The purpose of the research presented in the article is to study the features of socio-psychological adaptation of first-graders with varying degrees of involvement in media consumption. Presumably, this or that level of socio-psychological adaptation of a first-grader corresponds to a certain level of involvement in media consumption (the level of socio-psychological adaptation is inversely proportional to the level of involvement in media consumption). The course and results of the study of the specifics of the socio-psychological adaptation of first-graders and the influence of their involvement in the modern information space on this process are shown. The child’s arrival in the first grade is considered as the most important period of socialization, which largely determines the success of the development of the educational program. The study compares the level of socio-psychological adaptation and the degree of involvement of first-graders in the information space. The results of a survey of parents are presented to determine the degree of involvement of their children in the media. The study involved 76 first-graders and 109 parents (legal representatives). In the course of the study, the following methods were used: methods for express diagnostics of the intellectual development of children 6-7 years old; MEDIS; methodology E.M. Borisova, T.D. Abdurasulova “Choose what you like”; Toulouse-Pierre test; technique "Mittens"; Technique “Graphic dictation” DB Elkonin; questionnaire for parents (legal representatives). The results of the study are the basis for the development of programs for psychological and pedagogical support of the process of socio-psychological adaptation of first graders, taking into account the risk of the influence of modern information space on it.
The paper presents the results of an empirical study of specific features and the relationship between hardiness of students and prognostic potential of their personality. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). It has been found that students with a high level of prognostic potential development are distinguished by pronounced personality traits typical of hardy people. The authors have proved in the paper that the prognostic potential of students is a holistic system of personality resources, which is based on specific features of thinking and building a secondary image. There are criteria and development levels of the prognostic potential among students: an internal criterion (features of thinking and building secondary images) and an external criterion (the effectiveness of forecasting activities, the conformity of the stages of prognostic activity with the reference model). The prognostic potential is interconnected with personal and professional characteristics of students (features of the intellectual, communicative, emotional-volitional and motivation spheres). There are significant differences between students with different levels of development of prognostic potential according to the main personal and professional features. The correlation analysis of the data gave the following interrelations: there is a direct interrelationship between the level of development of prognostic potential and emotional stability of students; between the level of development of prognostic potential and such motives for studying at a university as professional and educational-cognitive motives; between the level of development of prognostic potential and the features of self-regulation. On the basis of the results of an empirical study, the authors designed a program for the prognostic potential development of students which includes active teaching methods, lectures, and trainings.
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