Педагогический
ИМИДЖ Научно-практический журнал Pedagogical
IMAGE Scientific and Practical Journal

The Relationship Between the Conflict Resolution Competence and Psychological Well-Being Among Psychology Students

Author(s)

Lyubov A. Fomina, Postgraduate Student, https://orcid.org/0009-0000-0430-5889, Irkutsk State University

1 Karl Marx St, Irkutsk, Russia, 664003, tel: +7 (3952) 426417, This email address is being protected from spambots. You need JavaScript enabled to view it.

Elena A. Kedyarova, Candidate of Sciences (Psychology), Associate Professor, Head of the Department of Pedagogical and Developmental Psychology, https://orcid.org/0000-0001-9124-9503, Irkutsk State University

1 Karl Marx St, Irkutsk, Russia, 664003, tel: +7 (3952) 426417, This email address is being protected from spambots. You need JavaScript enabled to view it.

Nadezhda I. Chernetskaya, Doctor of Sciences (Psychology), Associate Professor, Professor of the Department of Pedagogical and Developmental Psychology, https://orcid.org/0000-0001-7082-5444, AuthorID: 472536; Scopus ID: 57216888358; Irkutsk State University

1 Karl Marx St, Irkutsk, Russia, 664003, tel: +7 (3952) 426417, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. Conflict resolution competence and psychological well-being are important for a psychologist but are often not formed by the time of training completion. This determined the purpose of the study, which is to identify the relationship between conflict resolution competence and the psychological well-being of future psychologists, because these relationships are essential for the process of psychological and pedagogical support for students while receiving psychological education. The correlation analysis findings are provided, taking into account the components of conflict resolution competence of psychology students (cognitive, emotional-personal, and reflexive-behavioral).

Materials and Methods. The study sample included 360 students in psychological training from three universities in the Russian Federation. 7 psychodiagnostic techniques were used, 6 of which were aimed at assessing conflict resolution competence: a technique for assessing the semantic index of negative perception of conflicts by A.I. Tashcheva, “Diagnostics of personal creativity” by E.E. Tunik, “Personal aggressiveness and conflicts” by E.P. Ilyina and P.A. Kovaleva, V.V. Boyko’s method for diagnosing interference in establishing emotional contacts, A.V. Karpov’s method for assessing personality reflectivity, and Thomas-Kilmann’s “Strategies of Behavior in Conflict” test. The seventh technique was aimed at assessing psychological well-being (Ryff Scales of Psychological Well-Being).

Results. Correlation analysis showed a significant number of relationships both between the index of psychological well-being and indicators of conflict resolution competence of future psychologists, and between conflict resolution competence and specific indicators of Ryff Scales of Psychological Well-Being, among which personal autonomy turned out to be the correlation “core”.

Discussion and Conclusion. Numerous relationships between the psychological well-being of psychology students and their conflict resolution competence allow us to talk about various possibilities for experimental work with these phenomena, which can be implemented in developmental programs.

Keywords: conflict resolution competence, components of conflict resolution competence, psychological well-being, student psychologists, psychological education

For citation: Fomina L.А., Kedyarova E.А., Chernetskaya N.I. The Relationship Between the Conflict Resolution Competence and Psychological Well-Being Among Psychology Students. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (2): pp. 241-258 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2024-18-2-241-258

DOI: https://doi.org/10.32343/2409-5052-2024-18-2-241-258

UDС: 159.9

The article was submitted to the editorial office on 16.04.2024, approved after review on

04.06.2024, and accepted for publication on 06.06.2024.

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Content of Research Activities for Vocational Education Teachers

Author(s)

Anton A. Konovalov, Candidate of Sciences (Pedagogy), Associate Professor, Head of the Pedagogy Department, https://orcid.org/0000-0003-4134-665X, eLibrary SPIN-код: 4585-2215; ResearcherID: ABD-2865-2021; Scopus AuthorID: 57325487000, Ural Federal University named after the first President of Russia B.N. Yeltsin

19 Mira St, Yekaterinburg, Russia, 620002, tel: +7 (343) 3754507, This email address is being protected from spambots. You need JavaScript enabled to view it.

Anton I. Lyzhin, Candidate of Sciences (Pedagogy), Associate Professor, Director, https://orcid.org/0000-0002-3973-0073, eLibrary SPIN-код: 4712-0758; ResearcherID: JJF-7111-2023; Scopus AuthorID: 57211950196, Uralmashzavod Training Center (Yekaterinburg)

33a Mashinostroiteley St, Yekaterinburg, Russia, 620039, tel: +7 (343) 3275712, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The active involvement of Russian college students in the process of creating and implementing innovative technological and social projects on the part of the state actualizes the issue of developing the research competencies of teachers themselves in the secondary vocational education system. The purpose of the article is to scientifically substantiate the content of the research activities of a vocational education teacher and to present a model of such activities, including all the necessary components.

Methodology and Methods. The theory of activity (A.N. Leontiev, S.L. Rubinstein) served as a basis for modeling the structure of the activity under consideration. The authors enhanced the theory with the specifics of the teachers’ research activity through the analysis of scientific publications on this topic. The research methods used are system analysis and synthesis, as well as modeling.

The results. The scientific novelty of the research is determined by the content of the structural model of the vocational education teacher’s research activity presented in the article, which includes five components: needs, motive, goal, operational actions, and result. The practical significance of the work is seen in setting the content of the research activity as a starting point and the possibility of determining vectors for designing content, forms, and other necessary conditions for the vocational education teachers’ research competency development in the course of their professional development.

