Preserving health is one of the most difficult problems that requires consideration and solution at all levels of the study of human life, both in the context of psychological, analytical and pedagogical. Today, a strategy for improving and promoting health is considered a medical problem and boils down to treating patients only. Unfortunately, measures that can positively affect people's health: disease prevention, promotion of a healthy lifestyle, and attitudes toward "healthy" behaviour are clearly not popularized today. In solving the task of health conservation, it is important to apply the efforts of the whole society and the responsible attitude of each person to personal health and to the health of the people around her. Today, there is a close relationship between education and health, as the level of education to a large extent determines the level of literacy on health issues. The cultivation of the value of health, the desire to preserve and strengthen it, acts as a pedagogical problem. Higher education institutions are an ideal place to promote a healthy future and support the development of their own health-oriented lifestyle. For the formation of this paradigm in the student mind, an important element is the recognition of the importance of the psychological aspect of this issue, as well as the proper use of elements of cognitive psychology in this process. The presented study will enable representatives of higher educational institutions, as well as interested persons in maintaining the health of future specialists of various industries, to quickly and efficiently introduce the principles of a value-based attitude to their own health into their own educational process.
The aim: The aim of the research was to investigate the issue of emotional health in the context of mental health of students, in particular, the emotional instability as a students' personal quality with regard to cognitive and empathic components. Materials and methods: In a comparative analysis of the study, 104 3rd-year students of the Faculty of Management and Media Communications of the Ukrainian Academy of Printing, were divided into two groups on the basis of gender (group №1 – females; group №2 – males). In the study, undertaken in 2019-2020, two questionnaires, namely “Problems of Emotional Health” and “Assessment of Empathic Compassion”, drawn up by a team of authors, were used. The comparative analysis was carried out with the use of the Mann–Whitney U test. Results: The study of emotional instability and competence in the context of the student's mental health allows us to conclude that the cognitive component is the basis that promotes the development of social, regulatory, and empathic components, and the latter is the main motivator of a person’s activity. Conclusions: The research showed that high school students do not always have enough opportunities for independent formation and emotional competence development, and have problems with emotional instability. These problems may be solved by the introduction of the educational component, in particular: introducing relevant special courses into the educational process, conducting psychological training aimed at the development of emotional professional competence in the context of the formation of personality’s mental health.
The problem of understanding the pedagogical aspect of the process of forming the professional competence of a future teacher who is able to model the educational process, independently generate and implement new ideas and technologies of teaching and upbringing, is relevant today, since a professionally competent teacher has a positive effect on the formation of the educational process. The article provides a theoretical generalization and practical solution to the problem of understanding the pedagogical aspect of the process of compiling the main obstacles to the professional competence of future physical culture teachers. The relevance of the study lies in the formation of an assessment of the level and the main obstacles affecting the development and improvement of the professional competence of a future teacher.
The article actualizes the problem of psychological research features of procrastination, and definition of its influence on formation of professionalism at student's age. The psychological analysis of the concept of "procrastination" is carried out, the essence and specifics of procrastination development in student age are investigated, the level of procrastination development in student age and psychological mechanisms of its influence on formation of professionalism are investigated. The following methods were used in the study: theoretical methods (analysis of scientific and methodological literature of noctive and foreign authors in psychology); empirical methods (Scale of assessment of the need for achievements of Yu. Orlov; Methods of research of volitional self-regulation A. Zverkov, E. Eidman; Melbourne decision-making questionnaire (adaptation of T. Kornilova, S. Kornilov); Scale of procrastination for students S. Ley; Methodology "Self-assessment organization"; Questionnaire "Control over action" Yu. Kulya; Temporary Perspective Questionnaire (ZTPI) Zimbardo; Questionnaire "Integral job satisfaction" N. Fetiskin, V. Kozlov, G. Manuilov). The experimental base of the study were students majoring in 053 "Psychology" of Donetsk National University named after Vasyl Stus (n = 92 people) aged 18-22 years.
