' concept and its stability. The results show that the teaching model of seminar based on CRS is suitable for the teaching of problem sets in introductory and has high teaching efficiency. Most of the students have the right change of physics concept after the discussion with their peers, and have stable learning gain. At the end of the paper, we discuss the shortcomings of the research and looks forward to the future research direction.

Структура та зміст квазіпрофесійного досвіду

The content of quasi-professional activity of future teachers of Musical Arts has been disclosed. It has been determined that students’ formation of quasi-professional activity through their quasi-professional activity within the educational process provides the modelling of situations where future specialists can practice in successful implementation of educational functions of the teacher on the basis of gained knowledge and experience. It has been noted that the process of quasi-professional experience formation also contributes to the growth of the creative and cognitive activities, stability of students’ professional motivation providing the development of their positive, value-centre attitudes towards the profession of the Music teacher. The structure of the quasi-professional experience of the future teachers of Musical Arts has been disclosed, the main structure components have been determined, in particular, professional and reflexive, activity-centred and creative, value-centred and motivational, emotional and interpretive. The detailed analysis of each structure component has been carried out. It has been emphasized that the formation of the professional-and-reflexive component of the quasi-professional experience provides influence on the motivational value-centred, intellectual, activity-centred spheres as well as on the improvement of professional skills of the future teachers of Musical Arts. The activity-centred and creative components aimed at obtaining knowledge, practical experience of the musical-and-creative, vocational and pedagogical activities by the students as well as developing of their own proficiency have been considered. The value-centred and motivational components which determine vectors of value orientations, stable motivational sphere, provide increased learning efficiency of the future teachers-musicians, activate the need in professional self-realization have been characterized. It has been proved that the emotional and interpretive components are significant components of the quasi-professional experience which enable the students to master professional skills and develop their personal qualities that determine emotional and personal styles as well as to form an image of the Musical Arts teacher, artistry, musical interpretation that substantially influence their further professional activity. Keywords: experience, structure, quasi-professional experience, future teacher of Musical Arts.

Shifting Contexts and Shifting Identities: Campus Race-Related Experiences, Racial Identity, and Academic Motivation Among Black Students During the Transition to College

This study examined Black college students’ (N = 309, 70% women) racial identity beliefs over their freshman year. Using latent class cluster analysis, we identified clusters reflecting patterns of change and stability in students’ racial centrality (importance of race to overall self-concept), private regard (group pride), and public regard (perceptions of others’ views of Blacks). Racial identity change clusters were distinguished by campus experiences (racial discrimination, interracial friendships, and campus racial climate). Racial identity change clusters predicted end-of-year academic motivation (competence, affect, interest/curiosity, and persistence). Findings suggest the importance of examining critical transitions in identity development and highlight the deleterious effects of stigmatizing campus experiences on identity. Findings also highlight ways students’ racial identity beliefs may help promote academic motivation.

Kontribusi Stabilitas Emosi Terhadap Kemampuan Pembuatan Keputusan Karier Siswa SMP

Contributions Emotion Stability to Career Decision Making Ability of SMP Students. This research is motivated by the career decision-making abilities of students of class IX are still easily influenced by the environment, it is because students feel anxious not appropriate selection of subsequent studies. Identified emotion stability can provide a positive influence on career decision-making abilities, like not anxious, to understand the feelings of others, and is able to accept the other person's perspective. In general the studies carried out to determine the contribution of emotion stability to the career decision-making abilities of students class IX SMPN 26 Bandung Academic Year 2016/2017. The research approach using a quantitative approach to the study correlational. The samples used were all students of class IX SMPN 26 Bandung academic year of 2016/2017 as many as 286 people. The results showed that (1) the emotion stability of students that are in the category of less stable with a percentage of 66.4%, (2) the ability of making career decisions of students in the category capable with a percentage of 53.5%, (3) there is a positive contribution and significant emotion stability of 16.7% against the career decision-making abilities of students, meaning that the diversity of career decision-making ability scores of students of class IX SMPN 26 Bandung determined by emotion stability student of 16.7%. The results of this analysis can be considered state aid students in the focus of guidance and counseling services.

Emotional Stability among Annamalai University Students

The cardinal object of the present study was to find the level of emotional stability among Annamalai University students in Tamil Nadu. The sample of present study consists of 300 students divided in two equal groups 150 boys and 150 girl students in each group 75 students was from general category and 75 was from SC category. The data was collected with the help of emotional stability test developed by A. S. Gupta and A.K. Singh. Results revealed that there is no significant difference found between mean scores of emotional stability of boys and girls also the mean scores of emotional stability of students belongs to General and SC category. Further findings also suggested that boys are more emotionally stable than girl’s also general category students are more emotionally stable the SC category students.

RESOURCES OF PSYCHOLOGICAL AND EDUCATIONAL SUPPORT AND CAREER COUNSELING BASED ON ICT AND DISTANCE LEARNING TECHNOLOGIES

The paper dwells upon the use of information and computer technologies in the maintenance and support of career guidance and professional self-determination for students with health disabilities; it determines the forms and methods of their application and peculiar features of the interaction of those involved in the psycho-pedagogical process.The basis for physiological support of children with health disabilities is formed by the following principles, which take into consideration the psycho-pedagogical features of distance learning: (A) priority of the student’s independent work; (B) individual approach to learning; (C) motivating as basic learning environment; (D) connection between the learning process and the student’s life circumstances (“life knowledge”); (E) intensification of the training process (everyone has their own pace and rhythm); (F) polymodality, i. e. simultaneous mobilization of different ways of perception (auditory, visual, tactile); (G) flexibility and innovativeness; (H) emergency psychological help in acute situations of mental and emotional distress, and other structural and substantive changes of learning activities. The same principles are incorporated in the psycho-pedagogical support career guidance.The paper shows that professional orientation of children with health disabilities should be implemented comprehensively, using a variety of information resources of the Internet: websites, educational portals, employment resources and test resources.A wide and varied range of possibilities offered by ICT and distance learning technologies can be of significant assistance not only to specialists in the field of education, but also in such processes as vocational guidance and professional self-determination of children, formation of personal stability for students with learning disability, including permanent one.

The Stability of Student Ratings of the Class Environment

ABSTRACTThe present study used data for 30 classes across 10 middle and high school teachers to evaluate the stability of class-level ratings on the Responsive Environmental Assessment for Classroom Teaching across time. Teachers collected data on 2 occasions and students’ ratings (N = 806) were aggregated to the class-level. Classes were arranged into 2 groups on the basis of the latency between repeated administrations (Mgroups = 8.1 and 15.1 weeks). Correlations between class ratings were slightly larger among classes in the first group (range =.73 to.87) relative to the second group (range =.62 to.75) which had a larger gap in time between data collections. Results provide evidence for the stability of students’ perceptions of the instructional environment when those ratings are interpreted at the level of a class and support ongoing work to establish norms and benchmarks to guide interpretation.