Ardi hogebanut'yun
P-ISSN: 2579-2504
E-ISSN: 2738-2664
Vol. 6 No. 2(13) (2023)
Articles
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Articles
METHODS OF PREVENTION OF PSYCHOLOGICAL DISEASE OF YOUTH STUDENTS
AbstractThis article deals with the problem of the psychological well-being of student youth. The authors reveal the main factors that affect the psychological state of students, and also offer basic methods that can help students cope with emerging difficulties and improve psychological well-being. In particular, trainings with the use of "applied improvisation" are considered, aimed at developing the skills of positive thinking, communication and effective stress management. The article also reveals the importance of social support and interaction for the psychological well-being of students. In this direction, it is proposed to organize student associations and professional support groups. It is also recommended to establish psychological services at universities where students can get professional help.
It is noted that a little-studied and underestimated disfactor of the psychological well-being of students is emotional burnout. In this regard, the issue of teaching students the skills of self-regulation is of great importance. The results of an empirical study aimed at studying the level of psychological well-being of students who combine studies at a university with professional activities are presented; a modern, effective tool for increasing the level of psychological well-being and developing self-regulation skills is proposed. The authors come to the conclusion that the use of a web service as a method of preventing ill-being will help increase the level of students' awareness, develop the skills of self-control of the emotional state and form motivation for personal self-improvement.
In conclusion, it was noted that the psychological well-being of students is an important, urgent problem that requires a systematic approach and comprehensive preventive measures based on the implementation of an individual approach.
ReferencesСамохвалова А.Г., Шипова Н.С., Тихомирова Е.В., Вишневская О.Н. Психологическое благополучие современных студентов: типология и мишени психологической помощи // Консультативная психология и психотерапия. 2022. Т. 30. № 1. С. 29–48. DOI: 10.17759/cpp.2022300103
Шалашова Ю.В., Семенова Л.Э. Психологическое благополучие и стратегии совладания у студентов помогающих профессий // Нижегородский психологический альманах. № 1. Т. -. 2022. С. 1-16
Bruffaerts R, Mortier P, Auerbach RP, Alonso J, Hermosillo De la Torre AE, Cuijpers P, et al. Lifetime and 12-month treatment for mental disorders and suicidal thoughts and behaviors among first year college students. Int J Methods Psychiatr Res. (2019) 28:e1764. DOI: 10.1002/mpr.1764
Cuijpers P, Smit F, Aalten P, Batelaan N, Klein A, Salemink E, Spinhoven P, Struijs S, Vonk P, Wiers RW, de Wit L, Gentili C, Ebert DD, Bruffaerts R, Kessler RC and Karyotaki E., (2021) The Associations of Common Psychological Problems With Mental Disorders Among College Students. Front. Psychiatry 12:573637. DOI 10.3389/fpsyt.2021.573637
Kolubinski DC, Frings D, Nikčević AV, Lawrence JA, Spada MM. A systematic review and meta-analysis of CBT interventions based on the Fennell model of low self-esteem. Psychiatry Res. (2018) 267:296–305. DOI 10.1016/j.psychres.2018.06.025
Schwenke D., Dshemuchadse M., Rasehorn L., Klarhölter D., Scherbaum S. (2020). Improv to Improve: The Impact of Improvisational Theater on Creativity, Acceptance, and Psychological Well-Being. Journal of Creativity in Mental Health. 16. 1-18. 10.1080/15401383.2020.1754987. DOI:10.1080/15401383.2020.1754987
Singh, S., Sharma, N. R. (2018) Self-regulation as a correlate of psychological well-being. Indian Journal of Health and Well-being, vol. 9 (3), pp. 441–444. Верификация источника: https://www.researchgate.net/publication/ 358221752_Self-regulation_as_a_correlate_of_psychological_well-being (дата обращения 17.08.2023).
Xiaolong T, Gull N, Iqbal S, Asghar M, Nawaz A, Albasher G, et al.. Exploring and validating the effects of mega projects on infrastructure development influencing sustainable environment and project management. Front Psychol. (2021) 12:663199. DOI: 10.3389/fpsyg.2021.663199
Yu J. Research on the Intervention and Prevention of College Students' Mental Health Crisis From the Perspective of Ideological and Physical Education. Front Public Health. 2022 Jun 22;10:905905. DOI 10.3389/fpubh.2022.905905.
