The article is devoted to the motivation to run or to end of young athletes career. This article describes the steps of sports career. "Sports Enjoyment" concept is considered as one of the motivating factors. In a sample of 225 athletes from 28 different sports, we tested the questionnaire "The Role of Enjoyment in the End of Sports Career" and identified factors associated with possible quiting the sport. This method provides information on the subjective reasons for retiring from the sport, which relate primarily to the loss of pleasure in sport activities. The study shows that сhildren aged 13-14 years old are ready to leave the sport on average 26% more than the beginners, or adult athletes. This method is aimed at forecasting the career of professional athlete, and therefore it seems so be useful to coachers and psychologists, as it can give them necessary information about the sportsman priorities he is guided when deciding whether to continue or end the sports careers.
The paper outlines main principles for constructing a new model (called activereflective) for pedagogical education (teacher preparation, development) in context of societal evolution and modernization of the country system of education. We search for optimal ways and means of development student’s personality through active immersion into practice. Practice, research, and academic study are considered as deeply intervened components of teacher-to-be professional development. Modern ICT environment is immanent for it. The first results of implementation of the model in Moscow State Pedagogical University in the framework of Federal Project of Modernization of Teacher Preparation are discussed briefly.
We present the results of testing the hypothesis about the influence of affective, cognitive and situational factors on decision-making. We describe an experiment in which the process of negotiating was modeled with the help of “Prisoners’ Dilemma” game theory. The study involved 150 subjects, 86 women and 64 men, mean age was 20.6 years. The results showed that positive emotions increase the likelihood of a decision in favor of a strategy of cooperation. With negative emotions, the opponents tend to choose a strategy of confrontation. In forming the effect of the disposition, aimed at the choice of cooperation strategy, the likelihood of a decision-making in accordance with this disposition increases. If time is short, the opponent chooses a strategy of confrontation. On the basis of these results a number of practical recommendations and a program of psychological training can be formulated.
The paper explores parental attitudes towards additional education basing on the materials of 20 interviews with parents of schoolchildren. We analyse the ideas about the value and objectives of additional education among parents in the context of three types of children’s involvement in additional education — high, flickering and low. We then discuss parental practices of control over children's education and of maintaining children's motivation and compare their views on the problems solved by different areas of activities (foreign languages, sports and dance, visual arts, revising the curriculum with the help of tutors, computer knowledge). Also, we focus on the strategies of "maximal" and "optimal" filling of out-of-school educational space that is common among parents of children with high involvement in additional education. The paper concludes with reflections on the significance of the family in the organization of the child’s educational space since the parents and other members of the family are the primary initiators, organizers, actors responsible for the child’s educational space.
The research is devoted to study of scientific schools in the regions of Russia. The purpose of the empirical study is to determine the factors that influence the preservation of theoretical assumptions and hypotheses of the «scientific school» by its graduates. The case of the U.V.Ulenkova science school is analyzed (Ulenkova science school offer a unique approach to psycho-diagnostics and correction of children with impaireds mental function). The research hypothesis is the assumption of high scientific productivity of those graduates of the scientific school who have retained the direction of the school's research.
In the process of research, a network of 42 graduates of the scientific school under study was reconstructed and indicators of their scientific effectiveness (including indicators of publication activity in the RICC) were collected.
It was revealed that the orientation toward studying the problems of children with impaireds mental function in researchers is closely related to the citation of the works of U.V. Ulenkova and other participants of the postgraduate network. But the preservation of the «scientific program» of the scientific leader is not typical for studied network of graduates. The article is declare important role of the postgraduate networks social capital: readiness for co-authorship, readiness to read and cite the work of other graduates of the post-graduate school positively correlate with all indicators of the level of scientific productivity of the studied network.
We present a review of foreign studies on the use of social networks in teaching practice. We provide the description of social media as a potential new resource, providing the organization of teacher-student interaction, group communication of students, increasing the involvement of students in the learning process. It is shown that social networking services are relevant to the teenagers request: the pursuit of intimate-personal communication. For the review were selected publications about social networking in education over the past 3 years, satisfying the criteria of describing the details of empirical research. Comparative analysis showed that social media are used in two main ways: 1) as support and operationalization of existing forms of educational work, and 2) to development of the learning process. We confirmed the presence of the «digital gap» between students and teachers that is not in favor of the latter: the described positive results are associated with a wide variety of activities of students, and negative - with low technological literacy and higher workload of teachers.
This paper discusses the outcome of the research that was conducted as part of the projects completed in the Centre for Leadership Development in Education, Institute of Education and Faculty of Business and Management, NRU HSE in 2017—2018.The research was carried out in two university cities of the Russian Federation — Moscow and Tomsk — and was based on Alan Rowe’s methodology. The target of the research is the decision-making styles applied by state-funded school principals. The research aims to establish trends in the employment policy in the two cities and claims that it is characterized by the ratio of the number of principles with a peculiar decision-making style to the total number of principles in the sample. The paper contains questionnaire data, focus-groups data and transcripts of interviews with principles and members of their management teams. The outcome correlates with the major structural and employment reforms that have been made in Moscow within the last 7 years.
Profiles of successful training in the framework of a separate basic discipline were investigated on the student sample (n = 150). The longitudinal and summary indicators of successful training were obtained using experts ratings and IRT-approach on the knowledge testing results that was carried out on the basis of student performance of closed and open tasks that require displaying academic intelligence, practical intelligence and creativity. Hierarchical linear models of growth curves of learning success demonstrated the heterogeneity of the dynamics of change in successful performance of various types of tasks. Four basic profiles of student successful training were obtained using the Q-factor analysis; each factor is characterized by a combination of strong and weak sides of the students. The similar lines of development – their consistent growth – of analytical and practical training success were shown in a small longitudinal study. Successful performance in open creative tasks has a fundamentally different dynamics: a creative usage of accumulated knowledge while working with unspecified material at first sharply decreases and then increases again towards the end of the training.
The development of Russian version of Huebner's Multidimensional Students’ Life Satisfaction Scale is described.