Факультет психології, історії та соціології

Permanent URI for this collectionhttps://ekhsuir.kspu.edu/handle/123456789/248

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Subject: search.filters.subject.educational and professional training

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    DISPOSITIONAL MENTAL STATES OF INTERNALLY DISPLACED UNIVERSITY TEACHERS UNDER MARTIAL LAW: GENDER DIFFERENCES
    (2023) Popovych, I. S.; Hudimova, A.; Bokhonkova, Yu.; Savchuk, O.; Hoian, I.; Shevchenko, N. F.; Попович, І. С.
    Aim. The empirical study of gender differences in the dispositional mental states of university teachers who were internally displaced during martial law. Methods. A combined research strategy was used, integrating the methods for comparing samples of female and male participants. The different types of dispositional mental states of the respondents were identified by the author’s methodology for the study of dominant mental states. Results. It was discovered that the respondents’ psychological content parameters showed statistically significant gender-based differences. Group 1 prevailed in terms of anxiety (U = 855.0; p = .000). Group 2 prevailed in terms of self-control (U = 975.0; p = .001); awareness of events (U = 707.5; p = .000); expected attitude (U = 1074.0; p = .006); expected result (U = 1067.0; p = .006) and psychological wellbeing (U = 1113.5; p = .014). The dispositional mental states of a female sample of internally displaced university teachers were represented by five components with a total variation of Σd = 74.527%. The male sample had four factors with a total variation Σd = 94.442%. It was stated that there were significant differences between the dispositional mental states of female and male teachers in terms of formal characteristics and content loading of components. Conclusions. The scientific value of empirical facts about the dispositional mental states of university teachers who were internally displaced as a result of wartime action is justified. The importance of incorporating the discovered results into scientific and educational processes is emphasised.
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    EXPECTATIVAS SOCIALES DE LOS ESPECIALISTAS DEL PERFIL SOCIONÓMICO: FORMACIÓN, INNOVACIONES, REFORMAS
    (2022) Popovych, I. S.; Kononenko, O. Yu.; Los, O.; Khrystiuk, S.; Avramenko, A.; Попович, І. С.
    The purpose of the research is to examine psychological content of educational and vocational training, innovations and reforms and to measure the expectations of the subjects of the educational process. Presents a modern view on the problem of professional training of psychologists in the current conditions of reforming education. It presents a correlation matrix and a correlation pleiade of significant correlations of social expectations with the total coefficient of readiness for innovative activity. The study emphasizes that positive correlations at the level (p<.01): ESP (rs = .256), REA (rs = .171), IG (rs = .156) and CE (rs = .167) are the most important ones. It highlights that the only negative correlation with internal locus-control LSI (rs = -.099; p<.05) is the most dangerous one, since excessive ego-concentration has a negative impact on innovations and modernization of education. The research summarizes that it is necessary to work with expectations of subjects of educational process, since they are a projection of a personal model of constructing the future and ensure a desirable result. El propósito es investigar el contenido psicológico de la formación profesional, las innovaciones y reformas y medir las expectativas de sujetos del proceso educativo. Se da una visión moderna sobre el problema de la formación profesional de los psicólogos en las condiciones actuales de la reformación de la enseñanza. Se ha construido la matriz de correlación y la pléyade de correlación de las conexiones significativas entre las expectativas sociales y el coeficiente total de la preparación para la actividad innovadora. Se ha constatado que las conexiones más importantes son las positivas a nivel (p<.01): ESP (rs = .256), REA (rs = .171), IG (rs = .156) y CE (rs = .167). Se ha enfocado que la única conexión negativa con el locus-control sobre si mismo LSI (rs = -.099; p<.05) es la más peligrosa, ya que la excesiva autoconcentración influye de modo negativo en la innovación y la modernización de la esfera educativa. Se ha generalizado que es necesario trabajar con las expectativas de los sujetos del proceso educativo, ya que actúan como la proyección por la personalidad del modelo de la construcción del futuro y aseguran el resultado deseado.