The project studied the factors influencing the choice of students’ adaptation coping strategies for exam stress, namely, gender, physiology, anxiety, and sports. The study involved 139 healthy boy and girl student volunteers, both athletes and non-athletes, in their 1st and 2nd year of studies, aged between 18-22 years. It was conducted during the examinations with informed consent in accordance with the protocol № 6.26.06.2018, approved by the Local Ethics Committee. Stable relationships between anxiety and a number of physiological parameters were found: blood biochemistry, hormones and the functional state of the respiratory system. It showed that neither regular physical activities (sports) nor physiological parameters, affect the choice of coping strategy in the stressful situation of the exam and are not related to personal anxiety. Statistically significant differences were also found in the severity of reactive and personal anxiety in boys and girls, who used a number of coping strategies: “search for social support”, “acceptance of responsibility”, “flight-avoidance”. The article shows the correlation dependences between anxiety and physiological parameters and anxiety and coping strategies. The phenomenon of anxiety under examination stress is apparently a link between physiological parameters and behavior.
Journal Articles
Overcoming difficulties in reading academic articles in a foreign language: designing and running a training workshop
Students in degree programmes are required to read primary research literature and analyse information provided in those articles. However, reading a scientific paper can be a challenging task associated with difficulties which affect students’ ability to read academic articles effectively and decrease their motivation. Consequently, students find it difficult to make sense of scientific literature and experience frustration when reading research articles. This article proposes a typology of difficulties associated with reading academic articles based on the analysis of previous research studies in the field. It describes a training workshop designed for second-year undergraduate students in a Bachelor of Arts degree in Management. The workshop is aimed at teaching students to use a number of strategies for increasing reading speed, learning to navigate the text and improving reading comprehension. The workshop outcomes suggest that the students have acquired new reading techniques, developed a deeper approach to reading, learned to search for specific information and become more confident readers.
Self-development as a factor in the readiness of university teachers for innovation
The purpose of the article is to identify the internal and external factors for the development of innovative readiness of university teachers. The hypothesis is that there is a factor, ‘striving for self- development,’ which affects the level of development of innovative readiness of university teachers. Empirical research was carried out using the one-sample λ-Kolmogorov-Smirnov criterion, discriminant analysis, the linear regression method, and the method of principal components of factor analysis. and diagnostic methods. Assessments included the socio-psychological climate in a team, diagnostics of the level of self-development and professional-pedagogical activity, and a questionnaire on staff readiness for innovation. The study involved 2036 teachers from nine universities in Russia. The factors influencing the dynamics of development of innovative readiness of teachers (represented in the factor model) were identified as: the socio-psychological climate (an external factor), and striving for self-development (an internal factor). The data also show linear relationships between innovation readiness and the level of self-development, innovation readiness and the socio-psychological climate, the level of self-development and the socio-psychological climate.
The study identified a fairly favorable socio-psychological climate in all university pedagogical teams. This is considered to be a condition for self-development, self-realization and teacher self- improvement in innovation activities. The study of such indicators as the desire for self-development, emotional, motivational, cognitive, personal (instrumental), organizational readiness allowed us to determine the level of innovative readiness of the teaching staff we surveyed. We concluded that optimizing the socio-psychological climate in the teaching staff of higher educational institutions creates a favorable condition for the mobilizing the innovative potential of the university, the development of creative thinking, motivation for success, and flexibility of behavior in innovation. The results can be used by psychologists, teachers, heads of departments in the process of organizing, planning and implementing innovative technologies in the pedagogical practice of the university.
