Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)


For citation:

Kaptsov A. V., Matasova I. L., Shatalina M. A. Stability of the effect of the stress-resistance-developmental programme on the formation of students’ personal agency. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2022, vol. 11, iss. 1, pp. 4-15. DOI: 10.18500/2304-9790-2022-11-1-4-15

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
Full text:
(downloads: 169)
Language: 
Russian
Article type: 
Article
UDC: 
159.99

Stability of the effect of the stress-resistance-developmental programme on the formation of students’ personal agency

Autors: 
Kaptsov Alexander V., Samara branch of the State Autonomous educational institution of Moscow “Moscow City University”
Matasova Inna Leonidovna, Institute of Continuous Education of Moscow City University
Shatalina Maria A. , Samara branch of the State Autonomous educational institution of Moscow “Moscow City University”
Abstract: 

Defining psychological and pedagogical conditions of students’ personal agency development is still one of the challenging tasks of modern psychology. It is possible to consider the implementation of a developmental programme, which is aimed at the formation of students’ stress resistance, as the solution to this problem. The developmental programme should be aimed at reducing maladaptive stress reactions and it should also contribute to the development of students’ individual stress resisting strategy. The purpose of the research is to study the delayed eff ect of the developmental programme aimed at the formation of university students’ stress resistance. In the course of a quasi-experimental study, the authors have proved the hypothesis of a delayed eff ect of the developmental programme. The essence of the programme is to prevent and to reduce maladaptive stress reactions that contribute to the development of an individual stress resisting strategy of students majoring in psychology and pedagogy. Psychological characteristics (21 subjects, M = 20.1 years old, Sd = 0.41) have been monitored before the implementation of the programme, after its completion and 4.5 months later. The authors used the following methods to diagnose psychological characteristics: Questionnaire on the stages of the students’ personal agency development OSS-S4 (ОСС-С4) (A. V. Kaptsov, E. I. Kolesnikova), Questionnaire on the ways of performing learning actions OSS-SF3 (ОСС-СФ3) (A. V. Kaptsov, E. I. Kolesnikova), Emotional Creativity Questionnaire (R. J. Averill, adapted by T. V. Kornilova), Methodology of Life Orientations (SZhO) (D. A. Leontiev). The article presents the results of factorial and correlation analysis of diagnostic results. It also shows the effi ciency of students’ personal agency development by increasing their emotional creativity. The authors claim that participation of students in the developmental programme which is aimed at the formation of their emotional self-regulation has had a positive eff ect on the structural changes in the system of the personal agency development stages. The research revealed short-term changes in the intra-system correlation between the stages of the personal agency development and the ways of performing learning actions. The applied aspect of the study is determined by identifi cation of the positive impact of the stress resistance development on the structural changes in the system of students’ personal agency development stages.

Reference: 

 

