Analysis of Russians’ Views on Personal Qualities as a Basis for Prosocial Safe Behavior Factors’ Identification

Kislyakov, Pavel A.; Shmeleva, Elena A.

doi:10.2174/1874350102013010040

Cited by 3 publications

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“…Восприятие риска является социокультурным феноменом: на него влияет структура взаимодействия между людьми и возникающие в результате мировоззрение [38,39]. В провинциальном городе люде более включены в межличностные отношения, они в большей степени идентифицируют себя с социально-территориальной общностью и демонстрируют просоциальное поведение [40]. В связи с этим студентов ивановских вузов в большей степени по сравнению с московскими студентами тревожат новости об эпидемиологической угрозе COVID-19 (U = 2267,5, p = 0,035), они в большей степени стараются быть в курсе новостей о развитии пандемии (U = 2067,5, p = 0,003) и пересылают своим близким и знакомым значимую информацию о COVID-19 (U = 2222,5, p = 0,022).…”

Section: результаты исследования и их обсуждениеunclassified

Psychological resistance of student youth to information stress in the COVID-19 pandemic

Kislyakov¹

2020

P Sci Edu

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Introduction. Self-isolation, accompanied by intensive inclusion in the digital information environment, has led to a deterioration in students’ psychological well-being and the emergence of information stress. Information stress is associated with the compulsive use of social networks, viewing aggressive news content, disseminating misinformation. The purpose of the study was to study the features of information behavior, psychological stability and ways to cope with information stress for Russian students during the COVID-19 pandemic. Study participants and methods. The sample consisted of 218 students from Moscow and Ivanovo aged 18 to 26 (M=19.5) (33% men, 67% women). A specially developed questionnaire was used to identify the features of students’ information behavior during the COVID-19 pandemic; to assess psychological stability and determine coping strategies in conditions of information stress, the methodology “Questionnaire of Coping Methods” (QCM) was used (R. Lazarus, S. Folkman, in Russian-language adaptation by T.L. Kryukova, E.V. Kuftyak, M.S. Zamyshlyaeva). Results and scientific novelty. The cluster analysis allowed identifying four types of students’ information behavior during the COVID-19 pandemic: phobic (20%), cognitive (45%), nihilistic (20%) and circulating behavior (15%). To a greater extent, in order to cope with information stress during the COVID-19 pandemic, student youth use constructive coping strategies for planning (xave = 58.5±21.7), positive reassessment (xave = 51.9±19.3), self-control (xave = 47.5±17.8), characterized by a purposeful analysis of the situation and possible behavior options, including the determination of personal development directions. Besides, a significant part of students resort to the use of destructive coping strategies of avoidance, confrontation, distancing, caused by negative experiences, leading to the circulation of unofficial information about the pandemic. Half of the respondents need social support. The regression analysis made it possible to identify predictors of psychological resistance (coping strategies) to information stress during the COVID-19 pandemic. Practical significance. The identified types of information behavior can be used in educational work with students and their psychological support in order to personalize the communicative impact, as well as in the monitoring system of students’ psychological state and their perception of risks, the level of awareness and trust in the information received, the adoption of established rules and the willingness to follow them.

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Section: результаты исследования и их обсуждениеunclassified

Psychological resistance of student youth to information stress in the COVID-19 pandemic

Kislyakov¹

2020

P Sci Edu

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Moral grounds and social norms of safe prosocial behaviour of young people

2020

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Introduction. In the current situation of socio-economic development and digitalisation of society, the question of moral standards is becoming particularly relevant. Individualism, values of self-actualisation, enrichment and autonomy are strengthened in the youth environment, and values of civic participation and moral identity are not developed. In this regard, prosocial attitudes aimed at providing selfless assistance to a person or society as a whole are popularised among young people at the state level.The aim of the present research is to identify the dominant moral grounds and norms of safe prosocial behaviour of young people.Methodology and research methods. The current research is based on the theory of moral grounds, the theory of social norms of prosocial behaviour, and the theory of social and psychological security. The following psychodiagnostic methods were applied: “Diagnostics of the Level of Moral and Ethical Responsibility of the Individual” (by I. G. Timoshchuk), “Moral Foundations Questionnaire” (by J. Haidt et al., in the adaptation of O. A. Sychev et al.); “Scale of Altruism” (by F. Rushton, in the adaptation of N. V. Kuhtova), “Social Norms of Prosocial Behaviour” (by I. A. Furmanov, N. V. Kuhtova). The obtained empirical data were processed using percentage analysis, the Kraskel-Wallace criterion, the Pearson correlation analysis, and linear regression analysis (the step method). Calculations were done employing the SPPS 22 statistical program package.Results and scientific novelty. The conducted research has shown that moral and ethical responsibility and prosociality among young people are formed at a sufficient level. The norms of care, justice, and social responsibility are the dominant moral grounds and norms of prosocial safe behaviour of young people. Despite the fact that assistance is mainly dictated by pragmatic motives, safe prosocial behaviour of young people is predicted by compliance with group rules and the absence of selfish expectations of reciprocity.Practical significance. The identified relationships allow for the prediction of the level of readiness of the individual to help and take care of the well-being of another person and society, depending on moral norms and norms of prosocial behaviour. In the process of personal and professional development and spiritual and moral development of young people, it is advisable to use situational modelling aimed at solving moral dilemmas and forming attitudes to prosocial behaviour within the framework of the humanities cycle.

