The paper is devoted to the overview of the creative heritage of prof. E.A. Klimov (1930—2014) in relation to his 85th anniversary of the birth. There are described the main topics of his research; the proposed by him understanding the essence of psychology in the framework of modern issues on “science of sciences”; the role of systemic methodology in psychological researches, the main problems of teaching on psychology at universities; a specificity of practitioners’ thinking in comparison with a theoretical thinking; depicting the psychological qualities of psychologists as professionals. Special attention is paid to his outlooks on the history of psychology, to the relations between scientific and everyday comprehension of psychology, and to a responsibility of the scientific psychology to a society and a practice.
psychology of labour;
creative heritage of prof. E.A. Klimov;
systemic methodology of research;
teaching on psychology;
psychologist as a professional;
the responsibility of scientific psychology;
Available Online: 31.12.2015
To the “throne speech” in the expert Council.
This paper presents the results of empirical research of the interaction between career motivation, self-monitoring and generational differences. Data were collected from 142 full-time newcomers of two organizations in Saint-Petersburg. The following questionnaires were used: the self-monitoring scale developed by Snyder M.; the career anchors scale developed by Schein E., which was extended by the patriotism scale from the culture appeal questionnaire developed by Snetkov V. as well as the organizational commitment questionnaire developed by Porter. L. Results indicate the self-monitoring and career anchors significant differences among three generations: Baby Boomers (1946—1964), Generation X (1965—1983), Generation Y (1984 or later) as well as their influence for on-boarding outcomes. This research shows that Baby Boomers and Generation X have more adaptable characteristics toward achieving organizational socialization. Generation Y is harder to integrate into corporate structures as this group has own social attitudes and assumptions about organization life.
Purpose of the study: to highlight the conditions social environment, identified (understood) the representatives of different social groups as resources success subject throughout his professional career. Results of the survey are analyzed in the article 147 respondents (managers, accountants, entrepreneurs) aged 31-47 years, m=39.2 research questionnaire dynamics of professional formation of the subject. The survey was conducted in 2010-2013 years in situations of paid forms of vocational training. The Division of the sample into groups (male/female managers/professionals) and use compare and multiple regression analysis revealed allocated specific social groups in the structure and dynamics of mainstreaming the environment as resources. The study revealed that the respondents holding senior positions (executives) range of non-subjective resources is quite wide and variable. Consistent actual different environments as a professional development resource for professional actors (from 20 to 65 years) carries a high level of professionalism, its dynamic growth and long preservation with social success generally. From less realized respondents’ range of non-subjective conditions as resources relatively narrow; they are characterized by a reliance on parent resources.
The article contains an overview of the program developed by the authors for improving reliability of students’ performance in the exam situation by means of conscious self-regulation. It also provides the results of the program’s efficiency experimental verification on the sample of 57 students (17-18 years) of the 11th grade of a Moscow Secondary School. The multiscale questionnaire “Learning Activity Self-Regulation Style” (SSUD-M, Morosanova) and Russian adaptation of Test Anxiety Inventory (TAI, Spilberger) were used for diagnostics. The obtained data analysis revealed statistically significant changes in the regulatory parameters and anxiety indicators in the experimental and control groups (29 and 28 pers. accordingly). Experimental group demonstrated increased value of regulatory parameters of modelling, evaluation, flexibility, reliability, responsibility, and general level of self-regulation as well as decreased values of disquiet and general anxiety levels. Comparing the academic grades, primary and final state exam marks showed, that experimental group demonstrated higher reliability of educational actions than control group. The effectiveness of the practical application of program for developing conscious self-regulation as a means of improving the reliability of educational actions in exam situations considered to be experimentally proved.
The article deals with the concept of internal dialogue and its understanding in a variety of psychological schools in Russian and foreign psychology. A concept of internal dialogue is introduced as well as its understanding by M.M. Bakhtin, L.S. Vygotsky, G.M. Kuczynski, H. Hermans. The Internal dialogical activity Scale (IDAS) by P. Oles is presented. Russian adaptation of IDAS included two sections with an interval of two weeks between them. 256 respondents participated in the first section, and 123 of them in the second. The general ID score was validated; however, instead of replication of the original 7-factor structure, we revealed a more justified, reliable and valid 3-factor one (internal dialogue, internal world, internal conflict). Construct validity is underpinned by high correlations of IDAS factors with other measures of reflexive processes and aspects of self-attitude. Unlike the differential reflectivity test by D.A. Leontiev and E.N. Osin, IDAS seems to represent mostly the negative pole of self-reflection; this conclusion is based on the analysis of IDAS connections with other personality variables. Russian adaptation of IDAS can be used for research purposes and for practical work.
Mental practice of motor skills is one of the most common tools in sport psychology. Manipulations of imagery perspective are believed to be the potential mean to enhance the effectiveness of mental practice. Despite the lack of the established theory it has been widely assumed that the internal imagery is more beneficial. However the literature examination has shown the advantage of external imagery at the initial stage of complex motor skill learning as well as for practicing technical elements in which spatial collocation of body parts is crucial. Methodological issues of earlier studies have been summarized and the conclusion that recommendations to use exclusively internal imagery are invalid has been drawn. Important directions for future research on imagery perspective in sport psychology have been proposed.
The article analyzes the views of M.K. Mamardashvili about the person and the value of culture in its formation: man has a dual nature, being a biological entity, but he can become “real” (conscious, meaningful, and onepiece) (M. K. Mamardashvili). The human being is awake the vertical state that must constantly hold to collect. One of the conditions of this “Assembly” is the existence of “cultural forms”, as existence, as the forms of the possible human. Outlined in the article, the area of contact of the views of M.K. Mamardashvili, S.L. Rubinstein, L.S. Vygotsky, allowed to focus on one side on the reflection as a way of being, another word for how the topos - place of being. The question of what is the mechanism of the Assembly is decided by us, based on the understanding of the dialogical (Bakhtin) nature of reflection. The author defines the notion of “reflective text” as a cultural form of reflection
In this part of the article theoretical positions proposed in the first part of the article, are implemented on empirical material of reflexivepsychological analysis of introspective self-life-creativity of the outstanding writer and thinker M.M. Zoshchenko. Given held them all his life a dramatic existential introspection M.M. Zoshchenko and corrected to reflect the semantic field of their identity, which was reflected in the development of introspective style as his artistic creativity, and social behavior of the individual. In conclusion, characterized the role of reflective dialogue as a means of enhancing introspective self-perception and self-development of individuality
By: Semionov I.N.;
Available Online: 31.12.2015
In the memory of Lidia Vassilievna Borozdina.