Scientific Cooperation Center "Interactive plus" 1 Content is licensed under the Creative Commons Attribution 4.0 license (CC-BY 4.0) УДК 378
Purpose of the Study: The article considers the phenomenon of club communication and possibilities of realizing its pedagogical potential by means of social and cultural activities. Methodology: The differentiated analysis of various directions of club communication in the aspect of improving the performance of cultural and art institutions has been carried out. Club communication in this regard is considered as an alternative to the dominance of formalized and regulated communications, blocking the development of an individual as a creative subject. Main Findings: The main characteristics of the organization of club communication processes for solving various psychological problems are identified. Various types of club communication are offered that form the basis of socio-cultural activities. Originality: The problem areas for further improvement of socio-cultural activities using the pedagogical content of created situations of interpersonal communication are identified.
The topicality and significance of the study is determined by the fact that life and activity of a person in contemporary socioeconomic conditions are inextricably connected with the constant impact of adverse social, political, economic and other factors on him. These factors are accompanied by the emergence of various kinds of difficult life situations, as a result of which stress develops in a person. In the student milieu, stress arises under the influence of difficulties associated with both the learning process and life circumstances. The paper presents the results of an empirical study of socio-psychological features of hardiness in students of higher educational institutions. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). Testing included the following psycho-diagnostic tools: the author's questionnaire for assessing stressful situations; McCrae-Costa Five-Factor Personality Questionnaire (The Big Five dimensions); "Hardiness test"; Self-attitude technique. The validity and reliability of the study results was ensured by the initial methodological positions, the use of proven tools, sample representativeness of the research, as well as mathematical processing of data with the use of a software package for statistical analysis. As a result of the study, it was proved that emotion-focused ways of overcoming stress associated with a decrease in tension and a change in attitude to emerging difficulties prevail among the students of both the experimental and control groups. A high level of stress was found in the majority of subjects. In order to reduce this stress, it is necessary for students to form special skills to overcome it. In addition, an analysis of the psychological factors of students' hardiness made it possible to determine the main areas of their psychological support in overcoming difficult life situations (development of qualities that form the core of students' personal adaptive potential, the formation of their social competency, enrichment of social networks, as well as learning ways to find and accept social support).
The paper reveals one of the key problems of the modern artistic pedagogy, which lies in the application of the potential of creative fantasy and imagination of students in the pedagogical process. It considers the various preconditions for the development of the ability to fantasize, depending on the individual capabilities of students. Reliance on initially individual systems of perception of artistic information with the subsequent development of this perception to the level of creation of full-fledged artistic images and interpretations is proposed as a leading pedagogical strategy. The interrelation between the organized social and aesthetic experience of students and possibilities of creative fantasy and imagination is established. In this process, the role of educational creative teams as a space of social, artistic and aesthetic development of students is highlighted.
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