Репозиторий Университета

© 2020 The development of critical thinking is a fundamental task of the modern education system. However, practically, it turns out that a number of teachers are not competent enough in this area. The purpose of the study is to identify the most universal and valid methods for the dynamic assessment of the level of critical thinking in children. There are also difficulties associated with the assessment of the level of critical thinking, the selection of valid methods for its study, especially when it comes to preschool or primary school children. The participants (186 children 6–8 years ages from 3 schools of Moscow (Russian Federation) in the group of gifted children did not fall into the groups with a low development of critical thinking, and the participants in the control group did not fall into the group with the highest or the highest level of development of critical thinking. In two tests, the data for the gifted and control groups showed high correlation values between the definition of giftedness and the level of critical thinking development (0.958 and 0.962 in the static test and 0.659 and 0.908 in the dynamic test, respectively). Therefore, it is relevant to select valid methods that would allow the assessment of critical thinking as one of the criteria for the giftedness of a child in dynamics, that is, in the process of developmental learning. During the research such methods were used – sculpture method, absurdity method, verbal fantasy method, drawing method, think of a game method. The research results have shown that giftedness has a psychophysiological basis, the described test methods are valid and can be used for the assessment of the level of critical thinking and the quality of the educational process.

© 2019 Elsevier Ltd Background: Single studies suggest that nursing students perceive caring as more an instrumental than expressive behaviour and indicate some differences between caring perceptions in junior and senior nursing students. However, there are limited studies investigating caring perceptions in nursing students across multiple cultures. Objective: To determine perceptions of caring in Slovene, Croatian, Chinese and Russian nursing students and explore whether there are statistically significant differences in perceptions of caring between countries and between first and third-year nursing students. Design: A cross-sectional descriptive study design was used. Settings and participants: The study included 604 nursing students enrolled in first and third year in seven different nursing faculties in four countries: Slovenia; China; Croatia; and the Russian Federation. Methods: The 25-item Caring Dimension Inventory (CDI-25) was used to measure caring perceptions. We also included demographic questions regarding age, gender, country, year of study and type of study. Demographic data were analysed using descriptive analysis while a two-way analysis of variance (ANOVA) adjusted for unequal sample sizes was performed together with a post hoc analysis of the results. Results: The results of two-way ANOVA showed that both main effects (country and year of study) were statistically significant, as well as their interaction at the 0.05 significance level. The main effect for country was F(3, 596) = 3.591, p < 0.0136 indicating a significant difference in CDI-25 between Slovenia (M = 108.9, SD = 9.2), Russian Federation (M = 107.1, SD = 8.2), China (M = 102.8, SD = 9.7) and Croatia (M = 110.0, SD = 8.6). Conclusions: Perceptions of caring in nursing students differ across countries, probably due to different educational systems, curricula, cultural differences and societal values. Implementing caring theories in nursing curricula could help students to cultivate caring during their education.

© 2019 John Wiley  &  Sons A/S. Published by John Wiley  &  Sons Ltd Violence against women is a hot topic in the spotlight of contemporary science. In the academy, most of the courses are structured in a hierarchical system, in which students—especially female—become potentially vulnerable to emotional, physical and even sexual harm. This study aimed to describe the prevalence and the study-associated factors of emotional, physical and sexual violence against female students in medical, dental and psychological courses in South Brazil. A questionnaire-based survey was performed combining two previously validated tools for the investigation of workplace violence. The questionnaires were digitally provided to women undergoing medicine, dentistry and psychology courses in South Brazil. The study was conducted between April and July, 2018. The final sample consisted of 241 students (57 medical students; 91 dental students and 93 psychology students). Reports of general violence reached a prevalence rate of 45.2%. In particular, emotional violence reached 78.9% of the cases, whilst physical and sexual violence reached 4.6% and 8.3%, respectively. Amongst the identified offenders, professors figured as the most prevalent (18.4%). Alarming rates of violence against women were detected in this study. Institutional preventive strategies must be designed to protect female students in their study/workplace and enable a safe routine of academic activities.

© 2018 Izdatel'stvo Meditsina. All rights reserved. I.M.Sechenov First Moscow State Medical University, Moscow, 119991, Russian Federation There was executed the study including the examination of 833 students of 2-6 courses of the medical University concerning their subjective rating of the stress level on exams, its causes and the measures they used to reduce stress. 26.7% of students noted the high level of stress on examination, there was significantly increased the number of students with low-stress levels in students оf 3-4 courses, boys, and students with good and excellent grades note significantly less a high level of examination stress. The most common manifestations of stress are changes in the cardiovascular system (62% of the students) and autonomic nervous systems (48.6%), these manifestations were significantly less noted in students with good and excellent grades. In the course of training, there was discovered the increase in complaints of the frequent urination, loose stools and discomfort or pain in the abdomen. The main causes of stress at exams, according to students, there are a large amount and difficulty of exam material and the insufficient addressing of examination tasks in the classroom. In the dynamics of training, there is a significant reduction in the number of students who believe early acquaintance with the exam questions to be important, the sufficiency of the time devoted to self-education and an increase in the number of students recognizing it is necessary to reduce the waiting time of the call to the exam. Most popular methods of the reducing examination stress on younger courses are the use of rites, superstitions, and drugs, in the senior years. A growing number of individuals using the techniques of autogenic training was discovered. 49.9% of students do not fight with stress. 63.9% of students consider the introduction of elective subjects of “Prevention and correction of examination stress in students” to be necessary.