Zainal Badri SK, Wan Mohd Yunus WMA. The relationship between academic vs. family/personal role conflict and Malaysian students' psychological wellbeing during COVID-19 lockdown. J Furth High Educ. (2021) 46:76–88. DOI: 10.1080/0309877X.2021.1884210
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Articles
INFORMATION SOURCES OF TRADING DECISION MAKING AS DETERMINING FACTORS FOR COGNITIVE BIASES
AbstractIn the article the issues of trading decision making are being discussed in the lights of cognitive biases in uncertainty. The process of trading stocks requires buy/sell decision making in uncertain conditions under extreme time constraints. In ever-changing market decisions are made momentarily and cognitive biases and heuristics determine the speed and quality of decisions. Information and expectations are the core of cognitive component of the process and can influence biases.
ReferencesBehavioral finance: psychology, decision-making and markets. Ackert, Deaves, 2010, 392p.
BEHAVIORAL FINANCE: How Psychological Factors Can Influence the Stock Market, Kaufmann, 2021, 140p.
A Brief Overview of Over 160 Cognitive Biases, Durmus, 2022,232 p
Market Mind Games, D. Shull, 2012, 270p.
The psychology of trading, B.N. Steenbarger, 2003, 330 p.
The behavioral Investor, D. Crosby, 2018, 257 p.
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Articles
INTERCONNECTION BETWEEN PERSONALITY SELF-ATTITUDE AND FACTORS INFLUENCING THE CHOICE OF FORMAL AND INFORMAL ADDRESS: PSYCHOLOGICAL AND LINGUISTIC ASPECTS
AbstractThe article is dedicated to the study of formal and informal address and factors influencing it from the psychological and linguistic point of view. The purpose of the article is to study and to compare the usage of formal and informal address by the representatives of the Armenian and Russian ethnos from the psychological and linguistic perspectives. The practical part is intended to study the interconnection between these factors and the level of personality self-attitude of the Armenian youth. The studied topic is relevant because it is important for different spheres such as psychology, psycholinguistics, linguistics, and ethics, as formal and informal address is a mean of mutual understanding, interconnection, impact. The subject of the study is formal and informal address in the connection with self-attitude. The used research methods are questioning (authors’ questionnaire) and testing, methodology of self-attitude study by Stolin.
ReferencesПсихология общения. Энциклопедический словарь, URL: https://984.slovaronline.com/1078-%D1%8D%D1%82%D0%BD%D0%BE%D1%81– текст электронный, дата обращения 05.04.2023
Бромлей Ю.В., Очерки теории этноса, Издательство «Наука», 1983 – с. 57, 58
Адамчик Н.В., «Самый полный курс русского языка», 2007, Минск, Харвест, стр. 449-454, URL: https://chamilanguerussepourtous.nethouse.ru/static/doc/0000/0000/0335/335723.2aech597l1.pdf - текст электронный, дата обращения 16.04.2023
Гиппенрейтер Ю.Г., «Общаться с ребенком. Как?», 2008, АСТ, Астрель, Харвест, Москва, URL: https://pedklassy.bspu.by/files/docs/books/1_knigi/2_gippenreyter.pdf - текст электронный, дата обращения 03.01.2023
Формановская Н.И, «Русский речевой этикет, нормативный социокультурный аспект», 2002, Москва, Рус.яз.
Вестник психологии, «Ты и Вы в терапевтических отношениях», 2019г., URL: https://psychologyjournal.ru/blog/ty_i_vy_v_terapevticheskikh_otnosheniyakh_10558/ - текст электронный, дата обращения 05.05.2023
Школа жизни, «Ты или Вы. Основы этикета», 2009, URL: https://www.shkolazhizni.ru/culture/articles/30874/ - текст электронный, дата обращения 03.03.2023г.
Крысько В.Г., Этническая психология, Издательство: Академия, 2008, - с.102, 77-80
Asya, Berberyan, & Hermine, Berberyan. (2019). Psychological characteristics of the value orientation system of Armenians in title ethnos and Russian diaspora. International Journal of Cognitive Research in Science, Engineering and Education, 7(2), 11-17.