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Types of subjective riskogenicity of students in the context of psychological resilience to the sociocultural risks of the educational environment

Gilemkhanova¹

2023

Pedagogical Review

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Актуальность исследования связана с участившимися случаями различных деструкций во взаимодействии между обучающимися (буллинг, кибербуллинг, аддиктивное поведение, вооруженные нападения), которые рассматриваются как варианты дезадаптации учащихся в результате глубоких социокультурных трансформаций в обществе. Представлена авторская классификация типов субъектной рискогенности учащихся на основе анализа их психологической устойчивости к социокультурным рискам образовательной среды школы и дано их описание в контексте личностных особенностей. Субъектная рискогенность учащихся рассмотрена с позиции проблем психологической устойчивости к социокультурным рискам образовательной среды, обуславливающих сложность взаимодействия в «субъектно-контекстной» системе образовательной среды. Показана авторская типология субъектной рискогенности учащихся: уязвимый, дезинтегрированный, дезадаптивный, аутизированный, адаптивный. Описана специфика личностных особенностей учащихся в зависимости от типа их субъектной рискогенности. Подтвердилась гипотеза о том, что учащиеся с проблемами психологической устойчивости, составляющие определенный тип рискогенности (аутизированный, дезинтегрированный, дезадаптивный, уязвимый), в отличие от адаптивного типа, имеют характерные личностные особенности, обуславливающие сложность взаимодействия в «субъектно-контекстной» системе образовательной среды. Дезадаптивный тип отличает нетерпеливость и стремление доминировать. Дезинтегрированный тип характеризует социальная смелость и сниженная чувствительность к угрозам. Уязвимый тип характеризуется депрессивностью, беспокойством, чувствительностью к приятию в референтной группе, повышенной фрустрированностью, а аутизированный тип учащихся – сниженными ответственностью, решительностью и самоконтролем. Таким образом, выявление типа субъектной рискогенности учащихся открывает возможность для индивидуализации образовательного процесса и проведения своевременных профилактических мероприятий по предупреждению социально-психологической дезадаптации детей и подростков. The relevance of the study is related to the increasing cases of various destructions in the interaction between students (bullying, cyberbullying, addictive behavior, armed attacks), which are considered as variants of students’ maladjustment as a result of deep sociocultural transformations in society. The purpose of the study is to present the author’s classification of the types of subjective riskiness of students based on the analysis of their psychological resistance to the socio-cultural risks of the educational environment of the school and to describe them in the context of personal characteristics. The study sample consisted of 3232 students of secondary schools of the Republic of Tatarstan aged 12 to 16 years. Students who voluntarily agreed to take part in the study filled out in writing a bound questionnaire, which included the author’s methodology “Index of socio-cultural safety of a schoolchild” and “R. Cattell’s 14-factor personality questionnaire”. The study was conducted anonymously, the respondents were required to indicate their age and gender. Statistical research methods are cluster analysis, comparative analysis (Student’s t-test), descriptive statistics. The subjective riskogenicity of students is considered from the standpoint of the problems of psychological resistance to the sociocultural risks of the educational environment, which determine the complexity of interaction in the “subject-contextual” system of the educational environment. The author’s typology of subjective riskiness of students is presented: vulnerable type, disintegrated type, maladaptive type, autistic type, adaptive type. The specifics of students’ personal characteristics are described depending on the type of their subjective riskiness. Conclusions: the hypothesis was confirmed that students with problems of psychological stability, constituting a certain type of riskiness (autistic type, disintegrated type, maladaptive type, vulnerable type), in contrast to the adaptive type, have characteristic personality traits that cause the complexity of interaction in the “subjectively -contextual” system of the educational environment. The maladaptive type is distinguished by impatience and the desire to dominate. The disintegrated type characterizes social courage and reduced sensitivity to threats. The vulnerable type is characterized by depression, anxiety, sensitivity to acceptance in the reference group, increased frustration, and the autistic type of students is characterized by reduced responsibility, determination and self-control. Practical application of the results. Identification of the type of subjective riskiness of students opens up the possibility for the individualization of the educational process and the implementation of timely preventive measures to prevent the socio-psychological maladjustment of children and adolescents.

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Analysis of Russians’ Views on Personal Qualities as a Basis for Prosocial Safe Behavior Factors’ Identification

Cited by 3 publications

References 38 publications

Psychological resistance of student youth to information stress in the COVID-19 pandemic

Psychological resistance of student youth to information stress in the COVID-19 pandemic

Moral grounds and social norms of safe prosocial behaviour of young people

Types of subjective riskogenicity of students in the context of psychological resilience to the sociocultural risks of the educational environment

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