Formation of University Students’ Readiness for Parenthood

Biktagirova, Gulnara F.; Valeeva, Roza A.

doi:10.5539/res.v7n4p93

Cited by 12 publications

(9 citation statements)

References 3 publications

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“…In her work, Biktagirova and Valeeva (2015) note that the formation of students' readiness for family life is associated with the formation of their readiness for responsible parenthood. The study experimentally confirmed the effectiveness of the developed program "I am the Future Parent" for the formation of students' readiness for parenthood.…”

Section: Introductionmentioning

confidence: 99%

Troubled Adolescents Starting a Family: Ways to Support

Drozdikova-Zaripova¹,

Latypov²

2019

ARPHA Proceedings

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Readiness of young people for family life is a determining factor in the formation of a healthy nuclear family. Recently, the importance of the family institution has been actively promoted in our country, and special attention is paid to the troubled families and children at risk. This problem is particularly relevant for adolescents who are prone to troubled behavior, with a majority of them having gone traumatizing experience of family life. The basic theoretical and methodological procedures for facilitation of adolescents starting family life have been fully developed in the scientific literature. However, it is necessary to take into account the specifics of the adolescents' lifestyle, including the manifestation of various deviations. The latter has not yet been studied thoroughly enough in modern studies. The purpose of this study is to experimentally test the effectiveness of the developed pedagogical conditions for the formation of readiness of deviant behavior-prone (troubled) adolescents for family life. The main research methods are pedagogical experiment, monitoring, testing, conversation, and statistical methods for the processing of the research results. The experiment involved 188 adolescents, 68 of whom are prone to deviant behavior (32 -EG, 36 -CG). Our study participants are students of the Kazan schools located in the Republic of Tatarstan, aged 14-16. As a result of the introduction of the developed pedagogical conditions for the formation of readiness of deviationprone adolescents for family life, among the students of the experimental group demonstrated statistically relevant positive changes in three components of readiness for family life (cognitive, value-based and behavioral), the control group students showcased no significant changes for the given period of time. Piloted pedagogical conditions can be used by the comprehensive and specialized educational institutions in when working with students teachers, teachers and educational psychologists dealing with children at risk.Keywords: family life, readiness for family life, adolescents, deviant behavior, pedagogical conditions of readiness for family life. At present, in many countries, even in economically developed and stable states, there is an ongoing transformation of family values and traditional foundations. Rather serious changes are taking place in the family and marriage institution. The crisis of family is particularly evidenced by the decrease in the prestige of the family, degradation of the family lifestyle, lack of need to have children, an increase in domestic violence and number of divorces, as well as in growing share of alternative marriages and family relations.The relevance of the study is stemming from the increasing importance of the family institution for the stability of society and the state. An orderly family can be created only assuming a certain readiness of young people for family life. Pursuant thereto, there is undoubtedly a growing role of preparation of the younger generation for future family life, an...

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Section: Introductionmentioning

confidence: 99%

Troubled Adolescents Starting a Family: Ways to Support

Drozdikova-Zaripova¹,

Latypov²

2019

ARPHA Proceedings

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“…The issue connected with the coeducation of children with special educational needs and children without health problems has acquired more and more attention in the last few years and obtained the name inclusive. It is recognized by the world community as the most humane and efficient as it grants the right for education to everyone irrespective of compliance with or discrepancy to school system criteria; besides, it promotes the expansion of all children's personal opportunities; it helps to develop such qualities as humanity, tolerance, readiness to help (Rieser, 2013;Valeeva & Demakova, 2015;Biktagirova & Valeeva, 2015).…”

Section: Introductionmentioning

confidence: 99%

Historical and Theoretical Bases of Inclusive Education Development in Russia

Kirillova¹

2015

RES

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The study of historical and theoretical bases of inclusive education emergence and development in Russia is of great urgency caused by the necessity to improve the established educational system, to work out methods and forms of education, and to spread knowledge among learners. The goal of this work is to reveal historical and theoretical bases of inclusive education development in Russia, to formulate the prerequisites of new educational system emergence and development, to characterize the modern inclusive situation in the Russian Federation. The article presents the analysis of normative and legal documentation; there has been described the main conceptual ideas of inclusive training and revealed the essence and value of inclusive education for this country. The article is of certain value for students of higher educational institutions studying the course "Vocational (speech pathology) education", the training profile "Logopedics", "Psychology for Special Needs", and pedagogical sciences. The materials of the article may be included in lecture courses of corresponding academic disciplines, and in researches.

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“…These questions were investigated in the studies of Biktagirova (2013) and Biktagirova & Valeeva, (2015), Gasparyan (2009), Gurko (2003), Kharchev (2003, and others.…”

Section: Problem Statementmentioning

confidence: 99%

Dynamics Of Familistic Competence Changes Of Future Educational Psychologists

Murtazina¹

2017

European Proceedings of Social and Behavioural Sciences

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A university should become an important factor in the process of forming a new value system, that is why in university's educational process it is necessary to update the value of a family within such courses as "Psychology of Family and Family Relationships", "Family Pedagogy". The family component of professional psychological and pedagogical competence determines the direction of future educational psychologists' training based on a family values priority, priority of children upbringing and familyoriented lifestyle.To actualize the value of these disciplines means that a teacher transfers significant valuable knowledge, which helps the formation of student's value consciousness, value attitude, value behavior. This approach helps to ensure personal choice and appropriation of values and leading ideological ideas by students.The purpose of this study is to investigate the dynamics of changes of future educational psychologists' family-orientated competence development. The article presents the results of the research conducted in 2004-2005-2017. The article presents a substantial characteristics of future educational psychologists' family-orientated competence; reveals components and levels of family-orientated competence; represents the development of intellectual and psychological components of future educational psychologists' family-orientated competence.

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Formation of University Students’ Readiness for Parenthood

Cited by 12 publications

References 3 publications

Troubled Adolescents Starting a Family: Ways to Support

Troubled Adolescents Starting a Family: Ways to Support

Historical and Theoretical Bases of Inclusive Education Development in Russia

Dynamics Of Familistic Competence Changes Of Future Educational Psychologists

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