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Articles
WAYS TO PREVENT THE NEGATIVE SOCIO-PSYCHOLOGICAL IMPACT OF MISLEADING INFORMATION
AbstractIn the article, we presented ways to prevent the negative socio-psychological impact of misleading information on a person, a group. We discussed the forms of spreading misleading information via the Internet, the possible negative consequences of their impact on humans, and various social groups. In particular, we presented two main strategies for preventing the destructive socio-psychological impact of misleading information on student youth, emphasizing the role of professional educational programs in the process of studying at the university: the final results that ensure the socio-psychological security of the individual in the specifications, the availability of appropriate courses that ensure their achievement in the curricula.
ReferencesDel Vicario, M. (2016). The Spreading of Misinformation Online. USA, pp. 554–559.
Kozyreva, A., Lewandowsky, S. & Hertwig, R. (2020). Citizens versus the Internet: Confronting Digital Challenges with Cognitive Tools. Psychol. Sci. Public Interest. 21, pp. 103–156.
Landrum A., Alex Olshansky & Othello Richards. (2019), Differential Susceptibility to Misleading Flat Earth Arguments on YouTube Media Psychology. pp. 3-5
Hornsey, M. J. & Fielding, K. S. (2017). Attitude Roots and Jiu Jitsu Persuasion: Understanding and Overcoming the Motivated Rejection of Science. pp. 72.
Simis, M. J., Madden, H., Cacciatore, M. A. & Yeo, S. K. (2016) The Lure of Rationality: Why does the Deficit Model Persist in Science Communication? pp. 25.
Шляховая Е.В., (2013), Социально-психологические факторы медиадоверия // Доверие и недоверие в условиях развития гражданского общества / отв. ред. А.Б.Купрейченко, И.В.Мерсиянова. –М., с. 485-508.
Գրիգորյան Գ., (2019), Օրբելի վերլուծական-հետազոտական կենտրոն: -Եր., 2019-06-14, էջ 5:
Հայաստանի Հանրապետության որակավորումների ազգային շրջանակ, (2011), «Հավելված ՀՀ կառավարության 2011 թվականի մարտի 31-ի N 332-Ն որոշման։ https://www.arlis.am/documentview.aspx?docid=107371
«Մանկավարժություն որակավորումների ոլորտային շրջանակի բնութագրերը հաստատելու մասին» ՀՀ ԿԳՄՍ նախարարի 28․04․2022թ. №783 հրամանի հավելված։
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Articles
PSYCHOLOGICAL FACTORS OF THE CREATIVITY MANIFESTATION OF MODERN MANAGERS
AbstractThe psychological factors of creativity manifestation and their study results are shown in this article. The aim of this article is to show the psychological factors of the creativity of the modern manager and their correlation. The survey was conducted among 260 middle managers in the private and public sector. Questionnaire, testing and correlation extraction methods were used for the research. F. Williams creativity discovery methods (tests of divergent thinking and personal qualities), Cettel's 16-factor questionnaire, Potemkin's test of "social-psychological positions of a person in the motivational-demand sphere" were used. Among the managers, the average high level of creativity is combined with the average level of self-esteem, the striving for self-improvement and self-development, the freedom to express thoughts, the ability to develop and improve ideas, the spark of new ideas, the fear of making mistakes, ordinary thinking and giving in to the opinion of the majority are important contributing factors. We conclude that the manager's creativity is determined by psychological factors and their unique correlation. We can state that the education and training of modern managers can receive new content, taking into account the importance of creativity as a systemic quality and the specifics of its manifestation.
