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8value orientations and self-regulation style of adolescents reflects the specifics of their socio-cultural experience and can be considered as a diagnostic parameter of their future adaptation in society. The purpose of the study was to investigate the relationship between personal meaning from gaming experience with the peculiarities of self-regulation in adolescents. Materials and methods. The study used the methodology "Value orientations" by M. Rokich, the questionnaire "Style of self-regulation of behavior" by V.I. Morosanova, and the author's questionnaire for the analysis of socio-demographic indicators and gaming preferences in video games of different genres. Mathematical and statistical processing of the obtained data included one-factor analysis of variance (ANOVA), and correlation and cluster analysis. The sample consisted of209 St. Petersburg school students (the age range of the sample was 12 to 18 years, M =16.5; SD= 1.44). The main results. The main personal meanings drawn from the gaming experience of adolescents were revealed to be the following: 1) the reaction of emotions due to the dynamism of the game plot; 2) the development of creativity, cognitive functions and the need for dominance due to the competitive potential of games; 3) the recreational potential of games associated with obtaining new impressions; 4) the implementation of social interaction (friendship, communication, establishing authority) due to the aesthetics of the gameplay and the similarity of the game to real life. Significant interrelations of personal meanings with features of self-regulation were as follows: planning, the stability of having a subjective criteria for evaluating results, the values of active life, self-confidence, and the happiness of others. Conclusion. A number of new data revealing the personal meanings of the gaming experience in adolescents have been obtained. Their interrelation with value orientations and self-regulation style was determined. The data obtained can be used in psychological support of modern high school students in order to prevent the risk of problematic use of video games.
Keywords: socio-cultural experience, self-regulation, personal meanings, gaming experience, adolescence
DOI:
TOWARDS THE EVALUATION OF MEANINGFULNESS IN STUDENTS' COMMUNICATION: THE
"LABYRINTH" GAME
Elena Vysotskaya
Leading researcher, Psychological Institute of Russian Academy of Education, Moscow, Russia; e-mail:
Anastasia Lobanova
Researcher, Psychological Institute of Russian Academy of Education, Moscow, Russia; e-mail: nastya-
Mariya Yanishevskaya
Leading researcher, Psychological Institute of Russian Academy of Education, Moscow, Russia; e-mail:
Abstract: According to the Cultural-Historical Activity approach, the main source of a child's psychological development is meaningful communication, which revolves around some problem matter. Diagnostic means should thus strive to assess whether this communication is productive, especially in the context of the digitalization of education. The purpose of this study was to test an approach to the assessment design based on Davydov's theory of learning activity, which emphasizes the crucial role of joint actions. We have developed a computer game, which emulates joint solving of a logic task, while distributing the essential operations between students. The "Labyrinth" task challenges students to discover a general rule, following which the sequence of keys should be chosen to pass through all dungeon cells successfully. The twist of the task was used earlier to evaluate students' metacognitive competencies, which gives us the opportunity to compare the results of joint solving to individual performance. In the current procedure, students must coordinate their actions, as the computer
simulation does not allow them to make any "step" through the labyrinth without cooperation. We conducted pilot experiments with pairs of students (8 -12 years old) to test the procedure, and we repeatedly adjusted the procedure to prompt joint actions in the inquiry-based problem. Digital records of students' routes and video-taped discussions were used as data-source. The results show that the successful accomplishment of the labyrinth challenge (i.e., the identification of the general rule) significantly depended on the meaningfulness of the students' communication. The thoughtful inquiry-based learning activity thus opposes common trial and error method, which proves to be insufficient. The digital means, which scaffold joint actions, contribute significantly here.
Keywords: assessment, joint actions, computer simulation, learning activity, inquiry-based problem
DOI:
Modern Parenting
METHODOLOGY OF MENTORING UNDER THE GUIDANCE OF A PRESCHOOL EDUCATIONAL
ORGANIZATION
Almira Garifullina
Associate professor, Kazan federal university, Kazan, Russia; e-mail: [email protected]
Abstract: The methodology of mentoring is an independent scientific field. Over the past few decades, the scientific foundations of mentoring have been used abroad not only in the business industry, but also within educational organizations. In this article, we reviewed the latest research in the field of mentoring, including the the most "advanced" approaches, methods, and techniques for putting the scientific foundations into practice at a preschool educational organization. The goal was to contextualize mentoring within a preschool educational organization. Based on this goal, we were able to identify the main task of the study, which was to introduce the methodology of mentoring into the work of the head (mentor) of a preschool educational organization. Methodology. The research method was a critical analysis of foreign literature on the topic of Western (including American) mentoring since the 1990s to the present day. We used critical thinking and the method of expert opinion, with the help of which we studied the regions of the Volga region (Chuvash, Mari regions) and the Cis-Ural region (Republic of Bashkortostan). Results. Ideas about mentoring were widespread. Our task was to define mentoring as a distinct practice, which demonstrates the subjective position of the mentor (i.e., where the leader single-handedly ".instructs" the ward) and the objective position of the mentor (where the mentee-teacher is offered options and ways to make an independent decision). Conclusion. The leaders of preschool educational organizations noted that the use of mentoring meant considering interaction in the context of "do as you can, but you have many ways to solve it." The process of delegating responsibilities between mentee teachers is more confident, which certainly transforms managerial potential.
Keywords: mentoring, mentor, intelligence quotients, emotional intelligence, mentee-teacher DOI:
RURAL MATERNITY PRACTICES IN THE MODERN CITY
Lyubov Golubeva
Folklorist and cultural anthropologist, Propp's Center, Russia; e-mail: [email protected]
Sofya Kupriyanova
Folklorist and cultural anthropologist, Propp's Center, Russia; e-mail: [email protected]
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