  1. Savenysheva S. S. Emotional self-regulation: approaches to defi nition in foreign psychology. World of Science. Pedagogy and Psychology. 2019, vol. 7, no. 1. Available at: https://mirnauki.com/PDF/09PSMN119.pdf (accessed 10 November 2021) (in Russian). 
  2. Kosheleva A., Zaporozhets A., Abramyan L., Neverovich Ya., Strelkova L. Emocional’noe razvitie doshkol’nika. Posobie dlya vospitateley detskogo sada [Emotional Development of a Preschooler. Manual for Kindergarten Teachers]. Moscow, Prosveshchenie Publ., 1986. 176 p. (in Russian).
  3. Bozhovich L. I. Stages of personality formation in ontogenesis. Voprosy Psykhologii, 1978, no. 2, pp. 24−38 (in Russian). 
  4. Il′yin E. P. Emotsii i chuvstva [Emotions and Feelings]. St. Petersburg, Piter Publ., 2011. 75 2 p. (in Russian). 
  5. Izotova E. I. Dynamics of emotional development of modern preschoolers. The World of Psychology, 2015, no. 1 (81), pp. 65−76 (in Russian). 
  6. Morosanova V. I. Samoregulyatsiya i individual’nost’ cheloveka [Self-regulation and individuality]. Moscow, Nauka Publ., 2010. 519 p. (in Russian).
  7. Prokhorov A. O. Obraz psikhicheskogo sostoyaniya [The Image of the Mental State]. Moscow, Institute of Psychology RAS Publ., 2016. 245 p. (in Russian). 
  8. Dikaya L. G. Psikhicheskaya samoregulyatsiya funktsional’nogo sostoyaniya cheloveka (sistemnodeyatel’nostnyi podkhod) [Mental Self-Regulation of the Func tional Sate of a Person (System-Activity Approach)]. Moscow, Institute of Psychology RAS Publ., 2003. 318 p. (in Russian).
  9. Leonova A. B. Structural-integrative approach to the analysis of human functional states. Moscow University Psychology Bulletin, 2007, no. 1, pp. 87−103 (in Russian). 
  10. Sergienko E. A., Vilenskaya G. A. Behavior control is an integrative concept of mental regulation. In: Sergienko E. A., Zhuravlev A. L., eds. Razrabotka ponyatiy sovremennoy psikhologii [Development of Concepts of Modern Psychology]. Moscow, Institute of Psychology RAS Publ., 2018, pp. 343−378 (in Russian).
  11. Asmolov A. G., Burmenskaya, G. V., Volodarskaya I. A., Karabanova I. A., Salmina N. G., Molchanov S. V. Kak proektirovat’ universal’nye uchebnye deystviya v nachal’noy shkole: ot deystviya k mysli: posobie dlya uchitelya [How to Design Universal Instructional Activities in Primary School: From Action to Thought: A Guide for Teachers]. Moscow, Prosveshchenie Publ., 2011. 152 p. (in Russian). 
  12. Izard C. E. The Psychology of Emotions. New York, London, Plenum Press, 1991. 452 p. (Russ. ed.: Izard K. E. Psihologiya emotsiy. Moscow, St. Petersburg, Piter Publ., 2006. 460 p. (in Russian).
  13. Vilenskaya G. A. Emotional regulation: factors of development and forms of manifestation in behavior. Psychological Journal, 2020, vol. 41, no. 5, pp. 63–76 (in Russian). DOI: 10.31857/S020595920011083-7
  14. Thompson R. A. Emotion Regulation: A Theme in Search of Defi nition. Monographs of the Society for Research in Child Developmen, 1994, vol. 59, iss. 2–3, pp. 25–52. DOI: 10.1111/j.1540-5834.1994.tb01276.x 
  15. Gross J. J., Thompson R. A. Emotion Regulation: Conceptual Foundations. In: Gross J. J., ed. Handbook of Emotion Regulation. New York, Guilford Press, 2007, pp. 3–24. 
  16. Koole S. L. The psychology of emotion regulation: An integrative review. Cognition and Emotion, 2009, vol. 23, iss. 1, pp. 4–41. DOI: 10.1080/02699930802619031
  17. Gyurak A., Gross J. J., Etkin A. Explicit and implicit emotion regulation: a dual-process framework. Cognition and Emotion, 2011, vol. 25, iss. 3, pp. 400–412. DOI: 10.1080/02699931.2010.544160
  18. Vilenskaya G. A., Sergienko E. A. The role of temperament in the development of behavior regulation in infants. Psychological Journal, 2001, vol. 22, no. 3, pp. 68–85 (in Russian). 
  19. Rothbart M. K., Sheese B. E., Posner M. I. Temperament and emotion regulation. In: Gross J. J., ed. Handbook of Emotion Regulation. New York, Guilford Press, 2014, pp. 305–320. 
  20. Ochsner K. N., Gross J. J. The Neural Architecture of Emotion Regulation. Handbook of Emotion Regulation. New York, Guilford Press, 2007, pp. 87–109. 
  21. Mukhamedrakhimov R. F. Mat’ i mladenets: psikhologicheskoe vzaimodeystvie [Mother and Baby: Psychological Interaction]. Moscow, Rech Publ., 2003. 288 p. (in Russian). 
  22. Kopp C. B., Neufeld S. J. Emotional development during infancy. In: Davidson R. J., Scherer K. R., Goldsmith H. H., eds. Series in affective science. Handbook of affective sciences. Oxford, Oxford University Press, 2003, pp. 347–374.
