Agriculture faculty students’ meanings translation in conditions of the development of communicative competence

Suroedova, Elena; Tushnova, Yulya; Belousova, Ekaterina

doi:10.1051/e3sconf/202017515028

Cited by 11 publications

(11 citation statements)

References 11 publications

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“…The fears of adult respondents of the "Transition" generation are associated in our study with the loss of meaning in some aspects of life, the loss of feelings, and the destruction of relationships with others [36,37]. This is combined with a study by Volková, Dušková (2015), which showed that for adults, partner-related fears and employment-related fears can be typical.…”

Section: Discussionsupporting

confidence: 57%

Value-driven fears of modern information generations

Pishchik

2021

E3S Web Conf.

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Today, the problem of formation and life of generations is becoming very relevant. Many researchers in different countries note that representatives of the information younger generations have an increased risk of depression, anxiety and fears. In the study, we note the manifestations of modernity: transitivity of society, fluidity, “uncertainty” and etc. In this regard, young people face fluid socialization, a delay in the period of growing up and excessive parental care. There is a tendency of replacement of real contacts of young people with virtual ones, which can increase the level of anxiety. The trends of changing values in Russia in the direction of survival established earlier by Inglehart and Baker (2000) may have different prospects today. Some researchers show a high level of anxiety among young Russians. The situation with COVID-19 may aggravate these manifestations. Illusory correlations, false representations in the beliefs of young people also increase social anxiety. These realities determined the purpose of the study: to determine the value bases of young generations fears of the modern South of Russia. The sample included: schoolchildren (born in 2004-2005) - 150 people, schoolchildren of the 9th grade and 10th grade, information generation (born in 1995-1999) - 210 people, students, young workers, transition generation (born in 1965-1982) - 245 people, working adults of Rostov-on-Don. We used the following techniques: values were measured by S. Schwartz method, to determine fears we used the V. Pishchik method of determining values through actualized fears. The results of the study showed that the values of preservation and self-affirmation are more pronounced in the “Transition” and “Information” generations. The values of transcendence are expressed in all the studied generations with a greater extent in the “New” generation. The loss of culture scares the “Transitional” generation, the loss of oneself scares the “Information” generation, the information overload scares the “New” generation. We defined the value bases of the fears of the young generations of the modern South of Russia.

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Section: Discussionsupporting

confidence: 57%

Value-driven fears of modern information generations

Pishchik

2021

E3S Web Conf.

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“…Generations X and Y were formed in the information age [15], so they have many similar mental formations [16,23,24]. Hence, behavior models can be transferred not only by the 210, 20007 (2020) E3S Web of Conferences ITSE-2020 https://doi.org/10.1051/e3sconf/202021020007 family, but for example, by mass media that can offer a repertoire of life scenarios.…”

Section: Discussionmentioning

confidence: 99%

Features of the mentality of generations X, Y, Z

Pishchik

2020

E3S Web Conf.

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The article presents a comparative study of the mentality of generations X, Y, Z. The following approaches to the study of mentality are considered: historical, psychogenetic, psycho-physiological, socio-cultural, informational. The socio-psychological approach is recognized as the most significant in comparative research of generations. Generations are carriers of a unique mentality. We have identified four types of mentality: traditional, transitional, innovative, and post-innovative. The structure of the mentality includes: archetypes, image of the world, way of life, styles of thinking, relationships, and interaction of generations. We assume that statistical differences will be found in the components of the mentality of generations. the study involved: 150 schoolchildren from the city of Azov; 210 students and young workers; and 245 working adults from the city of Rostov-on-Don. We used techniques: technique of generational identity; the technique determined the type of mentality. The results showed that mature people identified with the transition generation, students with the information generation, and schoolchildren with the new generation. In the mentality of the transitional generation, archetypes, relationships are traditional; the image of the world, the style of thinking and interaction are in innovation. In the mentality of the information generation, archetypes, image of the world, lifestyle and interaction are in the innovation zone; style of thinking and attitudes in the post-innovation zone. In the mentality of the new generation, the image of the world, lifestyle, style of thinking, interaction are in the innovation zone; archetypes in the transition zone, and relationships in the tradition.

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“…Features of the formation of the ability to transfer meanings in students of different courses in the educational process are considered in the works of Suroedova E., Tushnova Yu. and Belousova E. And it was found that students of the third year have the highest indicators of communicative competence and verbal activity [22]. In the works of Nikolenko O., Zheldochenko L. and Lomova N. [23], the role of semantic organization of the educational process in the formation of students ' values is shown.…”

Section: Introductionmentioning

confidence: 96%

Features of adaptation and adaptive capabilities of first-year students with different strategies for translating meanings

2020

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Successful adaptation of students to the University environment is a prerequisite for effective educational and professional activities and the formation of a professional personality. The article describes the study of adaptation and adaptive capabilities of students with different strategies for translating meanings, the relationship between verbal and non-verbal activity of students and their adaptation to higher education, and adaptive capabilities. The sample was made up of the first year students studying in the areas of Psychology and Linguistics. A total of 78 people participated in the study, including 56 girls, 22 boys aged 17-20 years (M=17.9; SD=0.58; 71.8% of girls). The following methods were used: survey-method "strategies of meaning transfer" by E. A. Suroedova, the method of "Adaptation of University students" by T. D. Dubovitskaya, A.V. Krylova, multi-level personality questionnaire (MLE) of "Adaptability" A. G. Maklakova and S. V. Chermiyanina; statistical methods (descriptive statistics, Mann Whitney U test, Kruskal-Wallis test, Wilcoxon Rank-Sum Test, Spearman rank correlation coefficient). The study established differences in the adaptation and adaptability of first-year students with different strategies of meaning transfer, and revealed the relationship with the adaptive capabilities of students and verbal activity. The results of the study can be useful for psychological services to help students adapt and develop communication skills, namely the ability to translate meanings, and researchers in the field of educational psychology.

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Agriculture faculty students’ meanings translation in conditions of the development of communicative competence

Cited by 11 publications

References 11 publications

Value-driven fears of modern information generations

Value-driven fears of modern information generations

Features of the mentality of generations X, Y, Z

Features of adaptation and adaptive capabilities of first-year students with different strategies for translating meanings

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