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6Altogether, the results of this interview showed that almost all the children refused to admit that the Almighty Wizard could exist outside their imagination.
Conclusion: Most children of all age groups in Russia and the UK strongly resisted the idea that they might live in a world of computer simulation.
Keywords: computer simulation, imagination, perception DOI:
RELATIONSHIP OF PSYCHOLOGICAL WELL-BEING WITH REGULATORY AND MOTIVATIONAL CHARACTERISTICS OF STUDENTS IN SECONDARY SCHOOL
Igor Tsyganov
Senior researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia; e-mail:
i4321@mail.ru
Abstract: Relevance. Understanding the factors ensuring the stability of psychological well-being (PWB) will provide teachers and psychologists with a useful tool. Purpose of the study. The study investigated the differences in the relationship of psychological well-being with regulatory and motivational characteristics in students with different dynamics of psychological well-being in fifth and sixth grades. Research methods and sample. Longitudinal data of 155 secondary school pupils (Moscow and Kaluga) aged 10-12 years (M = 11 ± 0.28) were analyzed. According to two 5th and 6th grader surveys, we identified groups with decreasing, increasing, and stable PWB. Research methods: "Well-Being Manifestation Measure Scale" (modification: V.I. Morosanova et al., 2018), "The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)" (V.I. Morosanova, I.N. Bondarenko, 2018), "Academic Motivation Scale - School (AMS-S)" (T.O. Gordeeva et al., 2017). The academic performance indicator: the average score of success in learning Russian and mathematics. Main results. The decrease in PWB is associated with a weakening of the links between PWB and students' motivational and regulatory characteristics. In comparison with the 5th grade, in the 6th grade, conscious self-regulation ceases to be a regulatory resource for both PWB and academic performance. PWB stability is ensured by the strong relationship between self-regulation and PWB and the "inclusion" of all regulatory and motivational factors in this process. The increase in PWB is primarily associated with the actualization of personal development: an accentuated and stable relationship between PWB and self-esteem motivation was revealed. Conclusion. The study results allow us to obtain new data on changes occurring in the system of PWB and academic performance predictors during the beginning of secondary school education.
Keywords: psychological well-being, conscious self-regulation, motivation, younger adolescents DOI:
Philosophy of Digital Education
PRACTICAL PHILOSOPHY AS AN EDUCATIONAL TECHNOLOGY ON THE "IN SEARCH OF WISDOM CLUB'S ACTIVITY AT THE FACULTY OF PHILOSOPHY OF MOSCOW STATE UNIVERSITY
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