Сибирский федеральный университет

Тип публикации: статья из журнала

Год издания: 2018

Идентификатор DOI: 10.15293/2226-3365.1802.03

Ключевые слова: адаптивность, социальная адаптация, мотивация, моральная нормативность, коммуникативные особенности, направленность, личностные психологические особенности, adaptability, social adaptation, motivation, moral normativity, communicative features, directivity, personal psychological features, Epsilon near zero material, Nanocomposite, Photonic crystal, Tamm plasmon polariton

Аннотация: Проблема и цель. Условия обучения в вузе требуют от учащихся студентов чрезмерного напряжения, включают ряд психогенных факторов, усложняющих процессы адаптации, обучения, воспитания, развития. Это влечет за собой последствия, которые могут отразиться на качестве образовательного процесса и его результативности. Успешность преодоления этих трудностей во многом зависит от уровня развития внутренних адаптационных возможностей и ресурсов, мотивационной сферы и других личностных особенностей студентов. Цель исследования заключается в определении уровня развития адаптационного потенциала и выявлении психологических особенностей студентов 1-3 курсов вуза. Методология. Теоретические подходы и положения отечественной и зарубежной психологии, особенно: целостный подход к изучению человека в системе его связей с миром Б. Г. Ананьева; структурный подход в рассмотрении личностных черт; принцип единства сознания и деятельности А. Н. Леонтьева; положения деятельностного подхода Ф. Б. Березина, В. А. Петровского, Г. Хартмана. Для проведения исследования психологических особенностей студентов был использован психодиагностический комплекс: тест-опросник Г. Айзенка (EPI), методика «Мотивация обучения в вузе» Т. И. Ильиной, методика «Изучение мотивов учебной деятельности студентов» А. А. Реана и В. А. Якунина, ориентационная анкета «Направленность личности» Б. Баса, многоуровневый личностный опросник «Адаптивность» (МЛО-AM) А. Г. Маклакова и С. В. Чермянина. Результаты. Авторами проведено исследование личностных особенностей студентов 1-3 курсов. Выявлено, что на разных курсах уровень развития адаптационных ресурсов (адаптивность, нервно-психическая устойчивость, моральная нормативность, коммуникативные способности, мотивация, направленность личности на «дело») различается и выше у студентов старших курсов, что связано с завершением периода адаптации. Обосновывается целесообразность проведения исследования личностных социально-психологических особенностей студентов для своевременного оказания психологической помощи и поддержки в обучении, разработки индивидуальных траекторий социализации и адаптации студентов. Заключение. Предлагаются рекомендации для повышения адаптивных способностей учащихся. Introduction. University studies may lead to high levels of stress among undergraduate students, including a range of psychogenic factors which deteriorate the processes of adaptation, learning, and development. It entails consequences which affect quality and effectiveness of learning and teaching. The success of overcoming these difficulties largely depends on the level of internal adaptation capacities and resources, motivational and other personal characteristics of students. The purpose of this study is to identify the level of adaptive capacity and psychological characteristics in first to third year undergraduate students. Materials and Methods. The research is based on the following theoretical approaches and ideas of Russian and foreign psychology: a holistic approach to the study of man in the system interconnections with the world by B. Ananiev; structural approach in studying personality traits; principle of unity of consciousness and activity by A. Leontief, and the ideas of the activity approach by F. Berezin, V. Petrovsky, and G. Hartman. In order to conduct the study of students’ psychological characteristics, the authors employed the following psychodiagnostic complex: the Eysenck''s personality Inventory (EPI), T. Ilyina’s Motivation to studies in higher education institutions method, А. Reana and V. Yakunin’s method of Studying the motives of students'' academic activity, the orientation questionnaire Personality Direction by B. Bas, a multi-level personal questionnaire Adaptivity (MLO-AM) by A. Maklakov and S. Chermyanin. Results. The study of first to third year students’ personal characteristics showed that the level of adaptive resources (adaptability, neuropsychic stability, moral normativity, communicative skills, motivation, and person''s focus on "business") is higher among senior students. The increase in adaptive capacities takes place among second year students, which