This study presents a comprehensive analysis and classification of existing theoretical approaches for conceptualization of academic dishonesty that has helped to understand the reasons and socio-psychological mechanisms for dishonest behaviour. This paper also considers practical methods of how to combat student dishonesty that were proposed based on the results of empirical studies. According to the proposed methods, theories can be divided into two groups. The first group includes theories that provide preventing methods of student academic dishonesty for faculty members. The second group of theories provides ways for preventing academic cheating at the university level. Based on the systematization of theories, additional methods have been proposed to combat dishonest behavior, which can be useful for both teachers and researchers of academic dishonesty.
In pedagogy songs have long been treated as an effective tool to raise motivation and memory. The article highlights the options for working with authentic French songs in a language classroom to reveal their potential for forming and developing the linguistic competence. To achieve this goal the authors consider the set of songs correlating with the curriculum, offer a system of exercises and tasks to develop linguistic competence and discuss the results of the experimental study demonstrating the efficacy of using French songs for certain teaching purposes.
An experiment was conducted with the participation of students (51 people) studying a second foreign language with the level of A1 and A2 training, in order to establish criteria for authenticity and design of additional texts necessary for the formation of reading skills. The criteria for selecting texts are as follows: texts must be written by a native speaker for native speakers; at the initial stage of learning a foreign language, the reading time of the text should not exceed 4 minutes with its volume up to 1500–1700 characters; for students with a level of A1 training, the most acceptable texts are short and clearly authentic texts with a clear storyline and paragraphs such as messages, emails and blogs; for students with a level of A2 training, texts should contain more complex information – articles, guides, stories, fairy tales with mandatory illustrative support of communicative and dynamic character.
Professional activities of a university instructor are multifaceted though not comprehensively examined yet. Competency indicators for instructors’ performance and the indicators of teaching excellency are still to be identified. This study aims to reveal and compare the competencies students from two Russian universities of different types characterise their best instructors with. The research included the design and validation of a survey, data collection at a classical and a research university, quantitative and qualitative data analysis. As a result, subject knowledge and teaching skills constitute the core competencies. In addition, students attribute high value to the abilities to motivate and engage students, consider their needs and build rapport with the learners, assess them objectively. The students of the research university accentuate the competence and the broad outlook of their best instructors, whereas the students of the classical university highlight the student-centered approach to teaching.
The authors review and analyze scholarly publications on the topic of student-faculty communication outside the classroom. In the paper, the historical and theoretical background of the phenomenon of student-faculty interaction is presented; on this basis, various types of such communication are identified and described. The authors examine how out-of-classroom interaction influences the participants of this process, which factors and characteristics determine its types and intensity. The issues related to the perception of this type of contact by students and teachers are also highlighted in the paper, and the importance to realize its complexity and multidimensionality is emphasized.
Several approaches to the study of examination stress in students are analyzed, summarized and presented in this article. According to these approaches, examination stress is studied either as a situation that leads to negative physiological and psychological manifestations, or as one of the components of a stressful life associated with the presence of maladjustment of a student in the educational environment of the university as a whole, or, finally, as a test situation requiring from a student increased self-control, activation of communicative and intellectual and other resources. The proposition is to develop new methods for assessing students' knowledge, such as organizing special psychological services and classrooms in the university environment, or to include in educational programs as basic various disciplines for teaching students effective coping strategies, methods of autogenic training, self-instruction, neuromuscular relaxation, and etc. as recommendations for effective assistance to students in a situation of exam stress.
The necessity and acceptability of sex education has remained a controversial issue for many years and does not have a unified solution and a right standard even in those countries, where sex education is a part of the compulsory school curriculum. Even in the absence of special training and fixed standards teachers of some school subjects face issues related to sex education in their professional practice almost every day. This study examines current discussion strategies on topics related to sexual education at school lessons in Russia, as well as tactics used when answering questions related to such topics, in case teachers witness situations with such implications. The paper has a high-quality design and is based on data from in-depth interviews with 23 teachers from 7 regions of the European part of Russia. The sample includes teachers of Biology, Literature, Social Studies and Physical Education who frequently encounter issues of sex education in their subject area.