The main purpose of the article is to study the main aspects of the formation of the pedagogical competence of a university teacher in leading countries. The idea of forming a unified educational space as an integrative system in an information society has caused a change in the cognitive situation in science, which begins to acquire excessive subject diversity associated with an immense number of information flows and with the fact that knowledge acquires a new meaning in a post-industrial society. Modern information and telecommunication technologies have led to the emergence of new methods of cognition and communication, have significantly updated the research arsenal aimed at studying nature, culture, and society. In these conditions, the issue of professional development of scientific and pedagogical workers becomes especially acute. Taking this into account, an urgent need arose in universities to create conditions for professional competence, increase the requirements for the responsibility of teachers for the results of professional activities and improve the procedures for assessing the level of professional competence of scientific and pedagogical workers. As a result of the research, the most successful foreign experience of the process of forming the pedagogical competence of a university teacher was analyzed.
The main goal of the article is to develop a model for the development of the pedagogical competence of the finance teacher at the university. The object of the study is the pedagogical competence of the finance teacher at the university. The importance of developing the pedagogical competence of the finance teacher at the university has been proven. The research methodology can be described as a set of methods of modelling and theoretical and methodological analysis. According to the results obtained during the study, we presented a multi-store number of the main aspects of the formation of the pedagogical competence of the finance teacher at the university. Elements of scientific novelty are represented by processes to form the pedagogical competence of the finance teacher at the university, which are depicted on educated models. The study has a restriction in the form of concentration only on the characteristics of the teacher at the university. In the future, it is necessary to expand your scientific attention to other specializations. The prospects of further research may be an analysis of foreign experience in the formation of the pedagogical competence of the finance teacher at the university. Aspects of the formation of pedagogical competence for teachers of other higher educational institutions, and not just a finance teacher at the university, remain unresolved.
In the article, based on the analysis of the activity of experimental projects and legal acts in Ukraine, the essence and peculiarities of the form of education of orphans and children left without parental care are characterized. The family environment remains the most optimal form of raising orphans for their communication in later life. The experience of popularizing the adoption of social orphans into a family environment for upbringing has been studied. The main directions of the spread of family forms of education in Ukraine are given. The problem of raising orphans who are in state care institutions and the need to introduce innovative approaches to provide professional help to orphans based on scientifically based concepts of education are updated. An overview of scientific research by modern scientists is presented, which highlight the historical aspects of the problem of guardianship and education of orphans in educational institutions in Ukraine. Officially recognized forms of family upbringing of orphans and children deprived of parental care are considered.
Стаття присвячена виявленню ролі інтуїції у процесі духовного пробудження особистості. Духовно пробуджена людина – це активно діюча інформаційно-енергетична одиниця Всесвіту, через яку транслюються духовні космічні енергії, і призначення якої – одухотворяти світ. Автор пов’язує духовне пробудження з рівнем духовно-інтуїтивного розвитку особистості, оскільки інтуїція є джерелом цього процесу. Представлено авторське визначення інтуїції, яка трактується як особливий психічний стан високодуховної людини, при якому вона усвідомлено вступає в інформаційно-енергетичну взаємодію з будь-яким об’єктом універсуму, Духовного світу, що і надає можливість особистості бути провідником і носієм духовних знань. Виділено характерні ознаки пробудженої людини з духовно-інтуїтивним рівнем свідомості: витончена і чутлива нервова система, завдяки якій вона стає сприйнятливою як до високих духовних вібрацій Духовного Світу, так і інформаційно-енергетичних вібрацій усіх форм життя на Землі; відкритість до світу, самодостатність, почуття власної гідності, стан внутрішньої гармонії, миру з собою і природним та соціальним довкіллям, інформаційно-енергетична співзвучність та гармонійна взаємодія з космопланетарним світом, здатність перетворювати дійсність на творчих засадах; розуміння свого призначення, покликання, місії; духовна цілісність особистості: відсутність розбіжності між ідеалами, цінностями та власною поведінкою і вчинками; усвідомлена стала самодисципліна, здатність підпорядковувати своє життя вищим духовним цілям; внутрішня потреба, життєва необхідність до творчого самовираження, самореалізації, що стає найважливішою цінністю і сенсом її життя; усвідомлене прагнення бути творцем (автором) власної долі.
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