The study addresses the current social problem of psychological determinants of environmentally responsible behavior. Environmental responsibility acts as a mediating link between the cognitive, values, and emotional components of ecological consciousness and the predisposition of young people to pro-ecological actions. The empirical material was collected using a questionnaire method followed by factor and cluster analysis. It was found that the motivation of environmental activity is most associated with the social and territorial identity of young people, in the least with the declared ecological values. Identity with interest groups determines the readiness to volunteer in environmental organizations. A sense of connection with large social communities increases the desire of young people for socio-political activity. Three equal in number groups of students were identified, who attribute responsibility for the natural environment to one of three factors: personal behavior, environmental organizations of various scales, as well as economic conditions, and state policy.
The global COVID-19 pandemic has changed the education system. The use of modern information technologies in the educational process and the introduction of distance learning are becoming more and more relevant. These requirements began to apply to academic disciplines, which a priori are difficult to teach online, in a quarantine situation. Physical education is such a discipline. Requirements for teachers are increasing. The teacher must have digital pedagogical competencies in order to successfully teach this academic discipline in modern conditions. The purpose of this pilot study was to determine the level of formation of digital pedagogical competencies among physical education teachers working in institutions of higher and secondary vocational education. The research is based on the European model Digital Competence of Educators (DIGCOMPEDU). A questionnaire for identifying the formation of digital pedagogical competencies was developed on the basis of this model and tested in this study. Teachers were asked to assess, on a 5-point scale, the level of skills and experience in the application of information technologies in the educational process and in the organization of distance learning, as well as to provide specific resources with which they work.44 teachers of physical education from Pskov State University, College of Pskov State University and Velikie Luki State Academy of Physical Culture and Sports took part in this study. It was found that most of all physical culture teachers have formed the ability to work with search engines and knowledge in the field of information security. The skills to produce and use video and graphics content are the least developed. Also an important problem is the lack of experience in the implementation of distance learning among physical education teachers.Groups of teachers with different levels of formation of digital pedagogical competencies were identified using cluster analysis. Five such levels have been identified.The conducted research determines the problem that physical education teachers lack competence in the field of information technologies and their implementation in the educational process even with a mixed form of education (full-time form with elements of distance learning).
Introduction. The article provides an overview of Russian and foreign studies of vandalism among children and adolescents, which is carried out in order to highlight the personal and environmental determinants of vandal activity of students, as well as to determine the possibilities of taking them into account when developing methods for preventing vandal behavior.Materials and Methods. Analysis, generalization and structuring of research results, theoretical material and practical recommendations on the problem of vandal behavior of young people.Results. The total list of publications was 1499 russian and foreign works. 44 articles were selected for analysis in accordance with the issued criteria. The content of these works allows us to characterize the essence of vandalism and its types, age, gender and personal predictors of vandalism, protective and provocative factors of vandalism in the educational and family environment, as well as directions for its prevention.Discussion and Conclusions. The analysis will provide an opportunity to consider vandalism as a form of aggressive behavior of children and adolescents and to outline the prospects for the development of a program to prevent vandalism among students. As a research perspective, the need for a more detailed empirical study of situational factors and socio-psychological determinants that act as a trigger for vandal behavior, as well as taking into account Russian sociocultural conditions, is highlighted.
The study expands ideas of the role of environmental values in environmentally oriented behavior. The work aims to specify the structure of students’ ecological values, their relationship with other types of deals, as well as to analyze the intensity level of students’ environmental values compared to previously published works. An original standardized questionnaire was used to examine environmental values. Factor analysis of the obtained data revealed the structure of values. The ANOVA single-factor dispersion analysis was conducted to identify the effects of environmental matters on environmental behavior orientation. As a result, the students’ environmental costs were structured into three groups – the values of responsibility for the environment, the amount of pragmatic attitude to nature, and the importance of unity with the natural environment (as opposed to material costs well-being). Despite the high level of environmental values among students, their willingness to take personal responsibility for environmental issues is weak. The significant effects of values on behavioral intentions have been found only in terms of the certainty that environmental problems must be addressed at the level of political decisions and social activities. The results point to the need not only to promote environmental values among young people but also to engage them in conservation activities actively.
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