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Regular version of the site
Of all publications in the section: 183
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Article
Улановский А. М. Вопросы психологии. 2010. № 2.
Added: May 14, 2010
Article
Иванова Н. Л., Мазилова Г. Б. Вопросы психологии. 2008. № 2. С. 83-94.
Added: Nov 13, 2008
Article
Гулевич О. А., Онучин А. Н. Вопросы психологии. 2002. № 3. С. 53-67.
Added: Oct 1, 2012
Article
Володарская Е. А. Вопросы психологии. 2011. № 11. С. 100-114.
Added: Jan 10, 2012
Article
Петровский В. А., Черепанова Е. Вопросы психологии. 1987. № 5.
Added: Nov 10, 2010
Article
Гордеева Т. О., Сычев О. А., Шепелева Е. Вопросы психологии. 2015. № 1. С. 15-26.

This ongoing investigation was concerned with  the problem of intellectual and motivational predictors of  academic achievement in secondary and high school students. The study used a battery of tests, including IQ, intrinsic and extrinsic motivational variables and coping strategies (N=420, 6-11th grades). It was shown that intelligence is  a necessary condition of the academic achievement while motivation (namely intrinsic and autonomous motivation) is  a driving force which provides an effective usage of intelligence and can compensate its insufficiency. The analysis of four groups differing in IQ and academic achievement allowed to analyze groups with an ambiguous relation of these two variables. It is shown that successful schoolchildren with relatively low intelligence (using Raven’s Matrices) more rarely use ineffective coping strategies in learning activity, such as inaction, denial, indirect activity, and antisocial activity and more often apply the strategy of active coping, trying to handle difficult situations on their own. Conclusions are made for educational practice which are based on the obtained results and take into account the complicated relationship between IQ and academic success in its own turn determined by the level of difficulty of learning activity, intrinsic motivation and productive coping strategies.

Added: Dec 26, 2014
Article
Лажинцева Е. М., Бочавер А. А. Вопросы психологии. 2015. № 4. С. 49-58.
Added: Feb 9, 2016
Article
Новикова Е. Ю., Петровский В. А. Вопросы психологии. 1990. № 3.
Added: Nov 10, 2010
Article
Тюменева Ю. А. Вопросы психологии. 2015. № 2. С. 21-31.

PISA results show that math problems with everyday context are typically difficult for Russian students. Are these difficulties caused either by exactly everyday context or by lack of some general problem solving skills required when solving unusual contextual problems? In a qualitative study we analyzed mistakes of  8-10-graders (n=60) and showed that a minor part of their mistakes was due to requirements to make math model that are specific requirements of contextual problems. Vast majority of mistakes was due to general problem skills such as visual representation skills, monitoring of solving process, validating of decision.

Added: Apr 16, 2015
Article
Зинченко В. П. Вопросы психологии. 2012. № 6. С. 133-148.
Added: Jan 25, 2013
Article
Карпова Н. Л., Данина М. М., Кисельникова Н. В. и др. Вопросы психологии. 2011. № 4. С. 87-97.
Added: Dec 24, 2014
Article
Роджерс К. Вопросы психологии. 2012. № 6. С. 70-81.
Added: Oct 24, 2010
Article
Роджерс К. Вопросы психологии. 2001. № 2. С. 48-58.
Added: Apr 23, 2013
Article
Улановский А. М. Вопросы психологии. 2009. № 2. С. 35-45.
Added: Oct 31, 2009
Article
Котов А. А., Котова Т. Н. Вопросы психологии. 2017. № 2. С. 109-120.
Added: Oct 11, 2017