ReferencesReferences
Abel, G. (2009). The riddle of creativity: Philosophy's view. In P. Meusburger, J. Funke, & E. Wunder (Eds), Milieus of creativity. Knowledge and space, vol. 2, pp. 53-73, Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-9877-2_5
Amabile, T.M., (2012). Componential Theory of Creativity. In: Kessler, E.H., Ed., Encyclopedia of Management Theory, Sage Publications, London, 134-139. http://dx.doi.org/10.4135/9781452276090.n42
Cattell, H. E. P., & Mead, A. D. (2008). The Sixteen Personality Factor Questionnaire (16PF). In G. J. Boyle, G. Matthews, & D. H. Saklofske (Eds.), The SAGE handbook of personality theory and assessment, Vol. 2. Personality measurement and testing, pp. 135–159). Sage Publications, Inc. https://doi.org/10.4135/9781849200479.n7
Cropley, A. (2006, July). In praise of convergent thinking. Creativity Research Journal, 18(3), 391-404. https://doi.org/10.1207/s15326934crj1803_13
Frensch, P. A. & Funke, J. (1995). Definitions, traditions, and a general framework for understanding complex problem solving. In P. A. Frensch, & J. Funke (Eds.), Complex problem solving: The European perspective (pp. 3–25). https://doi.org/10.4324/9781315806723
Funke J. (2009). On the Psychology of Creativity, Milieus of Creativity An Interdisciplinary Approach, to Spatiality of Creativity, 11-25. https://doi.org/10.1007/978-1-4020-9877-2_2
Isaksen S. (2009) . Exploring the Relationships Between Problem-Solving Style and Creative Psychological Climate, p.169-188. :10.1007/978-1-4020-9877-2_9
Kurtzberg T., Amabile, T. (2001) From Guilford to Creative Synergy: Opening the Black Box of Team-Level Creativity, Creativity Research Journal 13(3):285-294, Creativity Research Journal 13(3):285-294,:10.1207/S15326934CRJ1334_06
Lenk, H. (2009). Creativity: Multidimensional Associative or Chaotic Process? Methodological Comments on Creative Processes and Metaphors in Aesthetics and Innovation. In: Meusburger, P., Funke, J., Wunder, E. (eds) Milieus of Creativity. Knowledge and Space, vol 2. Springer, Dordrecht. p.73-95, 10.1007/978-1-4020-9877-2_6
Meusburger, P. (2009). Milieus of creativity: The role of places, environments, and spatial contexts. In P. Meusburger, J. Funke, & E. Wunder (Eds), Milieus of creativity. Knowledge and space (Vol. 2, pp. 97-155). Dordrech: Springer. https://doi.org/10.1007/978-1-4020-9877-2_7
Sternberg, R. (2009). Domain-Generality Versus Domain-Specificity of Creativity, Milieus of Creativity An Interdisciplinary Approach, to Spatiality of Creativity, p.25-38, 10.1007/978-1-4020-9877-2_3
Практическая психодиагностика. Методики и тесты. Учебное пособие. / Ред. и сост. Райгородский Д. Я., Самара, 2001, -672с.
Туник Е. Лучшие тесты на креативность. Диагностика творческого мышления, Питер: СПб, 2013,- 320 с.
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Articles
THE PROBLEM OF CHILDHOOD IN THE CONTEXT OF MODERN CHALLENGES IN THE EDUCATION SYSTEM
AbstractThe article presents certain small parts of the results of our research and the approaches of various specialists on the following issues: what changes by age stages have occurred in the cognitive sphere of the child, in particular, in thinking, social behavior, emotional-volitional sphere, what positive and negative consequences they can have lead in the process of socialization of the individual, is there a need and in what directions to transform the education system, the methodology of the learning process in order to adapt them to the development and age-related changes of the modern personality, manage these developments, ensure successful and active socialization of the individual? In particular, the changes occurring at primary school age in the cognitive, emotional-volitional spheres, and social behavior of the child were presented (аlthough the study also covers preschool and adolescence). The research was conducted through observation, interviews, questionnaires and tests. Children of preschool and school age, teachers, and specialist teachers took part in the research. In the article, we also talked about Internet addiction of primary schoolchildren and its negative consequences from the point of view of their socialization.
Our research proves that children of the 21st century have surpassed their peers of previous generations in overall rates of development, the number of new psychological characteristics, the characteristics of their manifestations and general abilities. However, we do not consider it advisable to evaluate these changes only from a positive point of view, since there are a number of psychological and pedagogical problems that we discussed in detail in the article.
ReferencesКнязев Н.Н., (2020), Феномен современного детства и понимание его границ // Наука о человеке: гуманитарны е исследования Т.14, № 2/2020. стр. 63-66. DOI: 10.17238/issn1998-5320.2020.14.2.10
Мудрик А.В. (2009).Введение в социальную педагогику. Изд. 2-е, перераб. – М.: Московский психолого-социальный институт, – С. 78.