Objective of the article is to study the features of psychological well-being and its impact on the readiness of university professors for organizational changes. The study involved 101 university professors (12.9% of men, 87.1% of women) in the field of management, economics, psychology, law from Russian Federation. The age of respondents is 22-62 years.«Readiness for organizational changes» (D. Holt), «Psychological well-being» (K. Riff), author's questionnaire for studying the attitude of University professors to implementation of organizational changes. The results of the study show a high level of awareness of professors of the upcoming changes: 92% of respondents understand the content and essence of the changes. The attitude towards change is rather negative (80.2% of professors have a negative attitude). About a third of teachers (28.7%) do not want to participate and support innovations, and 27.7% take a neutral position on this issue. At the same time, the level of own knowledge for the introduction of innovations is assessed by teachers as more than sufficient (only 7.9-12.9% are not confident in their abilities to provide innovations). Personal attitude to innovations directly depends on the level of psychological well-being of the professors. The study showed a link between the level of psychological well-being and the readiness for organizational change. The level of psychological well-being can act as a predictor of the readiness for innovation.
The goal of the paper was twofold. First, we intended to show that a prevalent approach to assessing domain-specific interests and attitudes through generalized items (I like math) has serious flaws, especially when applying to children in largescale surveys. We demonstrated these flaws with the Scale of attitudes to the math used in Trends in International Mathematics and Science Study (TIMSS). Second, we showed an alternative approach to assessing interests through behaviorally anchored items developed in the framework of the interest development theory. The new Math Interest Behavioral Indicators Scale (MIBI) proved not only excellent psychometric characteristics, but it also discriminated children who were from advanced math programs and who were not, what the TIMSS scale did not do. The importance of theory for scale development is discussed.
This article presents the results of an empirical study on the self-efficacy of students in conditions of examination stress. 98 students acted as respondents, divided in equal proportions by gender, in the age category of 20–25 years old, during the situation of taking summer semester exams. The hypothesis that the level of exam stress is inversely proportional to the severity of student selfefficacy was confirmed by the research. The influence of each of the components of self-efficacy on the level of development of examination stress was brought to light, and the significance of each component in the structure of selfefficacy of students under conditions of examination stress was determined. It turned out that the emotional component in the structure of self-efficacy has the greatest significance for exam stress, while the cognitive, conative and behavioral components have a weak effect.
The main aim of the study was to assess the relationship between teachers’ experience, teachers’ beliefs and academic achievement of fourth graders. Academic achievement was measured using the SAM test (Student's Achievement Monitoring), which was based on the three-stage model of development of educational and subject competences. The analysis showed that students who were taught by teachers with experience of more than 30 years, demonstrated a higher achievement in both language and mathematics. It was also confirmed that constructivism beliefs were positively associated with the probability that students could achieve the highest level of academic and subject-specific competences.
The article discusses the development of emotional intelligence of HR- managers. Experience of organization of network interaction of the Department of Organizational Psychology of "Higher School of Economics" in Nizhny Novgorod and HR’s as a way of development of emotional intelligence in students studying at specialization "Human resource management" is presented. The need for cooperation in order to develop emotional intelligence of students on the basis of network interaction is due to the relevance of practical vocational training, combining the resources of partners, expanding their capabilities. The directions, tasks, forms of network interaction, necessary resources, as well as roles implemented by partners are presented. The article draws attention to the importance of creating conditions for interdisciplinary communication in the process of training, "leaving" the main and secondary forms of training for the development of emotional intelligence, the development of a generalizing independent course "Emotional intelligence in business".
The article is focused on the use of information and communication technologies in teaching university students. The main objective of teaching a foreign language is the formation of foreign language communicative competence, for which a discourse component is an integral part including productive speech activity (speaking and writing) and receptive speech activity (reading and listening). The author investigates which didactic potential of ICT is used.
In recent years, strategies for building a dialogue with a student within distance educational resources have increasingly attracted the attention of linguists, but the features of communication with students in automatically verified learning systems designed for children still remain outside the scope of analytical comprehension. The goal of the article is to propose criteria for classifying messages that a child receives on the site, and to identify more and less effective communication strategies with the user, adopted by various educational platforms. Among the most significant parameters for evaluating a text addressed to a student there is the presence of images of a teacher and “classmates” in them; providing an opportunity for the student to reflect on the learning process; labeling information in accordance with the level of its significance; variety of assignment types, and allowing you to choose the style of instruction that matches your learning style. Having considered in accordance with these characteristics a number of English and Russian-language resources teaching children their native language, we have compiled a list of discourse strategies, using which the creators of children’s websites can increase the effectiveness of learning.