is associated with the completion of the adaptation period. By the beginning of the third year, the process of adaptation is coming to an end, which is confirmed by the data on a sharp increase in the number of students demonstrating high adaptive capacity. The significance of carrying out research on personal social and psychological characteristics of students and the need of providing psychological help and support in learning, development of individual trajectories of socialization and adaptation of students are substantiated. Conclusions. Recommendations are provided to enhance students’ adaptive capacities. Introduction. University studies may lead to high levels of stress among undergraduate students, including a range of psychogenic factors which deteriorate the processes of adaptation, learning, and development. It entails consequences which affect quality and effectiveness of learning and teaching. The success of overcoming these difficulties largely depends on the level of internal adaptation capacities and resources, motivational and other personal characteristics of students. The purpose of this study is to identify the level of adaptive capacity and psychological characteristics in first to third year undergraduate students. Materials and Methods. The research is based on the following theoretical approaches and ideas of Russian and foreign psychology: a holistic approach to the study of man in the system interconnections with the world by B. Ananiev; structural approach in studying personality traits; principle of unity of consciousness and activity by A. Leontief, and the ideas of the activity approach by F. Berezin, V. Petrovsky, and G. Hartman. In order to conduct the study of students’ psychological characteristics, the authors employed the following psychodiagnostic complex: the Eysenck's personality Inventory (EPI), T. Ilyina’s Motivation to studies in higher education institutions method, А. Reana and V. Yakunin’s method of Studying the motives of students' academic activity, the orientation questionnaire Personality Direction by B. Bas, a multi-level personal questionnaire Adaptivity (MLO-AM) by A. Maklakov and S. Chermyanin. Results. The study of first to third year students’ personal characteristics showed that the level of adaptive resources (adaptability, neuropsychic stability, moral normativity, communicative skills, motivation, and person's focus on "business") is higher among senior students. The increase in adaptive capacities takes place among second year students, which is associated with the completion of the adaptation period. By the beginning of the third year, the process of adaptation is coming to an end, which is confirmed by the data on a sharp increase in the number of students demonstrating high adaptive capacity. The significance of carrying out research on personal social and psychological characteristics of students and the need of providing psychological help and support in learning, development of individual trajectories of socialization and adaptation of students are substantiated. Conclusions. Recommendations are provided to enhance students’ adaptive capacities. © 2011–2018 NSPU Bulletin The spectral properties of a one-dimensional photonic crystal bounded by a resonant absorbing nanocomposite layer with the near-zero permittivity have been studied. The problem of calculating the transmittance, reflectance, and absorptance spectra of such structures at the normal and oblique incidence of light has been solved. It is shown that, depending on the permittivity sign near zero, the nanocomposite is characterized by either metallic or dielectric properties. The possibility of simultaneous formation of the Tamm plasmon polariton at the photonic crystal/metallic nanocomposite interface and the localized state similar to the defect mode with the field intensity maximum inside the dielectric nanocomposite layer is demonstrated. Specific features of field localization at the Tamm plasmon polariton and defect mode frequencies are analyzed. © 2018 by the authors.

Журнал: ВЕСТНИК НОВОСИБИРСКОГО ГОСУДАРСТВЕННОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА

Выпуск журнала: Т. 8, № 2

Номера страниц: 43-61

Издатель: Новосибирский государственный педагогический университет (Новосибирск)

• Ростовцева Марина Викторовна (Сибирский федеральный университет)
• Шайдурова Ольга Валерьевна (Сибирский федеральный университет)
• Гончаревич Наталья Алексеевна (Сибирский федеральный университет)
• Ковалевич Игорь Анатольевич (Сибирский федеральный университет)
• Кудашов Вячеслав Иванович (Сибирский федеральный университет)

• Scopus
• Ядро РИНЦ (eLIBRARY.RU)