Subject and activity-related determinants of students’ educational and developmental activity
The perspectives of modern society’s development depend largely on education and self- development related activity in the younger generation. However, the subjective and activity-related determinants of this type of activity have not yet been thoroughly studied. The purpose of this study is to identify subjective and activity-related characteristics which determine students’ educational and developmental activity. The study was conducted on a sample of 229 students aged 15-25 years old, in general, secondary, vocational and higher education. It used four established instruments. K.M. Sheldon’s Self-Determination Scale modified by E.N. Osin, E.N. Volkova’s and I.A. Seregina’s Questionnaire for studying subjectivity structure, M.A. Shchukina’s “Personal subjectivity development level” technique, and E.Yu. Mandrikova’s Activity self-organization questionnaire. A further questionnaire was developed by the author, to determine the level of manifestation of personal educational and developmental activity and its relation to the characteristics which are performed to implement the activity. It was found that young people who exhibit a high level of educational and developmental activity demonstrate subjectivity, conscious activity, freedom of choice and personal responsibility to a greater degree, when it comes to their behaviour strategies. These individuals have better developed skills for organizing their activities, which are conditioned by purposefulness, and other characteristics related to implementing this type of activity. It has been shown that depending on age, the correlation between subjective and activity-related characteristics changes. Some of the characteristics grow and stabilize, while others regress and change. This is especially visible in subjective factors. It has been discovered that predictors of students’ educational and developmental activity are the characteristics related to that activity; the impact of subjective factors is minimal. These conclusions are supported by statistical analysis of data. The study materials can be applied nature and used for organization of young people’s educational and developmental activity taking into account their age-related peculiarities.
E&SD 15(1) March 2020
This is the English language contents page for E&SD 15(1)
Nick Rushby
Editorial: Open reviewing 6
Marina M. Solobutina
Ego Identity of Intellectually Gifted and Sport Talented Individuals in Puberty and Adolescence 12
Vsevolod V. Andreev, Vladimir I. Gorbunov, Olga K. Evdokimova, Giorgia Rimondi
Transdisciplinary approach to improving study motivation among university students of engineering specialties 21
Martin F. Lynch
The Cultural Internalization Scale: Assessing internal and external reasons for endorsing one’s cultural identity 38
Tatiana Yu. Dorokhova, Nikolay P. Puchkov
A regional system of targeted training of specialists for the electronics and telecommunications industry 56
Anastasia S. Kosogova, Nina V. Kalinina
Giving trainee teachers a global cultural view of knowledge and cognition 69
Lyudmila V. Bayborodova, Ekaterina N. Shipkova
Analysis of the practice of private supporting tutoring for rural school students 79
Victoria G. Malakhova, Tatiana N. Bokova
Philosophical ideas of postmodernism and their impact on the education system
in Russia and the USA 93
Gulnara F. Biktagirova, Roza A. Valeeva, Nadezhda Yu. Kostyunina, Natalya N. Kalatskaya, Albina R. Drozdikova-Zaripova
The phenomenon of “victimization” in modern Russian and foreign studies 104
Editorial: Open reviewing
When I was a post-graduate student at Imperial College London, one of the highlights
of the week was the research seminar. As its name suggests, this was a meeting of
the research students to provide a forum for the exchange of ideas and, crucially, for the
critical examination of any reports or papers that we were in the process of writing. It was
an unspoken rule that nothing could be submitted for publication until it had passed the
internal review of the research seminar. Although it was often frustrating for the authors,
it had the desired effect of sharpening the arguments, exposing any inadequacies in the
analysis, improving the readability. It almost guaranteed that, when the article was submitted
to a scholarly journal, it would be accepted with only minor revisions. The hard
work had already been done in the research seminar.
Ego identity of intellectually gifted and sport talented individuals in puberty and adolescence
This study examines the developmental crisis of talented individuals in puberty and adolescence
during which there are personality conflicts of identity versus role confusion. The article describes
how intellectually gifted and sports talented individuals experience this fundamental opposition and
the needs for it to be resolved at the end of adolescence. The research examined the congruence of
the structural organization and the nature of ego identity of intellectually gifted and sports talented
individuals in puberty and adolescence. It was conducted in two stages (i) the development of a
semantic differential for measuring participants’ ego identity (following the concepts developed by
Erik H. Erikson) and undertaking factor analysis, and (ii): a comparison of the congruence of the
structural organization and the nature of ego identity in comparable groups of participants. The
factor analysis identified four parameters denoting the nature of ego identity in adolescence: positive
identity, negative identity, confusion identity, and identity crisis. Significant differences were found
in the congruence of the structural organization of ego identity in puberty and adolescence.