Палецкая Т.В., Рюмина Т.В., Ребенок 21 века: проблемы, перспективы развития // Интерактивное образование, выпуск №52, апрель 2014. http://io.nios.ru/articles2/1/9/rebenok-21-veka-problemy-perspektivy-razvitiya
Топузян А.О. и др., (2018), Информационные технологии в начальной школе. Учебное пособие для учителей и родителей. -Е., изд. Манкаварж, стр. 55-59.
Фельдштейн Д.И., (2009). Современное Детство: проблемы и пути их решения // Вестник практической психологии образования №2(19) апрель—июнь. Стр. 28-32.
«McCrindle» авторский центр исследований https://mccrindle.com.au/article/topic/demographics/the-generations-defined/։ Просмотрено 20․09․2023։
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Articles
CHARACTERISTICS OF THE COMPETENCIES OF THE PEDAGOGICAL STAFF IN THE CURRENT CRISIS SITUATION
AbstractRecently, the changes taking place in RA due to the long-term crisis situation (war, covid-19 consequences) are challenging for professional abilities, among which we specifically referred to the professional competencies of pedagogical staff and their changes based on the effects of the crisis.
The paper presents the results of the study of the teaching staff competencies from the standpoint of mental activation, emotional tone and stress resistance parameters. Our goal is to show the manifestation of the above qualities as an additional resource in pedagogical activity, as well as the acquisition of new competencies. It is important to note that the modern conditions have been challenging for the professional competencies of pedagogical staff with the need to use technologies, as well as the changes that lie ahead came as a result of a number of effects caused by the crisis situation. Generally, the profession is made by competencies including the knowledge, skills and abilities and in crisis situation these components becoming the target. Pedagogical staff’s stress can be represented as the experience by a teacher of unpleasant emotions, such as tension, frustration, anxiety, anger, and depression, resulting from aspects of work as a teacher [9,11]. In recent years, steadily increasing costs and consequences of pedagogues’ stress has received growing concern. To reduce the negative effects stress has on pedagogues, more attention needs to be placed on these growing effects of the crisis [10]. Pedagogical stress is caused by environmental factors as well as individual characteristics. Major environmental factors include poor working conditions, scarcity of resources, heavy workloads, low level of ability to adapt to crisis situations, low level of openness to experience, emotional tone and etc.
ReferencesCipto Wardoyo, Yogi Dwi Satrio, Devi Aprlia Ratnasari, An analysis of teachers’ pedagogical and professional competencies in the 2013 curriculum with the 2017-2018 revision in accounting subject, REiD (Research and Evaluation in Education) 6(2), 2020, p. 142-149, https://doi.org/10.21831/reid.v6i2.35207
Guerrero, Dante, De los Rios, Ignacio, Professional competences: a classification of in-ternational models, Procedia – Social and Behavioral Sciences 46, 2012, p. 1291
Jefferey Sprenger, Stress and coping behaviors among primary school teachers, East Carolina university, 2011, p. 34-44
Kozlovskiy Y., Lievliev O., Mykytyuk O., Tiurina T., Dmytro Say, Features of formation of pedagogical competence of a university teacher in the leading countries of the world, Revista tempos e Espacos em Educacao, vol. 15, num 34, 2022, p. 16 https://doi.org/10.21831/reid.v6i2.35207
Linga T. Murthy, E-Education integrated teacher education and research, international journal of innovative research in advanced engineering, Issue 12, Volume 3, 2016, p. 24-28
Maksimovic J., Petrovic J., Osmanovic J., Professional competencies of future pedagogues, original scientific paper, 2015, p. 52-66, DOI: 10.17810/2015.05
Nick Panares, Ray Butch D. Mahinay, Mala Epra B. Magnaong, Classroom teachers’ 21st century skills in the K to 12 basic education curriculum implementations: Basis for policy review to increase NAT scores, ResearchGate, 2021, p. 1-10
Nessipbayeva O. The competencies of the modern teacher, Pre-service and In-service teacher training, 2012, p. 148-154
Papoyan V., Galstyan A., Sargsyan D., (2022). Transformation of Professional Psycho-social Competencies in Crisis Conditions: Bulletin of Yerevan University E: Philosophy, Psychology, 13(1 (37), p. 52–58. https://doi.org/10.46991/BYSU:E/2022.13.1.052
Papoyan V., Galstyan A., Sargsyan D., Karapetyan M., The role of the personality traits and motivation in manifestation in pedagogues' competencies, Bulletin of Yerevan University e: philosophy, psychology. vol. 14 N 1 (40) (2023), p. 55-63 https://doi.org/10.46991/BYSU: E /2023.14.1․055
