Psychological characteristics of ethnic groups in the South of Russia, diagnosed using the hand test

Abstract

The aim of the work was to compare the psychological characteristics obtained using the Hands Test in representatives of various ethnic groups living in the South of Russia. We used the Wagner Hand Test. The study was carried out on respondents aged 15-16 and 17-30 years old, living in the Rostov region, the republics of Karachay-Cherkessia, Kabardino-Balkaria, Crimea, Adygea. The total number of respondents was 689, of which 304 were men and 385 were women. As a result, data were obtained on sex differences in psychological characteristics identified using the hand test. Women were found to be more Affective than men. The age-related characteristics of the hand test indicators were also revealed in the groups of 15-16 years old and 17-30 years old. Comparison of age subgroups 15-16 and 17-30 years old showed that with age there is an increase in the severity of psychological traits of Direction, Communication, Active, the degree of personal Maladjustive and the sum of indicators of Aggressive and Direction, as well as the sum of indicators of Affection, Communication and Dependence. The manifestations of psychological characteristics are also determined by ethnicity, in particular, in terms of such indicators as Direction, the sum of indicators of Aggressive and Direction, the indicator of Activity, the total number of answers on the test and the total indicator of Aggressive.

Problems of competence-based learning in a digital environment

“…With the accumulation of large data sets generated in digital learning environments, statistical processing can be used, offering information about students' interactions with the system, which allows tracking and identifying the processes of students' independent learning [20,21]. New virtual learning environments include more spaces and practices, and assessment of student activities in digital learning environments has great potential for collaborative problem solving, and is also applicable to multimodal learning outcome analytics [22][23][24].…”