Transdisciplinary approach to improving study motivation among university students of engineering specialties
In pedagogy, motivation is considered more important than ability. This study aims to identify,
and provide a rationale for, ways to increase of study motivation among the university students of
engineering specialties. The creation of conditions for the subject to predict results of his activity,
as well as for the manifestation of self-dependence and creativity, contributes to ensuring students’
motivation and to the development of their search activity, that is “critical inquiry” of useful
information. To implement these conditions, we suggest extending transdisciplinarity in education
and integrating it with all forms of the educational process, and establishing more effective contacts
(both formal and informal) between teachers and students. Such integration is based on integrity,
dialectic method, mental activity and integration of the laws of nature. We see the role of this
extension of transdisciplinarity as combining heterogeneous knowledge by content (education)
and methods (development) in conjunction with improving the quality of organizational and
pedagogical support of training sessions (upbringing).
The Cultural Internalization Scale: Assessing internal and external reasons for endorsing one’s cultural identity
The constructs of ‘culture’ and ‘cultural identity’ have long been recognized by researchers as
important, but traditionally have been treated as static properties rather than in terms of their degree
and quality of internalization. Adopting the more dynamic view of internalization proposed by
Vygotsky and by self-determination theory (SDT), two studies tested the measurement properties of
the Cultural Internalization Scale (CIS), which assesses internal versus external reasons for endorsing
one’s ambient culture. In a U.S. sample, Study 1 (N = 149) provided evidence for the reliability, factor
structure, and predictive validity of the scale. Study 2 replicated these results in a second U.S. sample
(N = 205) and in a sample from China (N = 245). In addition, Study 2 demonstrated that greater
internalization of one’s ambient culture was associated with satisfaction of the basic psychological
needs for competence, relatedness, and autonomy. Discussion focuses on the potential applications
of the CIS in research on socialization, the cultural adjustment of immigrants and sojourners, and
implications for students in higher education settings.
A regional system of targeted training of specialists for the electronics and telecommunications industry
The article explores the methodological basis of a model of a regional system of targeted training
for the electronics and telecommunications industry and its implementation using a technical
university as a backbone component of this system. An expert evaluation of the professional
activity of specialists was undertaken, and ways of increasing the efficiency of these enterprises were
formulated in the light of the requirements of the defense industry. This led to the development
of graduate competences required solve problems of manufacturing electronic products in an
innovative industry. The evaluation methodology and the functioning of specific systems over the
past few years are considered
Giving trainee teachers a global cultural view of knowledge and cognition
The article identifies the essence of the ‘global worldview’ concept and its impact on training
teachers in cultural differences in knowledge and cognition. The global worldview is treated as
conscious identification of man with the biosphere, the planet as a whole and the space, on
one hand, and the circumstances that are naturally created on Earth, on the other. The article
substantiates the assumption that the global worldview is a determining condition for the teacher
to be able to translate knowledge and ways of cognitive activity in different cultures. This culture is
understood as a quality of the personality, a set of content, activity and personal self-presentations.
It determines the axiological, intellectual and personality, activity and methodological components.
The article sets out the principles for building this translation function.
A study of private tutorial support for rural school students
This study highlights the key features of tutoring students in rural areas. Private tuition classes are
increasingly popular for modern school children. Over half the schools in the Russian Federation
are in rural areas and differ from those in urban settings in a number of respects. It is based on a
survey of 210 teachers of rural schools in six regions of the Russian Federation, complemented by
conversations with teachers in rural schools to elicit their views on private tutoring, observation,
literature and Internet resources analysis, interviewing, content analysis and case-studies. The
research investigated the reasons why such lessons are less practiced in the rural areas than in the
cities. It showed teachers believe that the practice of private tutoring in school subjects stimulates
the students’ self-development and they have a positive attitude towards private tutoring – including
that of their own children. Accommodation and studying were not perceived as major problems. A
comparison of private tutors in cities and rural areas confirmed that the practice of private tutoring
on school subjects is common not only in urban schools, but is also a characteristic of rural areas and
consequently is not a special case.