Wan Hussin, 3-D stress management: Surveying the unexpected and mapping the ex-pected, 9th International Surveyors Congress, 2007, p. 34-44
21st century knowledge and skills in educator preparation, this paper has been produced as part of a collaborative project by the American Association of Colleges of Teacher Education and the Partnership for 21st Century Skills (P21), 2010, p. 40
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Articles
EMDR AS A WAY TO CORRECT THE ACTUAL MENTAL STATES OF STUDENTS DURING THE EXAMINATION SESSION
AbstractThe article presents the results of a study of the application of the method of desensitization and processing by eye movement and its effect on the unfavorable mental states of students during the examination session.The purpose of the study: to identify the possibilities of changing the actual conditions of students using the method of desensitization and processing by eye movement.The following tasks are highlighted : 1) to conduct a theoretical and bibliographic analysis of literary sources devoted to the problem of actual mental states; 2) to determine the actual mental states of students during the examination session; 3) to identify the effectiveness of the method of desensitization and processing by eye movement in the regulation of unfavorable mental states of students.As a result of the conducted research, we made the following conclusions: DPDG is a fast and effective method that in a short period of time allowed to reduce the intensity of such emotions and feelings as fear, anger, tension and anxiety. The effect of using the method of desensitization and processing by eye movement allowed to increase the level of vitality, efficiency, improve well-being, reduce the impact of stress, reduce the level of tension, get out of a state of fatigue and satiety, as evidenced by the obtained data of primary and secondary testing.
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Власов Н. А. Руководство по EMDR/ДПДГ / Н. А. Власов. – М.: Институт консультирования и системных решений, 2020. - 512 с.
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Доморацкий В. А. Краткосрочные методы психотерапии / В. А. Доморацкий. – М.: Издательство Института психотерапии, 2007. – 221 с
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Снежневский А. В., Справочник по психиатрии / А. В. Снежневский, Р. А. Наджаров, А. Б. Смулевич и др.; под ред. А. В. Снежневского. - 2-е изд., перераб. и доп. - Москва : Медицина, 1985. - 414 с.
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Articles
A REVIEW OF HOW THE USE OF CHATGPT IN LEARNING AFFECTS STUDENT WELL-BEING
AbstractThis article provides a review of the current relations between using ChatGPT for learning and student well-being. ChatGPT is an AI-based chatbot that can be used to assist students in their learning. It can provide personalized learning recommendations, answer questions, and offer feedback on assignments. However, the impact of using ChatGPT on student well-being can vary depending on several factors.
Firstly, the design and implementation of ChatGPT can affect the student's experience. If the chatbot is poorly designed or implemented, it can cause frustration or confusion, which can negatively impact the student's well-being. On the other hand, a well-designed chatbot that is easy to use and provides helpful feedback can enhance the student's learning experience and overall well-being. Secondly, the student's perception of ChatGPT can also affect their well-being. If the student views ChatGPT as a helpful tool that enhances their learning experience, it can lead to positive emotions and a sense of accomplishment. However, if the student sees ChatGPT as a replacement for human interaction or as a means of surveillance, it can lead to negative emotions such as anxiety or fear. Lastly, the role of ChatGPT in the overall learning environment can also impact student well-being. If ChatGPT is used as a supplement to traditional teaching methods and provides additional support, it can enhance the student's learning experience and improve their well-being. However, if ChatGPT is used as a replacement for human teachers or as the sole means of learning, it can lead to a sense of isolation and disconnection from the learning experience.
This article analyzes the impact of using ChatGPT on student well-being depending on several factors such as design, implementation, perception, and role in the overall learning environment. When designed and implemented well, and used as a supplement to traditional teaching methods, ChatGPT can enhance the student's learning experience and improve their well-being.
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