  23. Bariola E., Hughes E. K., Gullone E. Relationships Between Parent and Child Emotion Regulation Strategy Use: A Brief Report. Journal of Child and Family Studies, 2012, vol. 21, no. 3, pp. 1–6. DOI: 10.1007/ s10826-011-9497-5 
  24. Cameron C. D., Payne B. K. Escaping Affect: How Motivated Emotion Regulation Creates Insensitivity to Mass Suffering. Journal of Personality and Social Psychology, 2011, vol. 100, no. 1, pp. 1–15. DOI: 10.1037/a0021643 
  25. Lyusin D. V. Modern concepts of emotional intelligence. In: Lyusin D. V., Ushakov D. V., eds. Social’nyi intellekt: Teoriya, izmerenie, issledovaniya [Social intelligence: Theory, measurement, research]. Moscow, Institute of Psychology RAS Publ., 2004, pp. 29–36 (in Russian). 
  26. Sergienko E. A. Emotional intelligence – concept development. In: Zhuravleva A. L., Sergienko E. A., Vilenskaya G. A., eds. Razrabotka ponyatiy v sovremennoy psikhologii [Concept Development in Modern Psychology]. Moscow, Institute of Psychology RAS Publ., 2019, vol. 2., pp. 201–254 (in Russian). 
  27. Mayer J., Caruso D., Salovey P. Emotional Intelligence Meets Traditional Standards for an Intelligence. Intelligence, 1999, vol. 27, iss. 4, pp. 267–298. DOI: 10.1016/S01602896(99)00016-1
  28. Peña-Sarrionandia A., Mikolajczak M., Gross J. J. Integrating emotion regulation and emotional intelligence traditions: A meta-analysis. Frontiers in Psychology, 2015, vol. 6, article 160. DOI: 10.3389/fpsyg.2015.00160 
  29. Rothermund K., Koole S. L. Three decades of Cognition & Emotion: A brief review of past highlights and future prospects. Cognition and Emotion, 2018, vol. 32, iss. 1, pp. 1–12. DOI: 10.1080/02699931.2018.1418197
  30. Averill J. R. Intelligence, emotion, and creativity: From trichotomy to trinity. In: Bar-On R., Parker D. A., eds. Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School, and in the Workplace. San Francisco, CA, Jossey-Bass, 2000, pp. 363–376. 
  31. Kornilova T. V., Shestova M. A., Kornilov S. A. Emotional Intelligence, Big Five Traits and Emotional Creativity in latent personality profi les. Vestnik of Saint Petersburg University. Psychology, 2021, vol. 11, iss. 2, pp. 123–136 (in Russian). DOI: 10.21638/spbu16.2021.201
  32. Kaptsov A., Kolesnikova E. A modifi ed technique of diagnostics of stages of formation of agency students. The Bulletin of the Samara Humanitarian Academy. A series Psychology, 2018, no. 2 (24), pp. 107–117 (in Russian). 
  33. Kaptsov A., Kolesnikova E. Diagnostics of ways of performance of educational action. The Bulletin of the Samara Humanitarian Academy. A series Psychology, 2020, no. 1 (27), pp. 134–149 (in Russian).
  34. Kornilova T., Shestova M., Pavlova E. The relationship of emotional creativity with implicit theories and emotional-personal sphere. Psichological Journal, 2020, vol. 41, no. 4, pp. 19–31 (in Russian). DOI: 10.31857/S020595920010388-2 
  35. Leontiev D. A. Test smyslozhiznennykh orientatsiy (SZhO) [The questionnaire of l ife-meaning orientations (LSS)]. Moscow, Smysl Publ., 2000. 18 p. (in Russian). 
  36. Kaptsov A. V., Matasova I. L., Shatalina M. A. Psychological support for the developvent of agency in students studying on the programmes in psychologyl and pedagogy. The Herzen University Studies: Psychology in Education, 2021, iss. 4, pp. 226‒234 (in Russian). DOI: 10.33910/herzenpsyconf-2021-4-27
  37. Leontiev D. A. Perspectives of non-classical psychodiagnostics. Psikhologicheskie Issledovaniya, 2010, no. 4 (12). Available at: http://psystudy.ru (accessed 01.11.2021). 0421000116/0031. (in Russian). 
  38. Kornilova T. V. Eksperimental’naya psikhologiya: v 2 ch. 4-e izd. [Experimental psychology: in 2 parts. 4th ed.]. Moscow, Yurayt Publ., 2018. Part 2. 174 p. (in Russian). 
  39. Panov V. I., Kaptsov A. V. Structure of Agency Formation Stages in Students: Consistency, Integrity, Formalization. Psychological Science and Education, 2021, vol. 26, no. 4, pp. 91–123 (in Russian). DOI: 10.17759/pse.2021260408 
  40. Grishina N. V., Kostromina S. N. Processual approach: stability and variability as a foundation of wholeness. Psychological Journal, 2021, vol. 42, no. 3, pp. 39–51 (in Russian). DOI: 10.31857/S020595920014166-8 
  41. Kaptsov A. V. Application of the theory of dynamic systems to the estimation of the stability and variability of the stages and methods of objectivity formation. The Bulletin of the Samara Academy of Humanities. A series Psychology, 2021, no. 2 (30), pp. 59–69 (in Russian). DOI: 10.24412/19982156_2021_2_59_69
Received: 
02.11.2021
Accepted: 
09.12.2021
Published: 
31.03.2022