Role structure of adolescents in interpersonal interaction

Перевозкин, С. Б.; Andronnikova, Olga O.; Perevozkina, Yuliya

doi:10.15293/2226-3365.1801.02

Cited by 3 publications

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“…Methodological foundation of the research has been formed by: hermeneutical approach that considers upbringing as turning to subject's experience, their inner world, which manifests as an emotional experience (Senko, 2002); peculiarities of network structure of social interactions and their influence over functioning of adolescent informal organizations (Tamazian, 2010); theoretical-methodological approaches to the problem of forming emotional-sensual component responsible for adolescent's attitude towards family (Pozdniakova & Elkina, 2010;Craig, Powell, & Smyth, 2014;Lee, Bristow, Faircloth, & Macvarish, 2014); methodological comprehension of interaction as a phenomenon of pedagogical theory and that of practical activity of tertiary school, whose actualization provides creative way for personal development in education (Petrenko, 2008); analysis of adolescent role structures, characteristic of a generation growing up being involved in interpersonal interactions in the changing world (Perevozkin, Andronnikova, & Perevozkina, 2018); theoretical methodological approaches to resolving the issue of organizing schoolfamily interactions (Goshin & Mertsalova, 2018;Laktionova, 2018;Liubitskaia & Shakarova, 2018; Mikhailova ( https://doi. org/10.15405/epsbs.2019.12.04.116 Corresponding Author: Olga Elkina Selection and peer-review under…”

Section: Resultsmentioning

confidence: 99%

Enriching The Child-Parent Interaction Experience In The Context Of Multi-Level Education

Елькина¹

2019

The European Proceedings of Social and Behavioural Sciences

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Section: Resultsmentioning

confidence: 99%

Enriching The Child-Parent Interaction Experience In The Context Of Multi-Level Education

Елькина¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Thus, cadets with the role model 1 as a commander, which is characterized as the role of a leader, responsible and controlling (Perevozkina, 2019), show a democratic amnagement style when solving problems related to injuries of personnel in military professional activities. Military personnel with the dominance of this role model are able to coordinate and direct the activities of the team.…”

Section: Discussionmentioning

confidence: 99%

“…At the same time, any performance of the role is set not only by the situation, but also mediated by personal characteristics of the military personnel, which include knowledge, values, experience, needs, etc. (Perevozkina, 2019). Moreover, all of the above elements are included in the structure of the mental model (Badke-Schaub, 2007).…”

Section: Methodsmentioning

confidence: 99%

“…− Role model 3 (RM 3) -the role of a young man with a destructive orientation, characterized by the destruction of both himself and the social environment, having no moral and social foundations, he confronts the world around him while feeling alien to society (Perevozkina, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…In turn, M. Weber (Weber, 1990) understands a role as a pattern, an ideal model of behavior that represents a logical construct. Consequently, a role model is a certain pattern of behavior set by society, which has specific characteristics and includes public expectations (Perevozkina, 2019). A study of the role behavior of a junior commander, carried out by M. M. Tryagin (2011), showed that it is associated with a certain conflict.…”

Section: Introductionmentioning

confidence: 99%

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Особенности Стиля Руководства Курсантов В Зависимости От Выбранной Ролевой Модели Командира