© 2018 Lippincott Williams and Wilkins. All rights reserved. This article is published on the occasion of the 2nd All-Russian forensic medicine student Olympiad. The Olympiad has been held during three years in succession and attracts attention of the students from different Universities of the Russian Federation and the former Soviet republics. The Olympiad is considered to be a highly efficient form of the intellectual leisure activities of the students; moreover, it facilitates formation of motivation for the self-education and the acquisition of the professional skills and competences envisaged by the state standards for higher education that have not yet been incorporated into the program of modern medical education adopted in the Russian Federation.

© 2018 Informing Science Institute. All rights reserved. Aim/Purpose The present quantitative, cross-sectional study aimed to investigate objective and subjective factors in the self-determination of doctoral students in their educational activities. Objective determinants included major discipline and forms of academic and scholarly activity (that is, attending classes and writing papers), and subjective determinants included personal characteristics of the doctoral students, including dispositional autonomy and perceptions of environmental supports for students' basic psychological needs. Background The quality of students' motivation for learning has been linked with many different outcomes. Specifically, students who are more internally motivated (that is, who engage in learning activities for reasons that are personally important and freely chosen) demonstrate better performance outcomes and are more likely to choose and to persist in challenging tasks, to enjoy learning, to exhibit greater creativity, and in general to experience greater psychological well-being. Important questions remain, however, regarding the sources that affect student motivation, in particular at the level of graduate school. The present study expands on existing research by exploring contributions to students' motivation both from the students, themselves, and from supports stemming from two interpersonal contexts: close relationships and the university environment. Methodology Participating in the study were 112 doctoral students from various natural sci-ences departments of a major university in the Volga region of Russia. Self-report measures included dispositional autonomy, motivation for various types of academic and scholarly activity, and satisfaction of basic needs for autonomy, competence, and relatedness in various interpersonal contexts. Analyses includ-ed descriptive statistics, comparison of mean differences, correlation, and struc-tural equation modeling. Contribution The present study goes beyond existing research by considering both disposi-tional and situational factors that influence the motivation of doctoral students for their scholarly and academic activities, and by comparing the impact on mo-tivation of close personal relationships with that of various interpersonal con-texts in the university setting. Findings Doctoral students reported greater supports for their basic needs (for compe-tence, autonomy, and relatedness) from their close personal relationships than in their university contexts. Students felt less support for their autonomy and competence with their research supervisor than in other university settings. The early stages of a scholarly activity, such as gathering sources and analyzing mate-rials, were more likely to be characterized by external motivation, whereas the later stages, like the actual writing of a manuscript, were more likely to be inter-nally motivated. When competing for variance, need supports from university-based but not from close personal relationships were significant contributors to students internal motivation for scholarly and academic activity; this effect, however, was fully mediated through students own dispositional autonomy. Recommendations for Practitioners The present study underscores the importance of creating an environment in the university that supports doctoral students needs for autonomy, competence, and relatedness. Educators, and in particular research supervisors, should attend to the ways in which their policies and practices support versus undermine these needs, which are shown to play an important role in promoting doctoral stu-dents own internal motivation for their scholarly and academic activities. Recommendations for Researchers Although in this sample need supports from university-based interpersonal con-texts outweighed the role of need supports from close personal relationships, in terms of doctoral students scholarly and academic motivation, it seems im-portant to keep both contexts in mind, given the general importance of close relationships for motivation and other educational and well-being outcomes. As well, accounting for students own dispositional attributes, such as their own personal tendency toward autonomy, seems a critical counterpoint to looking at environmental contributions. Future Research Future research should examine whether the mediational model tested in the present study applies to other samples of doctoral students, for example, to those from other disciplines, such as the humanities, and those in other cultural or geographic locations, where it is possible that close personal relationships may contribute more substantially to students motivation than was the case in the present sample. As well, future studies would do well to include other rele-vant outcomes, such as academic grades, successful degree completion, and measures of well-being, in order to confirm previous findings of the link be-tween internal motivation and various educational outcomes.

