Forming students' readiness for family life involves the formation of their readiness for responsible parenthood. The aim of the study was the theoretical basis and experimental testing of the training program to form the students' readiness for parenthood. The article deals with the relevance of the problem, defining parenting in psychological, educational, social and philosophical literature, the study of the problem in Russia, research methodology and experimental study on the issue. During the research we have developed and tested a training program. The results of pedagogical experiment allow to come to the conclusion about the effectiveness of the developed program "I am a Future Parent".
Developing in modern Russia, engineering education is aimed on mastering specific competencies and selfdevelopment of future engineers with reflection taking a special place. Technological approach to the reflection development of future engineers can motivate students for professional work in the process of education, helps students to evaluate future professional activities, leads to self-development, selforganization and criteria restructuring of the their own activities. The paper presents the technological and pedagogical bases of the reflection development process, the main structural elements and stages of the process, testing reflection development of future engineers in Kazan Federal University.
Theoretical justification and experimental validation of forms and methods applied for psychologicalpedagogical correction of demonstrative behavior of teenagers brought up in orphanages have become the research objective. 127 pupils of orphanages of the Republic of Tatarstan participated in the experiment To collect the information there were applied two variations of the test for ostentation, methods of mathematical statistics, Student's t-criteria to check hypotheses of mean average precision. The results revealed during the stating experiment showed that teenagers brought up in orphanages have a high level of demonstrative behavior. The majority of respondents are fond of attention; they are emotionally mobile, artistic and inclined to selfdeception.The level of demonstrative behaviour lowered considerably after the program "Demonstrative behaviout: is it good or bad" aimed at the psychological-pedagogical correction of demonstrative behaviour of teenagers brought up in orphanages was applied at the forming stage of the experiment. Thereafter their demonstrative behaviour started to be of more positive character. There is observed a tendency to the average and low level of demonstrative behaviour of teenagers brought up in orphanages.
Development of university students' creative abilities is one of the most important problems of modern education. The article discusses its relevancy and appropriateness, the coverage of this problem in psychological and pedagogical literature and presents the results of the pedagogical experiment. The article describes the basic components of creative abilities development, levels and pedagogical conditions for university students' creative abilities development. The trial infrastructure for the study and the experiment was provided by the Institute of Psychology and Education of Kazan Federal University. The pedagogical experiment proved the correctness of the hypothesis and the relevance of theoretical basis for implementing pedagogical conditions of university students' creative abilities development.
The aim of this research is to experimentally prove that a set of forms and methods could provide self-efficacy of prospective EFL teachers. Bandura's theory of social learning demonstrates the central role of self-efficacy. The author opts for teaching through observation, underlining the role of social experience and mutual determinism in personality development. However, in the course of our research, there were not found enough scientific papers on the development of self-efficacy as a component of professional identity and as a factor of teachers' professional formation. The experiment was conducted with 80 final year students of KFU-prospective EFL teachers. The ascertaining stage of the experiment was to determine the initial values of self-efficacy: the level of formation of selfefficacy in learning; professional self-efficacy, communication self-efficacy. For this purpose, we employed 'Questionnaire about teaching experiences during the final school teaching practice' by Kaldi and 'Self-efficacy Scale' by Sherer et al. Statistical analysis of empirical research was done by means of standardized testing assessment in mathematical statistics (Wilcoxon T test). The results obtained at the ascertaining stage allowed to design a program for developing self-efficacy of prospective EFL teachers. Kaldi's questionnaire enabled to determine that majority of participants were certain to possess the qualities and skills necessary for pedagogical activity. This means that future EFL teachers adequately assessed their skills and knowledge and were convinced that the school teaching practices, and the final one specifically, would equip them with a wealth of experience and would permit to perform in the profession properly. Self-efficacy Scale revealed that 80 % of the participants in both the experimental and control groups had an average level of professional self-efficacy. This indicates future EFL teachers believe in possessing the qualities, skills and capabilities they have acquired from previous practices and in employing them successfully in their future professional activity. However, the experimental group showed low level of communication self-efficacy. These results indicate an unsuccessful past experience that has affected the self-efficacy of some students. This led to a lack of confidence and belief in solving communicative problems and realizing successful communication by future EFL teachers. A high level of communication self-efficacy, on the contrary, means that future EFL teachers are assured to communicate successfully, establish rapport with schoolchildren and eliminate communication problems. Based on the analysis of psychological and pedagogical papers, we considered training to be the most effective means of developing self-efficacy of future EFL teachers. A number of training theories and our personal experience served the basis to design a program for developing self-efficacy of prospective EFL teachers. The formative stage of the experiment resulted in noticeable improvement of self-efficacy...
Disharmonious relations in the family create the unfavorable background for the emotional development of the child. They often lead to violations of child-parent relations in the family. This study is aimed at identifying the main problems of the disharmonious relations in the family influence on the occurrence of violations in the child's behavior of the child. Children experience the most acute feelings in the situation of сontact disruption with parents, lack of their warmth and care, divorce, intra-family conflicts affecting the nature of child-parent relations.Our study of child-parent relations is reduced to solving two main tasks, according to which the choice of methods is carried out. The article reveals the characteristics of child-parent relations in disharmonious families. Theoretical analysis and empirical research showed that the parents' psychological and personal problems, which they solve at the expense of their children, are at the basis of disharmonious relationships in the family. This kind of parents' problems is revealed in the article. These are conflicts between mother and father, lack of the parental feelings development, projection of their own interests and desires on a child, bringing conflict between spouses into the sphere of upbringing. It is these problems that directly affect the behavior of children. The study confirmed our hypothesis. A purposeful work is needed to identify and prevent disharmonious relations in the family.
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