Philosophical ideas of postmodernism and their impact on the education system in Russia and the USA
The modern education system requires flexibility, plasticity, continuity and resistance to crises
and risks. This study examines the main features and requirements of the modern socio-cultural
situation. It identifies strategies and directions in contemporary education based on the ideas of
postmodernism. Using conceptual analysis of the influence of postmodern ideas on the education
systems of Russia and the United States it compares and contrasts the strategies and trends
identified. The results can serve as a basis for further research in the field of comparative pedagogy
and philosophy of education, in the context of the influence of postmodern ideas on education,
reflecting the ‘spirit of the time’.
The phenomenon of “victimization” in modern Russian and foreign studies
Victimization of children and adolescents, as well as other groups in society is an important issue
and complex issue that needs to be better understood so that measures can be put in place at every
level to prevent and correct these phenomena. This study was based on the bibliometric analysis
of relevant scientific literature in both Russian and foreign publications. The resulting qualitative
analysis indicated a variety of viewpoints on the concept of victimology, with different approaches,
theories of victimization, and concepts of specific aspects of prevention, minimization, correction,
and individual assistance. A large number of publications are devoted to the relationship of
victimization and other phenomena, especially in the school environment. Despite the diversity of
the scientific field, the study identified differences in the knowledge of this definition in the global
databases and an increasing number of publications dealing with this problem by both foreign and
Russian researchers. The phenomenon of “victimization” requires a further in-depth approach
to research of an interdisciplinary nature, as well as the development of conditions, models and
methods of de-victimization at various levels.
E&SD 14(4) December 2019
This is the English language contents page for E&SD 14(4)
Nick Rushby
Editorial: Editorial bias 6
Minnenur A. Galaguzova, Yuliya N. Galaguzova, Elena V.Moskvina, Yana S. Dikusar, Anastasia V. Shvetsova
Social rehabilitation of minor criminals. 10
Maryam Mahmoodi, Mojgan Rashtchi, Gholam-Reza Abbasian
Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model. 20
Nailya R. Salikhova, Martin F. Lynch, Albina B. Salikhova
The Associations Between Tolerance for Ambiguity and Internal and External Motivation in the Scholarly Activities of Doctoral Students. 39
Chancey Bosch, Alesha Baker, Joshua Baker
Using Open Educational Resources and Technology-Enhanced Learning for Teacher Professional Development in Ugandan Schools. 52
Alexey M. Petrov, Ksenia A. Volodina, Tatyana A. Belyaeva
The role of the psycho-physiological characteristics of a person in his professional development. 63
Marina N. Sharafutdinova, Nina A. Nizovskikh
Psychological readiness for management and self-control of behavior as components of the potential competitiveness of senior pupils. 72
E.Y. Vasilyeva, M.I. Tomilova
Assessment of communicative competence of residents. 81
Mark V. Pereverzev, Ilshat R. Gafurov, Valerian F. Gabdulсhakov
Using technologies to prepare graduates for careers in hospitality and tourism. 91
Editorial: Editorial bias
As is often the case, it was short article by another editor that started me wondering
about potential unconscious bias in the way the Education & Self Development editorial
team decides to accept the ‘best’ articles for publication, asks for revisions on others, and
rejects the remainder. In her article, Deborah Bowman (2019) reviews a fascinating account
of how the research into the causes of cholera went un-reported in the medical
literature of the day, because it conflicted with the long-held views of the majority of the
medical profession (see Johnson, 2006).
Social rehabilitation of minor criminals
Social rehabilitation of juvenile delinquents plays an important role in maintaining public safety.
It requires special care and respect for the child’s unformed personality. This article summarizes
the experience of the Russian system of rehabilitation of juvenile offenders. It is emphasized that
the system is closed and standardized, which limits the possibilities of applying new technologies
in working with deviant and delinquent children. The goal of this study was to develop optimal
social technologies combining classical and innovative methods of rehabilitating juvenile offenders
and taking into account the specifics of closed institutions. The main research question was: what
new theoretical developments are effective in the rigid and inflexible conditions of these closed
institutions? Will they give steady positive results or does space itself block them? The pedagogical
experiment conducted by our research team is a unique attempt to go beyond traditional forms. It has
a classical scheme consisting of three successive stages: diagnostic, organizational, and evaluation.