© 2018 by the authors. The article contains the results of an empirical study on self-perception and cognitive style of students. The issue of what psychological variables accompany the process of interpersonal interaction in small groups is considered from a viewpoint of cognitive structures of individual members that comprise such groups. The article also presents a theoretical and methodological analysis of personal and cognitive features of students with different sociometric status. The novelty of this work consists in studying self-perception of group members with different sociometric status, and personal and cognitive characteristics and features given to group members through a system of their opinions about each other. It was concluded from the results of the study that the subjects with different sociometric status are perceived differently by the group: leaders appear to be more aggressive and authoritarian than outsiders. The subjects-leaders when coming across the circumstances that subjectively experienced as unpleasant ones, are able to minimize negative experience and find positive moments in such situations. The outsiders are unable to see the positive aspects of situations they subjectively experience as unpleasant. The cognitive space of the subjects-leaders includes the binary opposition construct “optimistic – pessimistic” what can be determined as cognitive complexity. While the subjects-outsiders perceive the cognitive field of the construct as a one-sided structure, and in unpleasant situations they see the surrounding reality not from the positive side, but only from the negative one. The results presented in this article can be useful to optimize interpersonal relations in student groups, as well as to be a source of additional information to develop measures of a psychological impact.

© 2018 by the authors; licensee Modestum Ltd., UK. Objective: The article contains the results of studying homeostasis of the cardiovascular system by the method of cardiointervalography in students with limited abilities of various programs of study at university. A psychological assessment of the attitude of students with limited abilities to their health was made. The problem of the components of the personal-adaptive potential has been studied. A study of the level of human potential of students on a separate component of “health” and in the aggregate has been conducted, as well as conclusions based on this research work have been drawn. Method: To solve the objectives set in the study, the following methods were used: the review of scientific and methodological literature, instrumental and calculated physiological research methods: variational pulsometry; mathematical analysis of the heart rate variability; calculation method for assessing adaptive capacity-adaptive capacity offered by Bayevsky; the questionnaire “Psychological features of a person’s attitude to his health”, in the framework of a study of the human potential index (health component), a questionnaire was developed based on a questionnaire for assessing the quality of life, developed at the Institute of Stress Medicine (USA) in 1993, methods-descriptive mathematical statistics and testing the hypothesis by Student’s t-test. Results: The analysis of the activity index of the sympathic regulation link-mode amplitude (AMo%) according to the standards of homeostasis, in view of variation pulsograms, is characterized in the studied groups, as moderate sympathicotonia. The AMo index in the groups is not statistically different, reflects the stabilizing effect of centralization of the heart rate control, and indicates the activation of the sympathic division of the autonomic nervous system (ANS). AMo 1 year = 40.8 ± 8.1%; AMo 2 year = 44.9 ± 4.8%; AMo 3 year = 43.9 ± 8.8% the index is in the upper limits of the norm, the index is normal only in the group of first year students. It can be stated that the body of students with limited abilities reacts with a nonspecific adaptive response to the study load, and this depends on the specifics of the diseases and functional reserves that are low in this category of students. The indicator of urgent adaptation-vagosympathetic balance (LF / HF) shows the greatest stress in the group of first-year students. The index is statistically reliably different from the LF / HF1 year = 2.074 ± 0.39 * (according to the paired Student’s t-criterion of dependent indices p ≤ 0.5) from that of students in the second LF / HF2 year = 1.174 ± 0.25 and the third LF / HF3 year = 1.308 ± 0.26 years of study, indicating an increase in sympathic influences. A decrease in the ratio of the LF / HF index in the groups of second and third year students can be interpreted as a positive effect. There was general adaptation to the educational process at the university, and the correct construction of training and health-related workloads, in accordance with the medical diagnosis, led to a balanced regulation of the sympathic and parasympathic nervous system. Conclusion: The stress level of regulatory systems is assessed by the value of the adaptation potential. The higher is the adaptive capacity of the circulatory system, the lower the values of the adaptive potential. The adaptive potential is an indicator that determines the interrelation of two opposite concepts: “health” and “disease”, morpho-functional changes. In case of illness, a shift towards disadaptation takes place.

© Authors. The information society reveals the social impact of the dissemination of information technologies. The purpose of this article is to study the negative social, psychological, and pedagogical implications of the Internet on young people. The authors analyzed the internet addiction problem among students (14-19 years) from the standpoint of the social health of the individuals and society as a whole. In a pilot study, which involved more than 600 adolescent participants aged 14-19 years (secondary school, college and university students), the authors have defined internet addiction as a complex phenomenon. The prerequisites of its development identify and highlights its formation in stages among students (mild fascination, passion, addiction, attachment). At the ascertaining stage of the experiment, a screening study was carried out to examine the state of internet addiction in young students in social networks. The results showed the necessity to design and implement internet addiction prevention programs for young students, which include three main blocks (motivational and cognitive, practice-oriented, reflexive), and a systematic plan for its implementation in the educational space framework. The stages of the experiment provided evidence of the authors' proposed effectiveness of methodologies for young people aged 14-19 years. This article may be useful to pedagogues, psychologists, and parents of students, social workers, and researchers working in the field of addiction prevention among young people.