Психологическое образование. Рубрика в журнале - Интеграция образования
Assessment of student satisfaction with distance and blended learning
Статья научная
Introduction. Blended learning has gained prominence due to increased technological inclusion in the wake of post-Covid era. It comprises hybrid learning strategies where in-campus and online learning mediums are used. However, the students’ satisfaction has become the most significant concern of the researchers in the context of the adoption of blended learning in the educational domain. The purpose of this article is to present the results of a study on the effectiveness of blended and distance learning in terms of student satisfaction. Materials and Methods. The study is quantitative in nature and purposively recruits 200 study participants who were either undergraduate students or diploma holders studying at a university. An online survey form was designed to collect data from the participants. The data collected was analyzed using Statistical Package of Social Sciences version 23.0. Descriptive Statistical Analysis using frequencies and percentages were used. Moreover, to find the association between students’ satisfaction and blended and distance learning, ANOVA test was conducted. Results. The study shows that students’ satisfaction had been greatly acknowledged as a significant factor in recognizing the courseʼs effectiveness, especially the blended learning course. In conclusion, this study provided positive feedback about hybrid learning methods and distance learning and their effect on studentsʼ satisfaction, leading to better learning and academic performance. Discussion and Conclusion. The findings of this study are significant for the teachers as they will be coordinating with the students and will be able to assist them in learning and management issues.
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Статья научная
Introduction. The emotional sphere of a personality is shaped under the influence of the system of public relations, which has its own specifics in the universities of the metropolis. Modern conditions have a limited amount of data on the development of the emotional and personal sphere and the possible risks of socio-psychological maladaptation of medical students studying in a megalopolis. For the first time, the emotional sphere of personality is considered in the context of manifestation of possible social maladaptation (conflict, stress, anxiety, neuroticism) of medical students in the conditions of the educational process in the megapolis. The aim of our work was to look into the emotional sphere of the personality of urban medical students in the conditions of the educational process drawing on their conflict, anxiety, neuroticism. Materials and Methods. 105 medical students of various years of studies, living and studying in the megapolis, took part in the survey. A set of diagnostic techniques was used. The cross-sectional method was used to collect data. The results were processed using the SPSS program. Results. Significant differences in the assessments of neuroticism among students of different years were found. There was a significant difference in stress assessments between first and last year students. The results differ significantly among students from different clusters based on cluster analysis of stress, anxiety and neuroticism assessments. The assessment of anxiety, stress and neuroticism makes it possible to talk about certain types of students in the context of maladaptation: type 1 - adapted, type 2 - have risks of development of maladaptation, type 3 - prone to maladaptation. It was also noted that the conflict of girls is expressed higher than the conflict of boys. Discussion and Conclusion. The conclusions made by the authors contribute to the development of psychological and pedagogical knowledge that improves the training systems in a medical university. The materials of the article can be useful for teachers and administrators when interacting with students of all years of study. The assumption of a combination of all social maladaptation on a certain year of study is refuted, which indicates the need to continue the study.
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Gender features of ressentiment among university students
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Introduction. The relevance of the topic relies on the fact that until now, within the Russian psychological discourse, the problem of gender characteristics of university students’ resentment did not have an autonomous status. The problem of ressentiment in the student environment is poorly developed both at the theoretical and empirical levels. The researchers usually confine themselves to analyzing its individual components (aggression, revenge, resentment, jealousy and envy) and without précising the gender specification of their severity. The purpose of the article is a theoretical and empirical study of the ressentiment constructs characteristic for university students: resentment, revenge, envy, jealousy and aggression, as well as fixing the degree of their manifestation and relationship in the gender projection. Materials and Methods. The empirical part of the article demonstrates the results of a study on measuring the declared constructs of ressentiment among university students (aggression, revenge, resentment, jealousy and envy) using the following standardized methods: “Buss-Durkee Hostility Inventory (BDHI)” (A. Bass, A. Durkee), “Scales of resentment and vindictiveness” (E. P. Ilyin, P. A. Kovalev), “Multidimensional scale of jealousy” (S. Pfeiffer, P. Wong) and “Methodology for the study of personality envy” (T. V. Beskova). Diagnostic procedures covered 93 people. The questionnaire “Buss-Durkee Hostility Inventory (BDHI)” involves the definition of aggression through the following scales: physical aggression, indirect aggression, irritation and verbal aggression. Results. Based on the results of an empirical study, the presence of gender characteristics of ressentiment in university students was revealed by fixing differences in the manifestation of the declared constructs: aggression, revenge, resentment, jealousy and envy. It has been established that the dominant constructs of ressentiment among male students are revenge and aggression; while for female students are resentment, jealousy and envy. Ressentiment among students is ambiguous. On the one hand, it has a detrimental effect on the spiritual dimension of the personality and its creative development; on the other hand, it plays the role of a psychological defense mechanism for the individual. Discussion and Conclusion. The data obtained contribute to the development of scientific ideas about the ressentiment determination in the student environment and the gender characteristics of its manifestation, enrich the psychological and pedagogical knowledge with the methodology for identifying the functional constructs of ressentiment as a destructive form of protecting an individual in an alienated reality. The materials of the article can be useful to specialists in the field of social psychology, preventive pedagogy, deviantology, genderology, enriching them with an understanding of the mechanisms of formation of resentment and gender specificity of its manifestation in the student environment.
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Статья научная
Приводится анализ основных проблем девиантного поведения у подростков. Рассматриваются психологические концепции, выявляющие суть кризисов периода взросления, теоретические модели копинг-поведения подростков, а также способы профилактики аддиктивного поведения.
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Исследование особенностей межличностного понимания у детей с проблемами в интеллектуальном развитии
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Особенности этнической идентичности студентов-мордвы
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В статье по данным эмпирического исследования анализируются психологические особенности этнической идентичности эрзян и мокшан — студентов МГУ им. Н. П. Огарева. Особое внимание уделяется проблеме оценки этнических стереотипов.
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Психологические вопросы формирования у учащихся представления о человеке на уроках литературы
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Статья научная
В статье предлагается интегративный подход к рассмотрению феномена прогностической способности как важнейшего личностного качества современного конкурентоспособного специалиста. Обосновывается необходимость ее развития у студентов социально-гуманитарных специальностей в процессе обучения в вузе. Раскрывается структурно-компонентный состав прогностической способности специалиста группы профессий «человек — человек».
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