Novelty is determined by the development and implementation of innovative technology to involve
juvenile offenders in voluntary activities in the following areas: environmental (development of
environmental awareness, planting trees and plants, caring for homeless animals, etc.), civil and
patriotic (design of exhibitions based on the results of search operations, care behind memorials,
the organization of festive concerts in for veterans), cultural and leisure (holding concerts, theatrical
performances, holidays for socially-unprotected categories of citizens). Volunteering promotes the
restoration of broken social bonds through self-awareness as a useful member of society. The use
of methods based on cognitive activity, creativity and creativity of children, the active involvement
of parents in the rehabilitation process, has achieved impressive results in learning, interpersonal
interaction, and most importantly – in self-awareness and self-presentation of children, which
society has traditionally become accustomed to writing off.
Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model
This study investigated the effect of in-service education and training (INSET) courses on grade
11 EFL teachers’ knowledge base employing Kirkpatrick’s four-level (reaction, learning, behavior,
result) evaluation model (Kirkpatrick & Kirkpatrick, 2006). To this end, the researchers designed
a study at four stages. At the first stage, a standardized questionnaire, English language teachers’
knowledge base (ELTKB), was administered to thirty 11th grade teachers to examine their views
regarding the INSET classes (reaction). Then ten teachers were interviewed, and their classes were
observed to explore to what extent the INSET courses had affected teachers’ perceptions and actual
job performance (learning). In the next step, 126 students filled in the students’ questionnaire (SQ)
regarding their perception of their teachers’ teaching performance in the English classes before and
after their attendance in INSET classes. At the final stage, the performance of the 126 students on
a language proficiency test was measured to study to what extent their teachers’ performance had
affected their achievement. The result of the ELTKB questionnaire, SQ, interviews, and observations
revealed the beneficial role of INSET classes in teachers’ reaction, learning, and behavior. Moreover,
the result of the program was positive since grade 11 students’ language learning improved after their
teachers’ INSET class attendance. This program evaluation can be illuminating for stakeholders,
policymakers, and curriculum designers.
The associations between tolerance for ambiguity and Internal and external motivation in the scholarly activities of doctoral students
The fluidity, variety and high speed of change of the modern world breed uncertainty and ambiguity.
This ambiguity is a consequence of freedom of choice, and the many alternatives with which a
person grapples. Ambiguity is both the condition and the subject matter of research activity. The
aim of the present study was to clarify the associations of tolerance for ambiguity with the type
of motivation (internal or external) for various types of academic activity carried out by doctoral
students in a university. Doctoral students (N = 227) from natural science departments at Kazan
University (Russia) identified their level of ambiguity tolerance (high and low). Results showed a
positive link between ambiguity tolerance and external motivation for various forms of universityrelated
activity and an inverse link with internal motivation. Doctoral students with a lower level of
ambiguity tolerance showed a higher level of internal motivation for their scholarly activities, that
is, avoidance of uncertainty served as a source of internal motivation for research-related activities.
For those with high ambiguity tolerance, more external stimuli (reward, constraint) were needed to
motivate the person for research. Moreover, at high levels of ambiguity tolerance the direction of
the associations changed and becomes a positive link between internal motivation and ambiguity
tolerance. The results should be taken into account in the organization of higher education.
Using Open Educational Resources and Technology-Enhanced Learning for Teacher Professional Development in Ugandan Schools
Remote areas with technological, environmental, and human barriers to education lack the innovative
practices to provide sustainable, consistent, and meaningful resources and training for educators.
Stakeholders, including investors, organizations, leaders, administrators, teachers, students, and
communities benefit from effective research-based strategies that limit the barriers and empower
new generations of educational inputs and outputs, citizens of the global community. This research
examined the effectiveness of an innovative approach combining concept, software, and hardware to
deliver teacher professional development. A quantitative, relational, non-parametric design reported
a significant increase in personalized professional development using open educational resources
and a content access point. This study established a relationship between the variables and moved
the research community forward toward causal evidence for innovative educational practices.