Keywords: research activity, research competencies, vocational education teacher, college, professional development, continuing education

For citation: Konovalov A.A., Lyzhin A.I. Content of Research Activities for Vocational Education Teachers. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (2): pp. 218-227 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2024-18-2-218-227

DOI: https://doi.org/10.32343/2409-5052-2024-18-2-218-227

UDС: 377.1:001.8

The article was submitted to the editorial office on 03.04.2024, approved after review on 07.05.2024, and accepted for publication on 10.05.2024.

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Formation of Students’ Psychological Readiness for Journalism at the Initial Stage of Training

Author(s)

Veronica P. Dzvonik, Postgraduate Student, https://orcid.org/0000-0002-4322-2442, Kemerovo State University, 6, Krasnaya St, Kemerovo, Russia, 650000, tel: +7 (3842) 583885, This email address is being protected from spambots. You need JavaScript enabled to view it.

Irina S. Morozova, Doctor of Sciences (Psychology), Professor, https://orcid.org/0000-0002-0862-7225, Director of the Institute of Education, Head of the Department of Pedagogy and Psychology, Kemerovo State University

6 Krasnaya St, Kemerovo, Russia, 650000, tel: +7 (3842) 583885, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article examines the problems of psychological readiness for future professional activity as an integral education, the dynamic transformations of the content characteristics of which are carried out in the process of specially organized influence. By analyzing current research, we can conclude that there have been positive changes in the phenomenon under study at different university stages as a result of gaming technologies. These changes have given students a greater sense of self-awareness and have improved their ability to evaluate options carefully and effectively in order to accomplish goals.

Materials and Methods. The participants in the study were 82 first-year students of the journalism major at Kemerovo State University (Kemerovo), Russian State University for the Humanities (Moscow), and Immanuel Kant Baltic Federal University (Kaliningrad). As diagnostic tools, the questionnaires assessing the personal qualities required for carrying out journalistic activities were used: the “Motivation for Professional Activity” method by K. Zamfir, modified by A.A. Rean; the method for determining the level of emotional intelligence developed by N. Hall; and the “Professional Readiness” method by A.P. Chernyavskaya. The obtained data were analyzed using Statistica 10.0 software. To conduct the forming experiment, a desktop career guidance game “Game of Scoring” was developed, which incorporates elements of the test on the academic discipline “Television Technique and Technology” and game inserts of TV projects “The Weakest Link” and “Who Wants to Be a Millionaire?”.

Results. The analysis of approaches to the essence and structural components of psychological readiness for professional activity in psychology is presented: the specifics are described, the interpretations of researchers regarding the substantive characteristics of the components of readiness of future journalists are considered, and the possibilities of the impact of career guidance games on the substantive characteristics of readiness are determined. The overall findings of an experimental study on the application of gaming technologies to the process of developing students’ psychological readiness for journalism at the initial stage of training are presented.

Discussion and Conclusion. It is substantiated that the formation of psychological readiness in student journalists for future professional activities is ensured through the use of gaming technologies, the variability of the content and technological support of which is determined by the stage of mastering professional competencies and enriching the experience of practical activities of students at the initial stage of study at the university.

Keywords: professional activity, journalism, readiness for professional activity, career guidance game, psychological readiness, components of readiness, gaming technologies

For citation: Dzvonik V.P., Morozova I.S. Formation of Students’ Psychological Readiness for Journalism at the Initial Stage of Training. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (2): pp. 228-240 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2024-18-2-228-240

DOI: https://doi.org/10.32343/2409-5052-2024-18-2-228-240

UDС: 159.9

The article was submitted to the editorial office on 17.04.2024, approved after review on 06.05.2024, and accepted for publication on 10.05.2024.

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Teaching and Methodological Support of the Students with Intellectual Disabilities in Developing Time Orientation for Obtaining a Profession

Author(s)

Oksana V. Fomina, Senior Lecturer of Department of Theory and Methods of Special Education, https://orcid.org/0009-0004-3253-6325, Author ID in RSCI: 3595-7658, Yanka Kupala State University of Grodno

32 Zakharov St, Grodno, Republic of Belarus, 230003, tel: + 375 (1522) 450280, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article reveals the relevance of the development of time orientation in students with intellectual disabilities when obtaining a profession: in the 11-12th grades of advanced social and vocational training, institutions of vocational education. The stages and directions of methods of developing time orientation in students with mild intellectual disabilities are described, and the detailed characteristics of teaching and methodological support of developing time orientation in persons with intellectual disabilities are provided.

Materials and Methods. Methods of analysis and synthesis of pedagogical literature on the research issue, systematization of educational material, pedagogical testing, control experiments, and statistical data processing were used.

Results. According to the results of the stating experiment, the main difficulties arising among persons with intellectual disabilities in mastering the skills of time orientation were identified, including: difficulties in applying knowledge in new conditions when solving tasks of domestic and professional-labor nature, filling time measures with specific content, difficulties in orienting in the calendar, public transport timetable, etc. The results of applying teaching and methodological support showed its effectiveness, as evidenced by the results of the final diagnostics of students who made up the experimental group compared to the results of students in the control group.

Keywords: time orientation; students with intellectual disabilities; profession; teaching and methodological support; methods

For citation: Fomina O.V. Teaching and Methodological Support of the Students with Intellectual Disabilities in Developing Time Orientation for Obtaining a Profession. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (2): pp. 201-217 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2024-18-2-201-217

DOI: https://doi.org/10.32343/2409-5052-2024-18-2-201-217

UDС: 376.43+37.048.4

The article was submitted to the editorial office on 15.05.2024, approved after review on 30.05.2024, and accepted for publication on 02.06.2024.

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