Иванов,

Перевозкина,

Федоришин

2023

РПЖ

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Введение. Новизна исследования заключается в выявлении особенностей стиля руководства при выраженности различных ролевых моделей у командира, что обуславливает обеспечение безопасности и эффективности выполнения военно-профессиональных задач. Цель статьи предполагает определение эффективных ролевых моделей при решении военно-профессиональных задач. Методы. Исследование включало решение курсантами (N = 150, возрасте от 21 до 27 лет) 9 служебно-боевых задач, распределенных по трем блокам. В процессе решения вводной задачи курсанту необходимо было выбрать одну ролевую модель из 10 возможных, с которой он идентифицирует себя как командир. По каждому блоку выявлялись наиболее часто встречаемые ролевые модели командира у курсанта, которые и были представлены как доминирующие. Все курсанты прошли тестирование по опроснику «Стиль руководства» (А. Л. Журавлев) с использованием программы «Психолог-ВВ». Для установления зависимости стиля руководства от ведущей ролевой модели командира был проведен однофакторный дисперсионный анализ. Результаты. Было показано статистически значимое влияние выбранной ролевой модели командира авторитарного и либерального стиля руководства при выполнении задач, направленных на стабилизацию межличностных отношений в период организации служебно-боевой деятельности и принятие решения в нестандартной ситуации. Обсуждение результатов. Полученные результаты свидетельствуют о том, что курсанты, решая военно-профессиональные задачи, связанные с нормализацией межличностных отношений в период организации служебно-боевой деятельности, травматизмом личного состава и нестандартными ситуациями, выбирают в качестве роли командира преимущественно три ролевых модели командира, которым соответствуют: ролевая модель 1 с демократическим стилем руководства, ролевая модель 2 с авторитарным стилем руководства и ролевая модель 3, с двумя стилями руководства – активная и пассивная.

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Ethnicity as a factor in the subjective experience of loneliness in students

et al. 2023

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Introduction. The phenomenon of loneliness is multidimensional and ambiguous. Attitudes to loneliness are heterogeneous and mediated, among many factors, by cultural and ethnic features. Territorial proximity and historically conditioned relations and migrations of Ural-Siberian territories and Kazakhstan allow conducting intercultural and interethnic research. This research is devoted to the study of specifics of loneliness experience by first-year students – representatives of these nations. The problem of loneliness becomes especially urgent as a result of growth of anxious and depressive states, and sometimes suicidal and victim behaviour among first-year students.Aim. The aim of the current research is to identify ethnic aspects of the subjective experience of loneliness of first-year students studying in Russia and Kazakhstan. The research examines the specifics of experiencing loneliness by students of different ethnic backgrounds (Russians, Kazakhs), 197 students (119 males and 78 females).Research design. The research design involved the determination of loneliness factors for the entire empirical sample (factor analysis) with subsequent calculation of the values of the received factors for each respondent. Then students were compared separately for boys and girls of Kazakh and Russian ethnicity.Measurements. To conduct the research, the authors used a set of methods to study loneliness, Zung Self-Rating Depression Scale and a questionnaire to identify the level and nature of loneliness by G. R. Shagivaleeva.Results. The authors found that the component composition of loneliness can be represented by three factors: depressive experience of loneliness, positive experience of loneliness, experience of loneliness in interpersonal relationships. It was revealed that students of Kazakh ethnicity expressed a negative perception of loneliness (p = 0.007), actualising depressive tendencies. A positive experience of loneliness is more characteristic of girls than boys (p = 0.02). For girls of Kazakh ethnicity, separation from the parental family enhances the feeling of loneliness (p < 0.05).Scientific novelty. The presented research results confirm the multidimensional nature of the phenomenon of loneliness, which determines the ambiguity of attitudes towards it and gives special weight to the value attitude towards loneliness in culture. Differences in the experience of loneliness by students, due to the specifics of ethnic attitudes, are revealed. Theoretical significance of the study is determined by the identified regularities in the component composition of the experience of loneliness by students of two ethnic groups (Russians and Kazakhs), its content and gender-role specificity.Practical significance. Empirical data contribute to the understanding of the ethnic characteristics of students’ experiences of loneliness and can serve as the basis for the development of university programmes that enhance psychological well-being.

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Role structure of adolescents in interpersonal interaction

Cited by 3 publications

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Enriching The Child-Parent Interaction Experience In The Context Of Multi-Level Education

Enriching The Child-Parent Interaction Experience In The Context Of Multi-Level Education

Особенности Стиля Руководства Курсантов В Зависимости От Выбранной Ролевой Модели Командира

Ethnicity as a factor in the subjective experience of loneliness in students

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